Chapter4-How to calculate discharge and afflux
最新新核心综合学术英语教程-4-Unit-2-参考答案
Unit 2•评估母乳喂养的锐减程度•assess the extent of decline in breast-feeding•不良改变的诱发因素•the major factors responsible for the negative change•就住房和一般生活成本而言•in terms of housing and general cost of living•被奶瓶文化所取代•give way to the “bottle culture”•补充其他食物be supplemented with other foods•对延长母乳喂养产生不利影响•Militate against prolonged breast-feeding•宏观经济与社会文化因素的复杂交织•complex interactions between broad economic and socio-cultural factors•把负面的变化归因于从发达国家舶来的态度和影响•attribute the negative change to attitudes and influences imported from the developed world•不符合母亲的营养意识•fall short of the mother’s nutritional awareness•等同于极端的个人及社会贫困•be synonymous with extreme individual and community povertyTask 1 (Page 32)1. D2. C3. E4. A5. B6. L7. K8. O 9. J 10. N 11. F 12. M 13. M 14. HTask 2 (Page 33)1) The report attempts to evaluate current maternal perceptions of infant-feedingamong different ethnic, religious, cultural, and socio-economic groups in Nigeria. The research questions include: What is the current situation of the decline in breast-feeding in Nigeria? What are the major factors responsible for the negative change? How to institute corrective educational measures? (B) 2) The metropolitan Lagos is heterogeneous in its ethnic and socio-economic composition. (B)3) Most of the earlier reports attributed the negative change to attitudes andinfluences imported from the developed world and the preference for bottle-feeding by the urbanized African. (L)4) For most Nigerians, urban existence means extreme individual and communitypoverty. Implicit in this is a great pressure on mothers to spend more time trying to augment the family income at the expense of caring adequately for their children. (M)5) Childhood malnutrition is more a result of objective conditions of people’s livesthan ignorance on the mother’s part. (N)Task 3 (Page 42)1. h2. j3. m4. n5. q6. v7. u8. a9. t 10. b 11. s 12. l 13. c 14. d 15. r 16. p 17. e 18. o 19. k 20. i 21. g 22. f 23. wTask 41) The government accorded him the rank of Colonel.授予,给予 present with, grant, confer, give, render2) She did not understand the dimension of her plight.方面 scope, extent3) Today his company continues to thrive.兴旺,繁荣 flourish, bloom, prosper, grow rich4) The discrepancy between press and radio reports is obvious.差异difference, disparity, divergence, disagreement, dissimilarity, incongruity, contradiction, inconsistency, incongruousness, discordance5) None of these buildings are noteworthy for their architecture.值得关注的,重要的,显著的great, magnitudinous, important, notable, signif icant, exceptional, towering, extraordinary, outstanding, remarkable6) We will institute some legal proceedings against the company.开始实行,着手,提起(诉讼)initiate, introduce, originate, launch, start, begin7) She keeps extolling his managerial skills.赞美 acclaim, praise, pay tribute to, glorify, applaud, compliment8) They attribute their success to external causes such as luck.归因于 ascribe, assign, credit9) The heterogeneous society of today should be taken into account.各种各样的 varied, mixed, diversified, assorted, diverse10) The great virtue of camping is its cheapness.优点 plus, strength, advantage, asset, benefit, merit11) Going grey is not necessarily synonymous with growing old.等同于 equivalent to, identical to, equal to, the same as, identified with, tantamount to, similar to12) She felt an overwhelming desire to have another child.难以抑制的,强烈的 overpowering, strong, compelling, uncontrollable, compulsive, irresistible, forceful, powerfulThe most formal ones are: disparity, ascribe, augment, incongruity, acclaim, initiate, burgeon, compelling, confer, pay tribute to, incongruous, tantamount to, discordance, compulsive, identi- fied with, assorted, meritTask 5 (Page 44)1) At least 29% of the families had incomes below N 2oo every month, which was muchlower than the minimum required living in a city ranked among the most expensive in the world when it comes to housing and general cost of living.2) As could be clearly seen from the present study, there was a wide gap betweenwomen’s actual infant-feeding practice and their opinions on what the practice should be like. In most of the cases the mothers’ nutritional awareness is better than their actual practice, and this is contradictory to the widely held beliefs that those illiterate and urbanized women suffer from inappropriate counseling.3) Most of the earlier reports believe that people’s attitudes change negativelybecause of the influences from the developed world and the preference of bottle-feeding to breast-feeding by the urbanized African. Clearly such explanations are too simple and only suit a small number of people for they neglect the harsh realities of urban existence, which makes it diff icult for the mothers to prolong breast-feeding.Task 6 (Page 44)Main idea: Research shows that childhood malnutrition is more a result of objective conditions of people’s lives than ignorance on the mother’s part.Task 7 (Page 45)The major objective of the research paper is to assess the extent of decline in breast-feeding as well as the factors responsible for the negative change, and measures to tackle the problem. The study sample comprised 558 randomly selected women residents in Surulere, Nigeria. An interview was conducted by a standard questionnaire to obtain information. Research shows that the decline in breast-feeding in Nigeria is mainly due to the harsh realities of urban existence, which means extreme individual and community poverty. The current trend will not be reversed if the major structural defect of urban life in the developing world is not eliminated or controlled. Much can be done to educate the mothers on the use of hygienically acceptable supplementary foods from relatively inexpensive but nutritious locally available staple foods.Task 10 (Page 45)Breastfeeding Faces Challenges in ChinaUrbanization is closely linked to modernization, industrialization, and the sociological process of rationalization. Urbanization can describe a specif ic condition at a set time, i.e. the proportion of total population or area in cities or towns, or the term can describe the increase of this proportion over time. So the term urbanization can represent the level of urban development relative to overall population, or it can represent the rate at which the urban proportion is increasing.Upon hearing her baby wail, Zhang Shuyi finds herself at her wit’s end. Although she was previously confident that she would be able to breastfeed her child properly, she worries that she might not be able to give her baby enough milk.After giving birth to her son two years ago, 35-year-old Zhang, a doctor at the Capital Institute of Pediatrics in Beijing has continued to practice exclusive breastfeeding in strict accordance with international standards.Task 12 (Page 54)1) Para K Its topic sentence: Complex interactions between broad economic and socio-cultural factors inf luence infant-feeding practices in the developing countries.2) Para O Its topic sentence: Perhaps more lasting benefits will be achieved by emphasizing the education of mothers on how to prepare and use hygienically acceptable supplementary foods from relatively inexpensive but nutritious locally available staple foods.Academic Survival SkillsTask 1 (Page 58)Question 2S trong author version: Anyanwu (1985) claimed that “for most Nigerians, urban existence is synonymous with extreme individual and community poverty” for the great economic pressure on the mothers leave them little time to care adequately for their children. W eak author version: For most Nigerians, the great economic pressure on the mothers leave them little time to care adequately for their children, thus “urban existence is synonymous with extreme individual and community poverty”(Anyanwu, 1985).Question 3 Strong author version: Anyanwu (1985) claimed that it would be better if emphasis could be put on the education of mothers “on how to prepare and use hygienically acceptable supplementary foods from relatively inexpensive but nutritious locally availab le staple foods.” Weak author version: It will be better if emphasis can be put on the education of mothers “on how to prepare and use hygienically acceptable supplementary foods from relatively inexpensive but nutritious locally available staple foods” (A nyanwu, 1985).Task 2 (Page 59)1) Direct quotation. 2) The original source is quoted with a brief explanation in the beginning of the sentence. 3) The original source is quoted with the author’s comment inserted in the middle of the sentence.Task 3 (Page 59)A summary is much shorter than the original source for it only contains the main idea, omitting the details, while a paraphrase is usually the same length as the original source, making changes in vocabulary and structures about some diff icult words and expressions.Task 4 (Page 60)2) Chinese big cities suffer from congestion due to the steadily increasing number of vehicles.3) Some complex sentences may be meaningless.4) Learners are active for they attempt to learn from their experiences.5) Some educators believe that the choice of major makes the biggest difference for students entering college, while others think differently.6) Social networking services (SNS) has changed the way people socialize.7) H irshi and Gottfredson advance the theory of “self-control” to explain people’s propensity to commit or refrain from crimes.Task 6 (Page 64)Paragraph 2 Summary: Gordon and Taylor argue that the difficulties experienced by people with writing will become easier if they learn to deal with their reactions to it appropriately.Paragraph 3 Summary: Frick argues that education has been signif icantly changed by technology at some major turning points in history. The f irst example was the primitive modes of communication in prehistoric times.Paragraph 4 Summary: Hewitt believes that acts of academic dishonesty undermine the validity of the measure of learning.Paragraph 5 Summary: Edelso argues that besides natural resources, there are more important factors determining the wealth of people—the fundamental political andlegal institutions of a nation. 典型的焊接缺陷:未焊透。
数据分析英语试题及答案
数据分析英语试题及答案一、选择题(每题2分,共10分)1. Which of the following is not a common data type in data analysis?A. NumericalB. CategoricalC. TextualD. Binary2. What is the process of transforming raw data into an understandable format called?A. Data cleaningB. Data transformationC. Data miningD. Data visualization3. In data analysis, what does the term "variance" refer to?A. The average of the data pointsB. The spread of the data points around the meanC. The sum of the data pointsD. The highest value in the data set4. Which statistical measure is used to determine the central tendency of a data set?A. ModeB. MedianC. MeanD. All of the above5. What is the purpose of using a correlation coefficient in data analysis?A. To measure the strength and direction of a linear relationship between two variablesB. To calculate the mean of the data pointsC. To identify outliers in the data setD. To predict future data points二、填空题(每题2分,共10分)6. The process of identifying and correcting (or removing) errors and inconsistencies in data is known as ________.7. A type of data that can be ordered or ranked is called________ data.8. The ________ is a statistical measure that shows the average of a data set.9. A ________ is a graphical representation of data that uses bars to show comparisons among categories.10. When two variables move in opposite directions, the correlation between them is ________.三、简答题(每题5分,共20分)11. Explain the difference between descriptive andinferential statistics.12. What is the significance of a p-value in hypothesis testing?13. Describe the concept of data normalization and its importance in data analysis.14. How can data visualization help in understanding complex data sets?四、计算题(每题10分,共20分)15. Given a data set with the following values: 10, 12, 15, 18, 20, calculate the mean and standard deviation.16. If a data analyst wants to compare the performance of two different marketing campaigns, what type of statistical test might they use and why?五、案例分析题(每题15分,共30分)17. A company wants to analyze the sales data of its products over the last year. What steps should the data analyst take to prepare the data for analysis?18. Discuss the ethical considerations a data analyst should keep in mind when handling sensitive customer data.答案:一、选择题1. D2. B3. B4. D5. A二、填空题6. Data cleaning7. Ordinal8. Mean9. Bar chart10. Negative三、简答题11. Descriptive statistics summarize and describe thefeatures of a data set, while inferential statistics make predictions or inferences about a population based on a sample.12. A p-value indicates the probability of observing the data, or something more extreme, if the null hypothesis is true. A small p-value suggests that the observed data is unlikely under the null hypothesis, leading to its rejection.13. Data normalization is the process of scaling data to a common scale. It is important because it allows formeaningful comparisons between variables and can improve the performance of certain algorithms.14. Data visualization can help in understanding complex data sets by providing a visual representation of the data, making it easier to identify patterns, trends, and outliers.四、计算题15. Mean = (10 + 12 + 15 + 18 + 20) / 5 = 14, Standard Deviation = √[(Σ(xi - mean)^2) / N] = √[(10 + 4 + 1 + 16 + 36) / 5] = √52 / 5 ≈ 3.816. A t-test or ANOVA might be used to compare the means ofthe two campaigns, as these tests can determine if there is a statistically significant difference between the groups.五、案例分析题17. The data analyst should first clean the data by removing any errors or inconsistencies. Then, they should transformthe data into a suitable format for analysis, such ascreating a time series for monthly sales. They might also normalize the data if necessary and perform exploratory data analysis to identify any patterns or trends.18. A data analyst should ensure the confidentiality andprivacy of customer data, comply with relevant data protection laws, and obtain consent where required. They should also be transparent about how the data will be used and take steps to prevent any potential misuse of the data.。
人教版高考英语词汇3500-默写版
Unit1 a------achievea(n) abandon abilityable abnormal aboard abolish abortion aboutabove abroad abrupt absence absent absent-mindedabsoluteabsolutelyabsorbabostractabsurdabundantabuseacademicacademyaccelerateaccentacceptacceptableacceptanceaccessaccessibleaccidentaccidentallyaccommodationaccompanyaccountaccountantaccumulateaccuracyaccurateaccuseaccustomedacheachieveUnit2 achievement-------affairachievement acid acknowledge acquaintance acquire acquisition acre acrossactaction active activity actor actress actual actually acute adADadaptadaptationaddaddictaddictedaddictionadditionaddressadequateadjustadjustmentadministrationadmirableadmireadmissionadmitadolescenceadolescentadoptadoreadultadvanceadvancedadvantageadventureadvertiseadvertisementadviceadviseadvocateaeroplaneaffairUnit3 affect------analyseaffect affection afford affordably afraid Africa African after afternoon afterward(s) again against ageaged agency agenda agent aggressive agoagree agreementagriculturalagricultureahaheadaidAIDSaimairaircraftairlineairmailairplaneairportairspacealarmalbumalcoholalcoholicalgebraalienalikealiveallallergicalleyallocateallowallowancealmostalonealongalongsidealoudalphabetalreadyalsoalthoughaltitudealtogetheraluminum always A.M./a.m. amateur amaze amazed amazingambassadorambassadressambiguousambitionambulanceAmericaamongamountampleamuseamusementanalyse/analyze Unit4 analysis------appreciationanalysis ancestor anchor ancient and anecdote angel anger angle angry animal ankle anniversaryannounceannoyannoyedannualanonymousanotheranswerantAntarcticAntarcticaantiqueanxietyanxiousanyanyhowanyoneanythinganywayanywhereapartapartmentapologizeapologyapparent appeal appear appearance appendix appetiteapplaudapplauseappleapplicantapplicationapplyappointappointmentappreciateappreciation Unit5 approach------athleteapproach appropriate approval approve approximately apronarbitraryarcharchitectarchitectureArcticareaargueargumentarisearithmetic arm armchair army around arrange arrangement arrest arrival arrive arrowartarticle artificial artistasashashamedAsiaAsianasideaskasleepaspectassembleassessassessmentassignmentassistassistanceassistantassociateassociationassumeassumptionassureastonishastronautastronomerastronomyatathleteUnit6 athletic------basinathletic Atlantic atmosphere atom attach attack attempt attempted attend attention attitude attract attraction attractive attribute audience audioaunt authentic author authority automatic automobile autonomous autonomy autumn available avenueaverageavoidawaitawakeawardawareawayawesomeawfulawkwardbabybachelorbackbackgroundbackpackbackwardbackwardsbaconbacteriumbadbadlybadmintonbagbaggagebakebakerybalancebalconyballballetballoonbamboobanbananabandbandagebangbankbankruptbanquetbarbarbecuebarberbarbershopbarebarelybargainbarkbarrierbasebaseballbasementbasicbasically basinUnit7 basis------bottlebasis basket basketball batbath bathe bathroom bathtub battery battlebayBC/B.C. bebeach beanbean curd bear beard beastbeat beautiful beauty because become bed bedding bedroom beebeefbeer before befriend beg beggar begin beginner beginning behalf behave behavio(u)r behind beingbeliefbelievebellbellybelongbelongingsbelowbeltbenchbendbeneathbeneficialbenefitbentbesidebesidesbestbest-sellerbetbetraybetterbetweenbeyondBiblebicyclebidbigbikebillbillboardbinbindbingobiochemistrybiographybiologybirdbirthbirthdaybirthplacebiscuitbishopbitbitebitterblackblackboardblameblankblanketbleedblendblessblindblockblogblondblondebloodbloomblouseblowbluebluesboardboastboatbodyboilboldbombbondbonebonusbookbookcasebookletbooksellerbookshelfbookshopboomboost boot booth border boreboredboringbornborrowbossbotanicalbotanybothbotherbottle Unit 8 bottom--------capsulebottom bounce bound boundary bowbowl bowingboxboxingboy boycott brainbrake branch brand brand-new brave bravery breadbreak breakfast breakthrough breast breath breathe breathless breed breeze brewery brickbride bridegroom bridgebriefbright brilliant bringbroadbroadcastbrochurebrokenbronzebroombrotherbrownbrunchbrushbucketBuddhismbudgetbuffetbugbuildbuildingbulbbullbulletbumpbunchbungalowburdenbureaucraticburglarburnburstburybusbushbusinessbusinessmanbusinesswomanbusybutbutcherbutterbutterflybuttonbuybuzzbycabcabbagecafecafeteriacagecakecalculatecalendarcalfcallcalmcaloriecamelcameracampcampaigncampuscan(1)can(2)canalcancelcancercandidatecandlecandycanteencapcapablecapacity capital capsuleUnit9 captain------chickencaptain caption capture car carbon cardcare career careful careless carpenter carpet carriage carrier carrot carrycart cartoon carve casecash cassette cast castle casualcat catalog catastrophe catchcategorycaterCatholiccausecautioncautiouscaveCDceilingcelebratecelebrationcelebritycellcementcentcentigradecentimetre/centimetercentralcentre/centercenturyceremonycertaincertificatechainchairchairmanchairwomanchalkchallengechallengingchampionchancechangechangeablechannelchantchaoschaptercharactercharacteristicchargecharitycharmchartchasechatcheapcheatcheckcheck-incheckoutcheekcheercheerfulcheerscheese chef chemical chemistchemistrychequechesschestchewchickchicken Unit10 chief------communicatechiefchildchildhoodchimneychinachocolatechoicechoirchokechoosechopchopstickchorusChristianChristmaschurchcigarcigarettecinemacirclecircuitcirculate circumstancecircuscitizencitycivilciviliancivilization/civilisation claimclap clarifyclassclassicclassicalclassificationclassifyclassmateclassroomclauseclawclaycleanclean-upcleanerclearclerkcleverclickclientclimateclimbclinicclipclockclonecloseclosedcloselyclothclothesclothingcloudcloudyclubclueclumsycoachcoalcoastcoatcocoacodecoffeecoincoincidencecokecoldcollapsecollarcolleaguecollectcollectioncollectivecollegecollidecollisioncolo(u)rcolo(u)rfulcolo(u)ringcolumncombcombatcombine come comedy comfort comfortable comingcommandcommentcommercecommercialcommissioncommitcommitmentcommitteecommoncommunicate Unit11 communication------connectioncommunication communism communist community compact companion company comparable comparative compare compass compassion compensate competecompetencecompetitioncompetitivecompetitorcomplaincomplaintcompletecomplexcomplicatecomplicatedcomplimentcomponentcomposecompositioncomprehensioncompromisecompulsorycomputecomputerconcentrateconcentrationconceptconcernconcernedconcerningconcert conclude conclusion concrete condemn condition conduct conductorconferenceconfidenceconfidentconfidentialconfirmconflictconfuseconfusedconfusingconfusioncongratulatecongratulationconnectconnection Unit12 conscience------corruptconscience conscious consciousness consensus consequence conservation conservativeconsiderconsiderableconsiderateconsiderationconsistconsistentconstantconstitutionconstructconstructionconsultconsultant consume consumer contact contain container contemporary content contest context continent continue continuous contract contradict contradictory contrarycontrastcontributecontributioncontrolcontroversialconvenienceconvenientconventionalconversationconveyconvinceconvincedcookcookercookerycookiecookingcoolcooperatecopecopycopyrightcorncornercorporationcorrectcorrectioncorrespondcorrespondencecorridorcorruptUnit13 cost------declarecostcosy cottage cotton cough could council count counter country countryside county couple courage course court courtyard cousin covercow cowboy crackcraft crash crayon crazy cream create creation creative creature credit crew crime criminal criminal crisis crispcriterioncriticcriticalcriticismcriticizecropcrosscrossingcrossroadscrowdcrowdedcruelcrycubecubiccuisinecultivateculturalculturecupcupboardcurecuriositycuriouscurrencycurrentcurriculumcursecurtaincushioncustomcustomercustomscutcutecybercrimecyclecyclistdaddailydamdamagedamndampdancedangerdaredarkdarknessdarlingdashdatadatabasedatedaughterdawndaydaylightdaytimedeaddeadlinedeadlydeafdealdeardeathdebatedebtdecadedecidedecisiondeclareUnit14 decline------detectivedecline decorate decoration decrease deed deep deeply deer defeat defence defend define definite definition degree delaydeletedeliberatedeliberatelydelicatedelightdelighteddelightfuldeliverdeliverydemanddemandingdemonstratedentistdenydepartdepartmentdeparturedependdependentdepositdepressdepressiondepthdescribedescriptiondesertdeservedesigndesignerdesire desk despair desperatedespitedessertdestinationdestroydestructiondetaildetectdetective Unit 15 determine------distinctiondetermine determined develop development device devote devoted devotion diagram dial dialectdialogue/dialogdiamonddiarydictationdictionarydiedietdifferdifferencedifferentdifficultdifficultydigdigestdigitaldignitydilemmadiligencediligentdim dimension dine dinner dinosaur dioxide dip diploma diplomacy direct direction directly director directory dirtdirtydisabilitydisableddisadvantagedisagreedisagreementdisappeardisappointdisappointeddisappointmentdisasterdischargedisciplinediscountdiscouragediscoverdiscoverydiscriminationdiscussdiscussiondiseasedisgustingdishdiskdislikedismissdisorderdisplaydissolvedistancedistantdistinction Unit 16 distinguish------emperordistinguish distribute district disturb disturbing dive diverse divide division divorce dizzydo doctor document dogdoll dollar domestic donate donation donkey door doorway dormitory dot double doubt down download downstairs downtown dozenDrdraft drag drama dramatic draw drawback drawer drawing dream dressdrilldrinkdrivedriverdropdrowndrugdrumdryduckduedulldumbdumpdumplingduringdurationduringduskdustdustbindustydutyDVDdyedyingdynamicdynastyeacheagereagleearearnearnestearthearthquakeeaseeasilyeastEastereasterneasyeasy-goingeatechoecologyeconomiceconomicaleconomyecosystemedgeediteditioneditoreducateeducationeducatoreffecteffectiveefficiencyefficientefforteggeggplanteitherelderelderlyelectelectricelectricalelectronicelegantelementelephantelevatorelseelsewheree-mailembarrassembarrassedembarrassingembarrassmentembassyemergencyemotionemotionalemperorUnit17 employ-----expectationemploy employee employer employment emptyenable enclose encourage encouragement end endanger endangered ending endless enemy energetic energy engageenjoy enjoyable enjoyment enlarge enormous enough enquiry/inquiry enrich ensureenter enterprise entertain entertainment enthusiastic entire entirelyentitleentranceentryenvelopeenvironmentenvyequalequalityequallyequatorequipequipmenteraerasererroreruptescapeespeciallyessayessentialestablishestablishmentestimateethnicEuropeEuropeanevaluateeveeveneveningeventeventualeventuallyevereveryeverybodyeverydayeverythingeverywhereevidenceevidentevilevolutionexactexaminationexamineexampleexcellentexceptexchangeexciteexcitementexcitingexcuseexecutiveexerciseexhaustingexhibitexhibitionexistexistenceexitexpandexpectexpectationUnit18 expense-----fireworkexpense expensive experience experienced experiment expert expert explain explanation explicit explode explore explosion export expose express expression extend extension extentextra extraordinary extremeeye eyebrow eyesight facefacial facilityfactfactor factoryfadefailfailurefaintfairfairly fairyfaithfakefallfalsefamefamiliarfamilyfaminefamousfanfancyfantasticfantasyfarfarefarewellfarmfarmerfarmingfartherfarthestfascinatefascinatingfashionfashionablefastfastenfatfatefatherfaultfavo(u)rfavo(u)ritefaxfearfeastfeatherfeaturefederalfederationfeefeedfeedbackfeelfeelingfellowfemalefenceferryfertilefestivalfetchfeverfewfibre/fiberfictionfieldfiercefightfigurefilefillfilmfinalfinancefinancialfindfindingfinefingerfingernailfinishfirefighterfireworkUnit19 firm-----gainfirmfirstfish fisherman fishingfitfixfixed flag flame flash flashlight flatflavo(u)r flee flesh flexible flight float flood floor flour flow flowerflu fluency fluentfly focusfog foggy foldfolk follow following fond foodfool foolish foolishly foot footballfootstepforforbidforceforecastforeheadforeignforeignerforeseeforestforeverforgetforgetfulforgiveforkformformalformatformationformerformulaforthfortnightfortunatefortunatelyfortuneforwardfossilfosterfoundfoundationfountainfoxfragilefragrantframeframeworkfrancfreefreedomfreelyfreewayfreezefreezingfrequentfrequentlyfreshfrictionfridgefriendfriendlyfriendshipfrightenfrightenedfrighteningfrogfromfrontfrontierfrostfruitfryfuelfulfillfullfullyfunfunctionfundfundamentalfuneralfunnyfurfurnishedfurniturefurtherfurthermorefurthestfuturegainUnit 20 gallery-----guestgallery gallon game ganggap garage garbage garden garlic garment gasgate gathergaygene general generally generation generous genetic genius gentle gentleman geography geometry gesturegetget-together ghost giantgiftgifted giraffegirl givegivenglaciergladglanceglareglassglobalglobegloriousglorygloveglowgluegogoalgoatgodgoldgoldengolfgoodgoodbyegoodnessgoodsgoosegossipgoverngovernmentgracegracefulgradegradualgraduallygraduategraduationgraingramgrammargrandgrandchildgranddaughtergrandmagrandpagrandparentgrandsongrannygrantgrapegraphgraspgrassgrasslandgratefulgravegravitygreatgreatlygreedygreengreengrocergreenhousegreetgreetinggrey/graygriefgrillgrocergrocery ground groupgrowgrowthguaranteeguardguessguest Unit 21 guidance------imagineguidance guide guilty guitargunguygym gymnastics hahabit habitat hair haircut half halfway hallham hamburgerhammerhandhandbaghandfulhandkerchiefhandlehandshakehandsomehandwritinghandyhanghappenhappeninghappinesshappyharbo(u)rhardhardlyhardshiphardwarehardworkingharmharmfulharmonyharvesthathatchhatehatredhaveheheadheadlineheadmaster headmistress headquarters headteacher healhealth healthy hear hearing heartheat heaven heavily heavyheelheight helicopter hellhello helmethelp helpful helplesshenherherbhereheritageheroheroinehersherselfhesitatehesitationhihibernatehibernationhidehide-and-seekhighhighlighthighlyhigh-risehighwayhillhillsidehillyhimhimselfhinthirehishistorichistoricalhistoryhithobbyholdholeholidayholyhomehomelandhomelesshometownhomeworkhonest honestly honey hono(u)r hono(u)rable hookhope hopeful hopefully hopeless horizon horn horrible horror horse hospitable hospital hospitality host hostesshothotdog hotelhourhousehouseholdhousewifehouseworkhousinghowhoweverhowlhughugehumanhuman beinghumanityhumo(u)rhumoroushungerhungryhuthunterhurrahhurricanehurryhurthusbandhuthydrogeniceice-creamideaidealidentificationidentifyidentityidiomifignoranceignorantignoreillillegalillnessillustrateimage imagination imagineUnit22 immediately------instituteimmediately immigrant immigrate immigration impact imply import importance important impossible impress impression impressive improve ininchincidentincludeincludingincomeincreaseincreasinglyincredibleindeedindependenceindependentindicateindividualindoorindoorsindustrialindustryinfectinferinflationinfluenceinforminformationinformedinitialinjectinjureinjury inkinn inner innocent insectinsertinsideinsistinspectinspireinstallinstanceinstantinsteadinstitute Unit23 institution------knowledgeinstitution instruct instruction instrument insult insurance insure intellectual intelligence intelligent intendintentioninteractinterestinterestedinterestinginterfereinternalinternationalInternetinterpretinterpreterinterruptintervalinterviewintointroduceinvadeinvasioninventinvention invest investigate invisible invitation invite involve iron irrigation island issue itemitsitself jacket jamjarjawjazz jealous jeans jeepjet jeweljewle(le)ryjobjogjoinjointjokejournaljournalistjourneyjoyjudgejudg(e)mentjuicejumpjunctionjunglejuniorjustjusticejustifykangarookeenkeepkettlekeykeyboardkickkidkillkilokilogram(me)kilometrekindkindergartenkindnesskingkingdomkisskitchenkitekneeknifeknockknowknowledge。
新编金融英语教程 Chapter4 Interest Rate
4.2 Key Points
4.2.1 Time Value of Money
¥$
Time Value of Money
It is very likely that the willingness to postpone purchases into the future stems from the reward, namely the interest rate.
The lender will charge the borrower a risk premium so as to
ensure that he will be compensated for a possible loss of
money.
Delayed consumption
People prefer to buy goods at a later time. As a result, there will often be a positive interest rate
4.2 Key Points
4.2.2 Definition of the Interest Rate
¥$
Interest Rate
It is often defined as the proportion of an amount loaned, which a lender charges an interest to the borrower, normally expressed as an annual percentage. It is the rate a bank or other lender charges to borrow its money or the rate a bank pays its savers for keeping money in an account. The annual interest rate is the rate over a period of one year. Other interest rates apply over different periods, such as a month or a day, but they are usually annualized.
新视野大学英语快速阅读4第二版课后练习题含答案
新视野大学英语快速阅读4第二版课后练习题含答案第一部分Passage 1短文大意:在该文章中,我们将解释“洋葱法则”以及如何该使用这种方法来提高产品质量并满足客户需求。
答案:1.What is the Onion Method?Answer: It is a method that relates to product development that incorporates customer needs.2.What is the purpose of the method?Answer: The purpose of the method is to ensure that all customer needs are being met by the product.3.What is the first layer of the Onion Method?Answer: The first layer is customer needs as it is the foundation for the other layers.4.What is the fourth layer of the Onion Method?Answer: The fourth layer is product design as it determines how well the product will cater to customer needs.Passage 2短文大意:在该文章中,我们将了解什么是价值流图以及价值流图如何帮助公司更好地掌握生产过程并提高生产效率。
答案:1.What is a Value Stream Map?Answer: It is a representation of the steps involved in a process, as well as the time it takes for each step to be completed.2.What is the purpose of a Value Stream Map?Answer: The purpose of a Value Stream Map is to help a company identify inefficiencies in their processes and to improve productivity.3.What is the first step in creating a Value StreamMap?Answer: The first step is to identify the product or service being produced.4.What is the final step in creating a Value StreamMap?Answer: The final step is to implement changes based onthe discoveries made during the mapping process.第二部分Passage 3短文大意:在该文章中,我们将讨论关于中小企业如何利用社交媒体来拓展客户群以及提高销售额的策略。
七年级英语上册《Chapter4 The world of numbers》教案 牛津版
《Chapter4 The world of numbers》The first period: word s preparationTeaching aims:1.Introduce the words of different kinds of numbers2.To read out all kinds of numbers and symbolsTeaching Difficulties:How to read out the different kinds of numbers correctly and tell them by listening Teaching focuses:1.Help students to master the new words.2.Help the students to know something about the language of numbersTeaching aids: some paper with different groups of numbers, a tape recorder and multi-media.Teaching procedures:Step1 Lead-in and revision:Encourage students to speak out at least three things that can be understood by all human beings with different language: music , painting, food ,numbersA ctivity1: ask all the students to stand up and count the numbers one by one. Eachstudent has a chance to say “pass” and “backwards”.A ctivity2: the teacher say :”Page X”, all the students find that page aas quicklyas possible. Then the students work in groups of four.Step2: word studyTask 1:Teach new vocabulary of numbers by showing students some groups of numbers and ask them to find out the rulesCardinal numbers and ordinal numbersOdd numbers and even numbersNumbers showing degreesDecimalsFractionsPercentagesSymbolsTask 2: page 44 A Match the words with the signs and numbersTask 3: Teach students to read out Numbers showing degrees, Decimals, Fractions , PercentagesSymbolsStep3 : ListeningPage 48 AStep 4: Teach the way of saying “+,-, ×,÷”Task 1: say the followings in English: 7+8=155×7=3529-17=1280÷4=20Task 2: choose any to pieces from the cards, ask the students to make the result 10 by using “+,-, ×,÷”. (the cards J, Q, K are “0”) HomeworkExercise book :vocabulary ABCThe second period: VocabularyTeaching aims:Master all the new words in this unit.Teaching difficulties:The spelling of new words.Teaching aids:The multimedia and the blackboardTeaching proceduresStep 1: write down “0” on the blackboard,talk about it and present: ancient numbers, consist of , Indian, develop, invent, invention...show pictures of an abacus and an electronic calculator and a computerTalk about them and present the new words:invent invention abacus calculator accurate ...Step 2: Ask the students to finish Part C1,PartC2PartC3.Part DPart EComplete each task individually first and then discuss in groups then in the class.Step3. Further study.Learn more expressions about dif ferent usage of numbers.1.房号: 1103 ---- Room 11032.班级、年级-- Class 6, Grade 9/Form Three3.时间: 6:50-- six fifty; ten to seven4.年、月、日: 1986/12/6--- December the sixth, nineteen eighty-six5.温度:36°C--thirty-six Celsius degree6.序数: 12th-- twelfth 14th——fourteenthStep4: More activitiesActivity1; work in groups of four, one student say some numbers from 1 to 1oo quickly, the others write them down as quickly as possible. Activity2; work in groups of four, one student say some numbers from 1 to 1oo quickly, the others circle them on a piece of paper which is full of differentnumbers as quickly as possible.Activity3; fill in the blanks with appropriate numbers.two,five,eight,eleven,fourteen,______ , twentytwo,four,seven,eleven,sixteen,______ , twenty-ninethree , four, seven, eleven, _______four , nine, ______ twenty-fiveHomework:Exercise book :vocabulary DThe third period: readingTeaching Aims:1.Learn about numbers from the old world to the present world2.Train the stu dents’ reading ability.Teaching Important Point:1.Improve the students’ reading ability.2.Develop the students’ creative, comprehensive and consolidating abilities. Teaching Difficult Point:1.How to improve the students’ reading ability.2. The use of some useful expressions about numbersTeaching Methods:Individual, pair or group work to make every student work in class.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1 Presentation1.Ask students how much they know about the world of numbers.2.Show some pictures of different kinds of calculating machines to the students to arouse their interest.Step 2 Look and thinkRead the title, its subtitle, the headings and the pictures. Then on the list below, tick the tings you think the article may tell you.Step 3 Reading1.Give the students some questions about the text.1.How many kinds of calculating machines are there in the text?2.What are they?3.Who first invented and developed the system 1 to 9 system?4.Was Zero invented first?5.Step 4. Find out the fact in Part D & E1.Li: Everyone knows it.May : Knows what?Li: The language of numbers.2.Li: ______________.3. Li: ______ ________4. Li:____________5. Li:____________6. Li:______________________.7. Li:____________8. Li:____________Step 5 Consolidation and homework:1.Read the whole article after the tape.2.Copy the new words in the article 4 times for each. And memorize them by heart.Step 6 homeworkExercise Book : ReadingThe fourth period: languageTeaching Aims:1. Learn about giving orders or instructions.2. Train the students’ language ability to use cardinal and ordinal numbersTeaching Important Points:1. Improve the s tudents’ language ability2. Enable the students to master the words and grammar3. Develop the students’ creative, comprehensive and consolidating abilities.Teaching difficult Points:1. How to improve the students’ language ability.2. How to use imperative sentencesTeaching Methods:1. Individual, pair or group work to make every student master the knowledge.Teaching Aids:The multimedia and the blackboard.Teaching Procedures:Step 1: Further study of the passage.Task 1: Work in pairs to find out the phrases from the passage.1.在古代 in ancient times2 以不同方式 in different ways3由…组成consist of4从…到… from …to5数字系统 system of numbers6计算机器 calculating machines7在算盘上 on the abacus8电子计算器 calculators9进行计算 do calculation10短时间内/迅速 in a flash11 能够 be able to do12 在你一生的时间里 in your whole life13下面的故事 the following story14解决问题 solve the problems15 够强大 powerful enoughStep 2:Explain some key sentences from the passage1.In ancient times, people wrote numbers in different ways.2.However they nearly all counted in tens.3.The system of numbers today consist of the number from 1 to 9and 0.4.Abacus are so fast and accurate that people still use it today.5. A computer can so a calculation in a flash.6.She has an amazing brain and can calculate like lightening.Step 3 Practice reading1.Ask the students to read the key sentences above after the teacher.2.Ask the students to read the whole passage after the tape and then together.Step 4 Language祈使句 : 是表示请求、命令、建议等句子,通常称为“无主句”。
Chapter 4. Medical Surveillance
Chapter 4. Medical SurveillanceKey ConceptsMedical surveillance is undertaken to identify changes in the distributions of diseases in order to prevent or control these conditions within a population.A comparison of across populations can help to determine characteristics of populations at higher (and lower) risk.Surveillance of deaths is convenient because the information is virtually complete, standardized and inexpensive to obtain. Nevertheless, data collected from death certificates may be limited by omitted or inaccurate information.Age adjustment is used to remove the influence of any age differences when comparing the disease frequencies of two populations.Premature death measures the to a particular disease, and therefore weighs most heavily deaths that occur at young ages.Patient ProfileA 68-year-old female retired office manager presented with a dry, hacking cough of several months' duration. She reported a history of smoking one pack of cigarettes per day for the past 30 years. To evaluate the patient's cough, her family physician ordered a chest x-ray, which was unremarkable except for an increased density in the hilum (midcentral portion) of the lung fields. A sputum specimen was collected, and abnormally-appearing cells were noted on microscopic evaluation. Because these cells suggested a , a was performed to allow direct visualization of the large airways. A partially obstructing mass was visible at the distal end of the right main stem bronchus. Brushings from this mass revealed cells consistent with a diagnosis of squamous cell carcinoma. Other diagnostic studies indicated that the cancer had spread to involve the brain and bones. Radiation therapy was administered to all sites of cancer involvement. Nevertheless, the patient's condition rapidly deteriorated, and she diedless than 6 months after diagnosis.Medical Surveillance: IntroductionIn this chapter, attention is focused on one of the most basic functions of epidemiology: detection of the occurrence of health-related events or exposures in a target population.The goal of this detection, or surveillance, is to identify changes in the distributions of diseases in order to prevent or control these diseases within a population. The term surveillance literally means "to watch over," and traditionally medical surveillance activities were developed to monitor the spread of infectious diseases through a population. Today, however, surveillance programs have been applied to a wide variety of other conditions, such as congenital malformations, injuries, occupational health problems, and cancer, as well as other behaviors that affect health. Regardless of the type of outcome under consideration, medical surveillance activities involve the following key features:1. Continuous data collection and evaluation2. An identified (such as a community, a work force, or a group of patients)3. A standard definition of the outcome of interest4. Emphasis on timeliness of collection and dissemination of information5. Use of data for purposes of investigation or disease control.The goals of medical surveillance depend on the state of knowledge about the causes of the condition of interest and the extent to which effective preventive measures are known (Table 4–1). Surveillance activities can provide data about the distribution of a disease by person, place, and time. These patterns of occurrence can help shed light on possible causes of the disease. For example, if the time and place of disease occurrence are similar for two or more individuals, a shared source of illness, such asan infectious agent, may be involved. Other demographic information about affected individuals, such as age, race, and gender, typically are collected during surveillance and may provide further insight into the modes of disease acquisition. More detailed information on the personal characteristics of affected individuals can be collected through personal interviews.In the following sections, various aspects of medical surveillance are described. By relating each of these activities to the diagnosis of lung cancer in the Patient Profile, the relationships among different types of surveillance are demonstrated.Surveillance of New DiagnosesIn the United States, the incidence of cancer is monitored by the National Cancer Institute through population-based registries that collectively comprise the Surveillance, Epidemiology, and End Results (SEER) program. Population based means that the target group is the general population, usually identified as residents of a particular geographic area. The term is used to contrast with other types of registries, such as those based on patients who are treated at specific hospitals or those who belong to a particular health insurance plan.The most recently reported SEER data on the incidence of cancer are derived from 12 areas, including five entire states (Utah, Iowa, Connecticut, New Mexico, and Hawaii), six metropolitan regions (Atlanta, Detroit, Los Angeles, San Jose/Monterey, Seattle, and San Francisco), and the native population of Alaska (Figure 4–1). Although about14% of the population of the United States resides within these 12 areas combined, this is clearly not a random sample of the nation. The areas were selected largely on the basis of the ability to maintain ongoing population-based cancer reporting systems and epidemiologic interest in the population subgroups that reside there. Collectively these registries provide reasonably representative samples of different regions of the country, rural and urban populations, and most major racial and ethnic groups.Figure 4–1.Geographic distribution of data collection centers involved in the SEER program. (Modified and reproduced from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)The SEER registries use a variety of methods to locate new diagnoses of cancer. The majority of diagnoses are identified from hospital admissions through the review of pathology reports and lists of discharge diagnoses. Additional identification sources include pathology laboratories outside of hospitals, office records of physicians, outpatient treatment facilities, and death certificates. The size of the population at riskof cancer is derived for each geographic area by extrapolation from census estimates.The 2000 annual age-adjusted incidence rates for the five most common types of cancer among men and women of all races in the United States are shown in Figure 4–2. Note that the data on breast cancer are confined to women and the data on prostate cancer are confined to men. By convention, the incidence rates for cancer are expressed per 100,000 person-years. The for lung cancer indicates that 62 individuals within a representative sample of 100,000 persons in the United States are expected to develop lung cancer in one year.Figure 4–2. Age-adjusted incidence rates for the five leading forms of cancer among men and women of all races in the United States, 1996–2000. The rates for breast cancer are confined to women and the rates for prostate cancer are confined to men. (Data from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)The incidence of lung cancer is 60% higher among males (80 per 100,000 person-years) than females (50 per 100,000 person-years) in the United States. Moreover, as illustrated in Figure 4–3, the incidence of lung cancer is not constant across age groups. This disease is extremely rare in persons under 40 years of age. After age 40, the incidence of lung cancer rises sharply, reaching a peak amongpersons in their 70s.Figure 4–3. Age-specific incidence rates for lung cancer among men and women of all races in the United States, 1996–2000. (Data from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)The striking relationship between age and incidence of lung cancer (and most other types of cancer) creates a potential complication when comparing the incidence rates of population groups with different age distributions. In other words, simply because of their age, a younger group of individuals will tend to have fewer occurrences of lung cancer than an older group of people. Failure to account for this age discrepancy would result in a distorted comparison of incidence rates for lung cancer between the two groups. To allow a comparison of incidence rates that is not influenced by age differences in the underlying populations, an age-adjustment procedure must be performed. The usual approach is referred to as direct age adjustment (or direct age standardization), in which a single standard age structure is applied to the age-specific incidence rates for the groups being compared, resulting in summary rates for thegroups that are not distorted by differences in age. For direct age adjustment of cancer incidence rates in the United States, the standard age distribution currently in use by the is that of the entire population of the country in 2000.As shown later in this chapter, blacks in the United States have an age distribution that is younger than the corresponding age distribution for whites. Because lung cancer tends to occur primarily in older adults, a comparison of overall lung cancer incidence rates for blacks and whites would be misleading, unless an adjustment is made for the underlying difference in age distribution between the races. Summary lung cancer incidence rates for whites and blacks can be compared fairly by determining the lung cancer incidence rate that would have occurred in each racial group if it had the same age distribution as the 2000 U.S. population. The choice of the standard age distribution is arbitrary—any distribution can be used as long as it is applied equally to the groups being compared. We will focus on the topic of age adjustment in greater depth later in this chapter; a discussion of the calculation of adjusted rates can also be found in Dawson and Trapp (2004, Basic and Clinical Biostatistics ).Rate ComparisonsThe age-adjusted incidence rates for leading forms of cancer in the United States are shown by race in Table 4–2. From these data, it can be seen that if the effect of age is held constant, blacks tend to have higher rates of occurrence of lung, colon, and prostate cancers than do whites. In contrast, breast and bladder cancers tend to occur with greater incidence among whites than blacks.By dividing the incidence rate among blacks by the incidence rate among whites, a summary measure of disparity in rates of occurrence is obtained. An index of the racial disparity in cancer incidence is the ratio of black-to-white incidence rates, or rate ratio (RR). If blacks and whites have the same rate of disease occurrence, the rate ratio would have a value of unity (RR = 1). When blacks have an elevated incidence rate compared with whites, the black-to-white rate ratio is greater than one (RR > 1). In contrast, when blacks have a lower incidence rate than whites, the rate ratio is less than one (RR < 1). The further the rate ratio is from unity, the greater the disparity in incidence rate between the races.The black-to-white rate ratio of 1.25 for lung cancer indicates that the incidence of this cancer in black persons is about 25% greater than it is in white persons (Figure 4–4). In contrast, the rate ratio of 0.57 for bladder cancer indicates that the incidence rate of this cancer in blacks is more than 40% lower than it is in whites. These patterns suggest that the factors that influence the development of lung cancer and the factors that influence the development of bladder cancer are distributed differently between the races. These predisposing conditions, termed risk factors, could include genetic susceptibility to the cancers in question as well as exposure to environmental agents. The most common epidemiologic approaches to evaluating risk factors are discussed in Chapters 8 (Cohort Studies) and 9 (Case-Control Studies). Approaches tothe study of genetic susceptibility are presented in Chapter 11: Epidemiologic Studies of Genetics.Figure 4–4. Schematic representation of black-to-white incidence rate ratio for cancers of the lung and bladder in the United States. (Data from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)Variations in across demographic groups can provide important information about the causation of specific types of cancers. For example, cigarette smoking has been linked to the development of lung and bladder cancers, and among males a larger of blacks than whites smoke. Therefore at least among males, the racial difference in of cigarette smoking may account for the increased occurrence of lung cancer among blacks. However, the higher of bladder cancer among whites (particularly among males) suggests that factors other than cigarette smoking must be involved in the development of this disease.Surveillance of DeathsAnother index used to measure the population distribution of a disease is the mortality rate, which characterizes the rapidity with which deaths from the disease occur over time. The mortality rate is determined by the combined forces of the rate of new diagnoses (incidence rate) and the likelihood of death following diagnosis (case fatality). For diseases such as lung cancer, which have a high case fatality (ie, a low rate of cure or recovery), mortality rates give a reasonable approximation of incidence rates. As shown in Figure 4–5, the overall age-adjusted mortality rate for lung canceris about 90% as large as the corresponding incidence rate. For a cancer with a more favorable prognosis, such as thyroid cancer, there will be a greater disparity between mortality and incidence rates (Figure 4–6). The age-adjusted mortality rate for thyroid cancer is only about 7% as large as the corresponding incidence rate, because most persons who develop this disease do not die from it.Figure 4–5 Schematic representation of black-to-white incidence rate ratio for cancers of the lung and bladder in the United States. (Data from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)Figure 4–6 Age-adjusted incidence and mortality rates for thyroid cancer among men and women of all races in the United States, 2000. (Data from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)Despite the potential disparity between incidence and mortality rates, the distributionof deaths from a disease by person, place, and time still can be useful for surveillance purposes. Pragmatic advantages to the use of information on mortality for surveillance purposes are listed below:1. Widely collected, virtually complete data: registration of deaths is compulsory in most industrialized countries, and few deaths are not reported2. Standardized nomenclature: the International Classification of Diseases is used to promote uniformity in reporting of causes of death3. Modest cost: recording of deaths is relatively inexpensive.Statistics on mortality thus serve as a convenient tool for epidemiologic surveillance, particularly when incidence data are not available. For example, as already noted, the SEER program covers only about 14% of the population of the United States, but death registration is compulsory throughout the nation. Accordingly, statistics on mortality can provide a more complete picture of the geographic distribution of cancer than can be determined from incidence data alone. A map of age-adjusted mortality rates for lung cancer for males and females of all races in the United States illustrates this point (Figure 4–7).Figure 4–7 Age-adjusted lung cancer mortality rates for males and females of all races by state, United States, 1996–2000. (Data from Ries LAG et al: SEER Cancer Statistics Review, 1975–2000. National Cancer Institute, 2003.)The process of collecting information on deaths in the United States begins with completion of a death certificate. Background demographic data (eg, age, birthdate, birthplace, race, sex, marital status, place of residence, occupation, and education) usually are recorded by the funeral director. A physician is required to certify the conditions responsible, in whole or in part, for the patient's death. For registration purposes, a distinction is made among1. Immediate cause of death2. Conditions that led to the immediate cause of death3. .Only the underlying cause of death is tabulated in official statistics. The underlying cause of death is defined as (1) the disease or injury that initiated the train of morbid events leading directly to death, or (2) the circumstances of the accident or violence that resulted in the fatal injury. For each of the causes of death listed on the certificate, the physician records the length of time between onset and death. Other required information includes whether an autopsy was performed, the place of death, and the manner of death (ie, natural, unintentional injury, homicide, suicide, or unknown).Overall, only about 10% of death certificates indicate that an autopsy was performed on the deceased individual (the decedent). For people who die from cancer, stroke, chronic obstructive pulmonary disease, or , an autopsy is performed for fewer than 1 person in 20. The causes of death with the highest percentages of subsequent autopsies are homicides (97%), suicides (56%), and unintentional injuries (49%). Medical examiners and coroners are responsible for investigating sudden or unanticipated deaths—such as those resulting from homicide, suicide, or unintentional injuries—as well as deaths arising unexpectedly from natural causes. The investigation includes collecting information on the circumstances surrounding the death, and where appropriate, measuring the decedent's alcohol and drug levels. The information reported by medical examiners and coroners usually is not available at the time of initial certification of death, and therefore is added later as an amendment.Death certificates are filed with a local registrar, who checks for completeness of the information provided and then forwards the certificates to the state vital records office. The aggregated certificates are coded, numbered, and stored at the state level, and certificates for nonresidents are forwarded to their state of residence. The composite death information from each state is transferred to the National Center for Health Statistics for compilation into a national data base. The process of collecting information on deaths in the United States is summarized in Figure 4–8.Figure 4–8. Flow diagram for processing of information about deaths in the United States.As noted, there are a number of advantages to the use of death registrations for purposes of medical surveillance. At the same time, it must be recognized that there are limitations to the information obtained in this manner:1. Most physicians receive little formal instruction about how to fill out death certificates. As a result, the medical information reported is often incomplete or inaccurate.2. In many situations, the certifying physician may have little particular knowledge of the decedent, leading to further errors in reporting or omissions of important conditions.3. The use of only one underlying cause of death in official tabulations can lead to avery incomplete picture of the contributions of various conditions to mortality. For example, in instances in which is reported on a death certificate, it is listed as the only 10% of the time.4. Concern for the of the decedent may cause some physicians to omit sensitive diagnoses. There is evidence, for instance, that acquired immune deficiency syndrome () has been underreported as an underlying cause of death.5. When standard classifications of disease are periodically updated, the rules about assigning underlying causes of death can change, resulting in abrupt, artificial changes in the mortality trends for certain diseases.6. With the many steps involved in collecting, editing, coding, and processing of death certificates, summary mortality data for a given year are not reported, even in preliminary form, until about 2 years later.For any particular application, the appropriateness of using death registrations for purposes of medical surveillance is determined by balancing the advantages of universal coverage, convenience, and accessibility against the limitations of inaccurate and incomplete information, as well as delays in availability. Circumstances in which this type of information is likely to prove most useful include:1. Monitoring historical trends in the burden of a disease and forecasting future expectations2. Identifying population subgroups with disproportionate burdens of disease3. Generating hypotheses about for a disease4. Prioritizing the allocation of health care resources5. Monitoring progress toward meeting health status objectives for a population.Age AdjustmentMortality rates for all causes of death in the United States are shown by age and racein Figure 4–9. For both whites and blacks, mortality rates are high during the first year of life, are low during childhood, adolescence, and young adulthood, and then rise rapidly with increasing age. At every age depicted, however, the for blacks exceed those of whites.Figure 4–9. Mortality rates for all causes of death in the United States, by age and race, 2001. (Data from National Center for Health Statistics: National Vital Statistics Report. Monthly Vital Statistics Report. V ol 52, 2003.)Therefore it might be surprising that the crude death rate (total deaths per total person-years) for blacks (774 deaths/100,000 person-years) is lower than the corresponding rate for whites (895 deaths/100,000 person-years). As indicated in Figure 4–10, the black-to-white ratio of crude mortality rates is 0.86, suggesting that blacks have a lower risk of death than do whites. This apparent paradox is explained by differences in the underlying age distributions of blacks and whites. On average, black persons in the United States tend to be younger than white persons (Figure4–11). For example, only 7.8% of blacks in the United States are 65 years or older, compared with 13.4% of whites. Thus a smaller of the black population experiences the high mortality associated with advanced age. To obtain an undistorted summary comparison of mortality for blacks and whites, the age differential between the races must be eliminated.Figure 4–10 Crude mortality rates for blacks and whites in the United States, 2001. (Data from National Center for Health Statistics: National Vital Statistics Report. V ol 52, 2003.)Figure 4–11 Age distributions of blacks and whites in the United States, 2001. (Data determined from National Center for Health Statistics: National Vital Statistics Report. V ol 52, 2003.)As noted previously, the usual approach to removing the influence of age from a comparison of summary rates is direct . This technique involves the following steps:1. Select a standard age structure. By convention, the standard distribution used for age adjustment of in the United States is the age distribution of the total population of the country in 2000.2. Multiply the age-specific mortality rates for each group being compared by the corresponding age-specific numbers of persons in the standard population. The result is the expected number of deaths for that age category.3. Sum the expected numbers of deaths across all age categories to yield a total number of expected deaths for each group being compared.4. Divide the total number of expected deaths in each group by the total size of the standard population to yield the summary age-adjusted .When this direct age-adjustment procedure is performed on the age-specific death rates for blacks and whites in the United States for 2001, the summary mortality rates shown in Figure 4–12 are obtained. Note that the age-adjusted rates are higher than the crude rates for blacks (Figure 4–10), since the standard population has an older age distribution than does the black population. For whites, the reverse phenomenon is observed; the age-adjusted rate is lower than the because the white population has an older distribution of ages than the standard population.Figure 4–12Age-adjusted (2000 U.S. population standard) total mortality rates for blacks and whites in the United States, 2001. (Data from National Center for Health Statistics: National Vital Statistics Report. V ol 52, 2003.)The numerical values of the age-adjusted rates are not particularly meaningful by themselves, because the values will vary according to the standard age distributionused. The utility of the age-adjusted rates is that they allow comparisons across groups, such as the black-to-white rate ratio, by removing any age disparity between the groups being compared. It can be seen from Figure 4–12 that the age-adjusted mortality rate for blacks is almost 30% greater than it is for whites (rate ratio = 1.32). Thus the age-adjusted mortality rate ratio provides a summary measure that is consistent with the increase in black mortality shown in Figure 4–9. Through the use of an adjustment technique, the distorting effect of differing underlying age distributions has been removed from the contrast of summary .Mortality PatternsIn addition to variation by age and race, mortality in the United Sates also varies by other characteristics. Age-adjusted mortality rates for whites and blacks for calendar years 1980 through 2001 are shown in Figure 4–13. Within each race, the age-adjusted tended to decline, and the percentage decline was similar for whites (17%) and blacks (16%) over this time period. The fall in mortality rates was fairly continuous and progressive among whites. For blacks, however, there was a substantial decline between 1980 and 1982, with relatively level rates between 1982 and 1995, followed by a progressive decline thereafter.Figure 4–13. Age-adjusted total mortality rates by calendar year and race in the United States, 1980–2001. (Data from National Center for Health Statistics: National Vital Statistics Report. V ol 52, 2003.)As shown in Figure 4–14, black males have the highest age-adjusted , followed in succession by white males and black females, with the lowest observed among white females. Within both racial groups, males have higher than females. For both genders, blacks have higher mortality rates than whites.Figure 4–14.Age-adjusted mortality rates for all causes of death by race and sex in the United States, 2001. (Data from National Center for Health Statistics: National Vital Statistics Report. V ol 52, 2003.)Table 4–3 lists the annual age-adjusted for all persons in the United States according to the 10 leading causes of death. Four of the five most common causes of death in this country result from long-term, chronic processes: heart diseases, (cancer), cerebrovascular disease (stroke), and chronic respiratory diseases.Age-adjusted mortality rates for the individual causes of death vary by race and sex. Blacks have higher death rates than whites for 7 of the 10 leading causes of death(Figure 4–15). The relative increase in mortality among blacks is greatest for nephritis/nephrosis (black-to-white RR = 2.4), followed by septicemia (RR = 2.3), diabetes mellitus (RR = 2.1), stroke (RR = 1.4), heart disease and cancer (RR = 1.3), and influenza and pneumonia (RR = 1.1). Unintentional injuries occur with similar age-adjusted death rates among blacks and whites (RR = 1.0). Only chronic respiratory diseases and Alzheimer's disease (RR = 0.7) are responsible for lower age- of death among blacks than whites.Figure 4–15. Black-to-white ratios of age-adjusted mortality rates for the 10 leading causes of death in the United States, 2001. (Data from National Center for Health Statistics: National Vital Statistics Report. V ol 52, 2003.)As depicted in Figure 4–16, males have higher age-adjusted mortality rates for 8 of the 10 leading causes of death in the United States. The relative increase in mortality among males is greatest for unintentional injuries (male-to-female RR = 2.2);。
国航机务英语第四册口语交流
CONTENTLesson One Air Conditioning P. 1 Lesson Two Auto Flight P. 6 Lesson Three Air Source P. 10 Lesson Four Communication P. 14 Lesson Five APU P. 18 Lesson Six Fire Protection P. 22 Lesson Seven Engine Ignition P. 26 Lesson Eight Oil P. 30 Lesson Nine Flight Control P. 34 Lesson Ten Centre Maintenance System P. 37 Lesson Eleven Air Conditioning Lay Out P. 43 Lesson Twelve Navigation P. 49 Lesson Thirteen Auto Flight P. 53 Lesson Fourteen Hydraulic System P. 58 Lesson Fifteen Electrical Power P. 63 Lesson Sixteen Navigation P. 67 Lesson Seventeen Fuel P. 71 Lesson Eighteen Centre Maintenance System P. 77 Lesson Nineteen Oil P. 81 Lesson Twenty Flight Control P. 84Lesson OneAir conditioning SystemPart one: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The air conditioning system supplies pressurization to the whole passenger compartment, the cockpit, all the cargo compartments and the avionic compartment.There are areas in the fuselage that are not pressurized and they are separated by pressure bulkheads.Areas that are not pressurized are the landing gear bays, the radome and the tail cone.Exercises: 1Questions to the Text:1. Where is pressurized by the air conditioning system?2. Are there any un-pressurized areas? What are they?3. Radom is pressurized, isn’t it?Exercises 2:Describe Fig.1 with what you have learned in the text. Speak as much as possible with your own words.Fig. 1Fig.1 Air conditioning systemPart Two: R ead the following passage and memory as much as you can, and then describe the diagram below with your own words.Electricity is mainly used for electrical heating, for lighting, to produce mechanical power, and last but not least to supply all the electronic devices.Electrical power for heating is mainly used in the galleys for ovens and coffee machines. It is also used in anti ice systems to prevent icing of air data probes, water systems and cockpit windows.Lighting equipment is mainly used in the cockpit to provide sufficient general brightness and to illuminate the working areas like panels and maps and in the cabin for passenger comfort and safety and outside the aircraft to make the aircraft visible for other aircraft and to illuminate the ground during takeoff and landing.Mechanical power is produced by electric motors, which are mainly used to drive pumps, for example, fuel and hydraulic pumps or to drive a valve to the commanded position in the fuel, hydraulic or air conditioning system or to move mechanical parts like doors and cargo containers.Electronic devices that are used in nearly all aircraft systems are the computers for system control and monitoring and the control inputs and indications in the cockpit and sensors throughout the whole aircraft.Exercise 1:Questions to the Text:1. What is electrical power used for?2. Were does the heating for oven and coffee machines come from?3. what is lighting equipment used for?4. Are there any lighting equipment outside the aircraft?5. What are the purpose for the lights outside the aircraft?6. How is the valve controlled?7. Electronic devices are used to control various systems, aren’t they?Exercises 2:Describe Fig.2 with what you have learned in the text. Speak as much as possible with your own words.Fig. 2 Electrical PowerLesson TwoAuto FlightPart One: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The aircraft has three axes. They are called:---the longitudinal or x--axis---and the lateral or y—axis---the vertical or z--axisThe Autopilot controls the aircraft attitude directly around 2 axes, by elevator deflections from the pitch channel and aileron deflections from the roll channel .Autoland Autopilots can also control the aircraft attitude directly around the vertical axis by rudder deflections from the yaw channel.The Yaw damper controls the rudder to dampen dutch roll oscillations (swings) during the entire flight.The pitch trim system moves the horizontal stabilizer, to compensate for changes in the center of gravity and center of lift during flight.Autothrottle is the only system that can control an aircraft motion along an axis, called a translatory motion. It generates accelerations in the x--axis by controlling the engine thrust.Exercise 1:Questions to the Text:1. How many axes does an aircraft move along?2. What is the function of the Yaw Damper?3. What is the function of the Pitchtrim?4. How does an aircraft accelerate?5. How is vertical movement of an aircraft achieved?Exercise 2:Describe Fig.3 with what you have learned in the text. Speak as much as possible with your own words.Fig. 3 Axes of An AircraftFig. 3 Pitch Yaw and RollPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.All modern aircraft are equipped with autoflight systems.Typically, an autoflight system has the following subsystems:-- the Autopilot, or AP in short-- the Flight Director, or FD-- the Autothrottle System, usually abbreviated as ATS-- the Automatic Pitch Trim System, also called Autotrim-- and the Yaw Damper System, or YDThe Flight Director shows the pilot how to fly the aircraft manually. This is done by Flight Director Command bars in the Primary Flight Display -- PFD or Attitude Director Indicator--ADI.The Autothrottle System reduces the workload for the pilots by controlling the engine power automatically.Autotrim maintains pitch stability during all phases of the flight. It usually adjusts the horizontal stabilizer automatically.The Yaw Damper improves the dynamic stability of the aircraft during the whole flight.The FMS does navigation and performance calculations for optimum flight performance.Exercise 1:Questions to the text:1. How many subsystems does autoflight consist of?2. What does flight director show?3. What is the function of Autothrottle?4. What is autotrim used for?5. Which subsystem can improve the aircraft dynamic stability?6. what does FMC stand for?Exercise 2:Describe Fig.4 with what you have learned in the text. Speak as much as possible with your own words.Flight DirectorFlight director AutothrottleAutopilotAutotrim Yaw DamperFig. 4 Autoflight SystemLesson ThreeAir SourcePart one: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.On aircraft pneumatic energy is used for engine starting, cabin pressurization and air conditioning, wing anti--icing, water reservoir pressurization and hydraulic reservoir pressurization on some aircraft.You may find other systems and components that also work pneumatically, for instance, air--driven pumps for hydraulics or air motors used for slat operation. In any pneumatic systems, air pressure and temperature need to be as constantas possible to support the different consumers effectively.Exercise 1:Questions to the text:1. What is the function of aircraft pneumatic system?2. why constant air pressure and temperature are needed?3. Does air-driven work pneumatically or hydraulically?4. Air motors are used for hydraulic system operation, aren’t they?Exercise 2:Describe Fig.5 with what you have learned in the text. Speak as much as possible with your own words.Fig. 5 Pneumatic SystemPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.A modular engine construction is used on all modern aircraft. The whole engine is split up into a set of separate major modules. These engine modules are pre--assembled and balanced. They are specially designed to be removed and replaced more easily. The modules remain intact after removal and do not fall to pieces.The major engine modules are further divided into individual modules. The number of modules depends on the manufacturer and on the engine type.Exercise 1:Questions to the text:1. Why are engines are designed into a set of separate modules?2. What would be like if engine is disassembled?3. Can the engine module be further divided?4. How many modules does an engine contain?Exercise 2:Describe Fig.6 with what you have learned in the text. Speak as much as possible with your own words.Blades, shroud, hubGear box, intermidia caseHP compressor,Combustion chamberHP tubineLP turbine,shaftFig. 6. Engine ConstructionLesson FourCommunicationPart one: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.For communication in aircraft we need two general components for nearly all systems:Microphones transfer the acoustic information into an electrical signal. Loudspeakers transfer the electrical signal back into acoustical information. Different types of microphone are used in the cockpit. An area microphone, which is usually installed on the ceiling panel, is used by the voice recorder to record the general cockpit sounds; a hand—held microphone is used for announcements to the passengers; and integrated microphones are contained in the oxygen mask or the headset. These are called the boomset.Exercise 1:Questions to the text:1. What makes it possible for the communication in aircraft?2. What is the function of a microphone?3. Which component transfer the electrical signal into acoustical information?4. How many types of microphone are used in the cockpit?5. What type of microphone does the voice recorder use?6. Where is the voice recorder microphone located?Exercise 2:Describe Fig.7 with what you have learned in the text. Speak as much as possible with your own words.Oxygen mask Area microphoneHand-held microphoneHeadset microphone Fig. 7 CommunicationPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The VHF communication system is used for short distance voice and data communication with ground stations or other aircraft.The VHF frequency range for aircraft communication systems is from 117.975 MHz to 137 MHz .Note that the frequency of 121.5 is an international emergency frequency, which is used, for example, by the emergency locator beacon.The spacing between each communication channel is normally 25 kHz, which means that 760 frequencies, also called channels, are available.In Europe more channels are required in high flight levels, therefore modern systems use a channel spacing of 8.3 kHz which means more than 2000 channels are available.Exercise 1:Questions to the text:1. What is the function of the VHF communication system?2. Do you know the frequency range of VHF communication? What are they?3. When will the emergency frequency be used?4. How many channels are available for VHF system?5. How many KHz is the spacing between each channel?Exercise 2:Describe Fig.8 with what you have learned in the text. Speak as much as possible with your own words.Fig. 8 VHF CommunicationLesson FiveAPUPart one: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.We can split the APU into three main sections.--- the power section--- the bleed section--- and the accessory gearbox sectionThe power section of the APU drives the compressor and the gearbox. This gearbox drives all APU accessories like--- the fuel pump--- the oil pumps--- the cooling fan--- and the AC-generator.On very large APU like this one, you may even find two AC-generators on the gearbox.Exercise 1:Questions to the text:1. How many main sections can APU be divided into?2. What are the three main parts of a APU?3. Which part of the APU drives the gearbox?4. How does the fuel pump work?5. How many APUs does an aircraft have?Exercise 2:Describe Fig.9 with what you have learned in the text. Speak as much as possible with your own words.AC-GENERATORS Fig. 9 APUPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The APU doors give access for servicing and maintenance.There are usually two doors located on the bottom of the rear fuselage. On small aircraft, there is only one door.Latches in the lower inboard edge of the access door hold and secure the doors closed.Exercise 1:Questions to the text:1. What is the function of the APU doors?2. How many doors does an APU usually have?3. Where does the APU door located?4. What is the purpose of the latches?Exercise 2:Describe Fig 10 with what you have learned in the text. Speak as much as possible with your own words.Fig. 10 APU doorsLesson SixFire ProtectionPart one: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The APU is a small engine which also has a fire detection system. The system must be operative when the APU is running.The APU fire warning system activates the same fire warning in the cockpit as for the engines.The system also has 2 features that are important if the cockpit is empty. One feature is a ground warning in the nose or main wheel well area. A red light flashes and a warning horn sounds.The APU fire detection sensor is the same type of continuous dual loop as for the engine fire detection system.Exercise 1:Questions to the text:1. When must the fire protection system be operative?2. Why there is a ground warning in the nose or main wheel well area?3. What kind of warning does the system will give if there is a fire?4. What type is the APU fire detection sensor?Exercise 2:Describe Fig 11 with what you have learned in the text. Speak as much as possible with your own words.Cockpit WarningGround WarningRed light Sensor loopFig. 11 APU Fire ProtectionPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.When a fire starts, there are three ways to put out the fire:--- cool down the temperture;--- remove the oxygen;--- or remove the flammable materialsAll fire extinguisher agents use one or more of these effects to extinguish a fire. In an aircraft, a fire must be extinguished as quickly as possible. This is done either by an installed fire extinguishing system or by using portable fire extinguishers. Both methods use very effective extinguishing agents to put out a fire.In transport aircraft, fire extinguishing systems are installed on the engines, on the APU, in the toilets and in the cargo compartments, if necessary for the compartment classification.Exercise 1:Questions to the text:1. What are the principles for the distinguisher to put out a fire?2. Why a fire in an aircraft must be extinguished as soon as possible?3. How is a fire in an aircraft distinguished?4. Where are the distinguishers installed in transport aircraft?5. According to fig. 12, how many distinguishers are installed in the aircraft?Exercise 2:Describe Fig 12 with what you have learned in the text. Speak as much as possible with your own words.ToiletAPUCargo compartmentengineFig. 12 Fire Extinguisher LocatinLesson SevenEngine IgnitionPart One: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.In this segment we will look at the operation and build--up of the igniter plug. You can find two igniter plugs on each engine, one for system A and the other for system B. In the cut view of the engine on the right you can see that the igniter plugs are installed in 2 positions in the combustion chamber below the centerline of the engine.Exercise 1:Questions to the text:1. What shall we learn in this segment?2. What does the word build-up mean here?3. How many igniters are there on each engine?4. Where are they installed?5. Which part of the diagram tells us the position of the igniter plug?Exercise 2:Describe Fig 13 with what you have learned in the text. Speak as much as possible with your own words.Fig. 13 Igniter InstallationPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The part of the ignition lead that runs along the core engine has a cooling air jacket. Air from the engine compressor passes through the gap between the conduit and the rubber insulation. Now you can start the airflow by doing this task. The cooling air enters through inlet holes and comes out above the coupling nut. From here the air flows over the surface of the igniter plug and gives additional cooling. The cooling air for the lead is necessary because the copper wire increases its resistance with the temperature. So a hot lead decreases the igniter current and consequently the energy of the igniter spark.Exercise 1:Questions to the text:1. How is the ignition lead cooled?2. Where is the cooling air from?3. Why is the cooling air necessary?4. What will happen if the lead becomes hot?Exercise 2:Describe Fig 14 with what you have learned in the text. Speak as much as possible with your own words.Fig. 14. Ignition Lead CoolingLesson EightEngine OilPart One: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.In this segment you will learn about the main tasks of engine oil and the different characteristics of oils. First let us look at the main tasks of oil on modern jet engines. These tasks include:-- lubricating,-- cooling,-- cleaning-- and corrosion protection.Generally, lubrication is needed to reduce friction between metal surfaces that move against each other. The contact surfaces look very smooth but when you look more closely at them through a microscope you can see that they are very rough ( Fig 15).When the surfaces move against each other they can cause very high friction and wear. So the oil is needed to form a protective film. This prevents the contact between the metal surfaces. An oil pump pumps the oil into the gearbox and then is squeezed into the gap between two parts.Exercise 1:Questions to the text:1. What are the main tasks of the oil on modern engine?2. Why is lubrication is needed?3. The surface of a metal part is actually very rough, isn’t it?4. If there is no oil to lubricate, what will happen when two parts move againsteach other?5. How does the oil get into the gearbox?Exercise 2:Describe Fig 14 with what you have learned in the text. Speak as much as possible with your own words.Fig. 15 Task of Engine OilPart Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The oil reservoir and supply system are also called the pressure oil system. The main components of this system are:-- the oil tank-- the supply lines-- the supply pump-- and the supply filter.The oil is stored in the oil tank and pumped by the supply pump through the supply lines to the oil nozzles in the engine bearing compartments and the gearboxes.The oil is filtered before it reaches the oil nozzles. The supply filter is located downstream of the supply pump. The filter removes any foreign particles from the oil before it reaches the oil nozzles. This prevents blockage of the nozzles.Exercise 1:Questions to the text:1. What does oil system consist of?2. Where is oil stored?3. How is the oil sent to the nozzles?4. Where is the filter located?5. What is the function of the filter?6. Why should the foreign particles be removed?Exercise 2:Describe Fig 16 with what you have learned in the text. Speak as much as possible with your own words.Fig 16. Pressure Oil System SchematicFig. 16 Pressure Oil SystemLesson NineFlight ControlsPart One: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.All flight control systems can be divided into:--- control inputs--- control transmissions--- and control outputs or surfaces.Control transmissions connect the control inputs with the control outputs. Control transmissions are achieved mechanically, hydraulically and electrically.The main components in a mechanical transmission are rods and a cable system.Hydraulical transmissions use hydraulic components to convert input signals into hydraulic pressure. The hydraulic pressure moves the flight control surface. Hydraulical transmissions use: mechanical components as well as hydraulical components.Exercise 1: Questions to the text1. What groups can flight control system fall into?2. How are control inputs and outputs connected?3. What parts do the mechanical transmissions consist of?4.Tell us how is hydraulical transmission achieved?5.By what the flight control surface is moved?Exercise 2: Describe Fig 17 with what you have learned in the text. Speak as much as possible with your own words.Fig. 17 Flight Controls35you can, and then describe the diagram below with your own words.Cables must be cleaned, inspected and lubricated on a regular basis. Lint free cloth dampened with solvent can be used to remove old lubrication grease and all dirt from the surface of the control cables.Exercise 1:Describe Fig 18 with what you have learned in the text. Speak as much as possible with your own words.dirt and greaseFig 18 Cable CleaningFigFFig 18 Cable CleaningLesson TenCentral Maintenance Systemyou can, and then describe the diagram below with your own words.The CMCS has two modes of operation. The modes are called reporting mode and interactive mode.The first mode is called the reporting mode. In this mode, the CMC scans all of the aircraft systems that are connected to it. As it does this, the CMC memorizes the transmitted fault information.This memorized fault information can be read at anytime by use of the MCDU or a printout from the printer. It can also be sent to the homebase via the datalink system.Exercise 1: Questions to the text1. Which two modes does the CMCS have?2. What is the first mode? What does the first mode do?3. What is the second mode? What does the second mode do?4. How can we read the memorized fault information?5. how can the information be sent to homebase?Exercise 2:Describe Fig 19 with what you have learned in the text. Speak as much as possible with your own words.Fig. 19 Central Maintenance System39Part Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The display screen consists 14 lines with a maximum of 24 characters in each. The top line is called the title line and shows the title of the selected display. Below the title line are 12 data lines. The data lines are arranged in 6 pairs with a label line in small fonts at the top and a data line in large fonts below it. Each data line has a right and left line select key.The bottom line is called the scratchpad or message line. In this line the MCDU gives messages to the operator such as select desired system which we have seen already.Exercise 1: Questions to the text1. How many lines does a display screen consist of?2. How many characters does a line maximally contain?3. What does the first line display?4. How are the 12 data lines arranged?5. Where are the LSK located?6. What is the purpose of the scratchpad?Exercise 2:Describe Fig 20 with what you have learned in the text. Speak as much as possible with your own words.40Fig 20 MCDU DisplaySaid I Loved You .. .But I liedYou are the candle, love's the flameA fire that burns through wind and rainShining your light through the heart of mineTill the end of timeYou came to me like the dawn through the nightJust shining like the sunOut of my dreams and into my lifeYou are the one, you're the oneChorus:Said I loved you but I lied‘Cause this is more than love I feel insideSaid I loved you but I was wrong‘Cause love could never ever feel so strongSaid I loved you but I liedWith all my soul I've tried in vainHow can mere words my heart explainThis taste of heaven so deep so trueI've found in youSo many reasons in so many waysMy life has just begunNeed you forever, I need you to stayYou are the one, you're the oneChorusYou came to me like the dawn through the nightJust shining like the sunOut of my dreams and into my lifeYou are the one, your are the oneSaid I loved youBut this is more than love I feel insideSaid I loved you... But I liedLesson ElevenAir Conditioning systemPart T One: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The air supply comes from the pneumatic system.The air conditioning system starts after the pack valve.The air is cooled by two or more identical packs. Basic temperature and humidity regulation are carried out in this area of the system.The air conditioning system then mixes cooled air with hot air to give the desired temperature in the conditioned compartments.The air conditioning system also supplies the necessary cooling to panels, batteries and electronic racks by ventilating them with air.Finally, the conditioned air is distributed to the compartments. The cabin and flight compartment are pressurized to supply a pressure corresponding to all flight altitudes. This is regulated by the outflow valve.Exercise 1: Questions to the text1. Where does the air supply come from?2. How is the air cooled?3. Why are the cooled air and hot air mixed?4. What function does the air conditioning perform?5. Which system of the airplane can keep the proper pressurizationcorresponding to all flight altitudes?6. How is the pressure regulated?Exercise 2:Describe Fig 21, Speak as much as possible with your own words.Fig. 21 Air conditioning Lay Out45Part T Two: Read the following passage and memory as much as you can, and then describe the diagram below with your own words.The air conditioning system must make sure of 5 physical characteristics.It must make sure that the air is fresh, clean, at a comfortable temperature, at the correct humidity and at the correct pressure.Let’s look at each of these 5 characteristics in turn, the first one we will consider is freshness.There are regulations relating to freshness on board. These regulations state that there is a minimum of fresh air which must be supplied to the cabin.These regulations are stated in the FAR and JAR which determines the basic requirements for aircraft design.The regulations say that, on average, an acceptable limit of fresh air to be supplied is 0.283 m3 per minute per person. This is about 0,35 kg per minute at sea level.The regulations, therefore, make it necessary that the whole of the cabin air be exchanged every 3 to 5 min, depending on the number of people in the aircraft. This means, for example, that a B747, which has a cabin volume of nearly 800 m 3 and 500 passenger seats, shifts a minimum 160 m3 of air in one minute. Exercise 1: Questions to the text1. What are the five characteristics that the air conditioning system has to keep?2. Which of the five, do you think, is the most important for the people tosurvive?3. What is the acceptable limit of fresh air?4. Where you can find the regulation?5. How often should the air of the cabin be changed?6. How many seats are there in a Boeing 747?Exercise 2: Describe Fig 22 with what you have learned in the text. Speak as much as possible with your own words.。
Native Instruments MASCHINE MIKRO MK3用户手册说明书
The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu-ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments.“Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru-ments GmbH.ASIO, VST, HALion and Cubase are registered trademarks of Steinberg Media Technologies GmbH.All other product and company names are trademarks™ or registered® trademarks of their re-spective holders. Use of them does not imply any affiliation with or endorsement by them.Document authored by: David Gover and Nico Sidi.Software version: 2.8 (02/2019)Hardware version: MASCHINE MIKRO MK3Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product.NATIVE INSTRUMENTS GmbH Schlesische Str. 29-30D-10997 Berlin Germanywww.native-instruments.de NATIVE INSTRUMENTS North America, Inc. 6725 Sunset Boulevard5th FloorLos Angeles, CA 90028USANATIVE INSTRUMENTS K.K.YO Building 3FJingumae 6-7-15, Shibuya-ku, Tokyo 150-0001Japanwww.native-instruments.co.jp NATIVE INSTRUMENTS UK Limited 18 Phipp StreetLondon EC2A 4NUUKNATIVE INSTRUMENTS FRANCE SARL 113 Rue Saint-Maur75011 ParisFrance SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 5F, Shenzhen Zimao Center111 Taizi Road, Nanshan District, Shenzhen, GuangdongChina© NATIVE INSTRUMENTS GmbH, 2019. All rights reserved.Table of Contents1Welcome to MASCHINE (23)1.1MASCHINE Documentation (24)1.2Document Conventions (25)1.3New Features in MASCHINE 2.8 (26)1.4New Features in MASCHINE 2.7.10 (28)1.5New Features in MASCHINE 2.7.8 (29)1.6New Features in MASCHINE 2.7.7 (29)1.7New Features in MASCHINE 2.7.4 (31)1.8New Features in MASCHINE 2.7.3 (33)2Quick Reference (35)2.1MASCHINE Project Overview (35)2.1.1Sound Content (35)2.1.2Arrangement (37)2.2MASCHINE Hardware Overview (40)2.2.1MASCHINE MIKRO Hardware Overview (40)2.2.1.1Browser Section (41)2.2.1.2Edit Section (42)2.2.1.3Performance Section (43)2.2.1.4Transport Section (45)2.2.1.5Pad Section (46)2.2.1.6Rear Panel (50)2.3MASCHINE Software Overview (51)2.3.1Header (52)2.3.2Browser (54)2.3.3Arranger (56)2.3.4Control Area (59)2.3.5Pattern Editor (60)3Basic Concepts (62)3.1Important Names and Concepts (62)3.2Adjusting the MASCHINE User Interface (65)3.2.1Adjusting the Size of the Interface (65)3.2.2Switching between Ideas View and Song View (66)3.2.3Showing/Hiding the Browser (67)3.2.4Showing/Hiding the Control Lane (67)3.3Common Operations (68)3.3.1Adjusting Volume, Swing, and Tempo (68)3.3.2Undo/Redo (71)3.3.3Focusing on a Group or a Sound (73)3.3.4Switching Between the Master, Group, and Sound Level (77)3.3.5Navigating Channel Properties, Plug-ins, and Parameter Pages in the Control Area.773.3.6Navigating the Software Using the Controller (82)3.3.7Using Two or More Hardware Controllers (82)3.3.8Loading a Recent Project from the Controller (84)3.4Native Kontrol Standard (85)3.5Stand-Alone and Plug-in Mode (86)3.5.1Differences between Stand-Alone and Plug-in Mode (86)3.5.2Switching Instances (88)3.6Preferences (88)3.6.1Preferences – General Page (89)3.6.2Preferences – Audio Page (93)3.6.3Preferences – MIDI Page (95)3.6.4Preferences – Default Page (97)3.6.5Preferences – Library Page (101)3.6.6Preferences – Plug-ins Page (109)3.6.7Preferences – Hardware Page (114)3.6.8Preferences – Colors Page (114)3.7Integrating MASCHINE into a MIDI Setup (117)3.7.1Connecting External MIDI Equipment (117)3.7.2Sync to External MIDI Clock (117)3.7.3Send MIDI Clock (118)3.7.4Using MIDI Mode (119)3.8Syncing MASCHINE using Ableton Link (120)3.8.1Connecting to a Network (121)3.8.2Joining and Leaving a Link Session (121)4Browser (123)4.1Browser Basics (123)4.1.1The MASCHINE Library (123)4.1.2Browsing the Library vs. Browsing Your Hard Disks (124)4.2Searching and Loading Files from the Library (125)4.2.1Overview of the Library Pane (125)4.2.2Selecting or Loading a Product and Selecting a Bank from the Browser (128)4.2.3Selecting a Product Category, a Product, a Bank, and a Sub-Bank (133)4.2.3.1Selecting a Product Category, a Product, a Bank, and a Sub-Bank on theController (137)4.2.4Selecting a File Type (137)4.2.5Choosing Between Factory and User Content (138)4.2.6Selecting Type and Character Tags (138)4.2.7Performing a Text Search (142)4.2.8Loading a File from the Result List (143)4.3Additional Browsing Tools (148)4.3.1Loading the Selected Files Automatically (148)4.3.2Auditioning Instrument Presets (149)4.3.3Auditioning Samples (150)4.3.4Loading Groups with Patterns (150)4.3.5Loading Groups with Routing (151)4.3.6Displaying File Information (151)4.4Using Favorites in the Browser (152)4.5Editing the Files’ Tags and Properties (155)4.5.1Attribute Editor Basics (155)4.5.2The Bank Page (157)4.5.3The Types and Characters Pages (157)4.5.4The Properties Page (160)4.6Loading and Importing Files from Your File System (161)4.6.1Overview of the FILES Pane (161)4.6.2Using Favorites (163)4.6.3Using the Location Bar (164)4.6.4Navigating to Recent Locations (165)4.6.5Using the Result List (166)4.6.6Importing Files to the MASCHINE Library (169)4.7Locating Missing Samples (171)4.8Using Quick Browse (173)5Managing Sounds, Groups, and Your Project (175)5.1Overview of the Sounds, Groups, and Master (175)5.1.1The Sound, Group, and Master Channels (176)5.1.2Similarities and Differences in Handling Sounds and Groups (177)5.1.3Selecting Multiple Sounds or Groups (178)5.2Managing Sounds (181)5.2.1Loading Sounds (183)5.2.2Pre-listening to Sounds (184)5.2.3Renaming Sound Slots (185)5.2.4Changing the Sound’s Color (186)5.2.5Saving Sounds (187)5.2.6Copying and Pasting Sounds (189)5.2.7Moving Sounds (192)5.2.8Resetting Sound Slots (193)5.3Managing Groups (194)5.3.1Creating Groups (196)5.3.2Loading Groups (197)5.3.3Renaming Groups (198)5.3.4Changing the Group’s Color (199)5.3.5Saving Groups (200)5.3.6Copying and Pasting Groups (202)5.3.7Reordering Groups (206)5.3.8Deleting Groups (207)5.4Exporting MASCHINE Objects and Audio (208)5.4.1Saving a Group with its Samples (208)5.4.2Saving a Project with its Samples (210)5.4.3Exporting Audio (212)5.5Importing Third-Party File Formats (218)5.5.1Loading REX Files into Sound Slots (218)5.5.2Importing MPC Programs to Groups (219)6Playing on the Controller (223)6.1Adjusting the Pads (223)6.1.1The Pad View in the Software (223)6.1.2Choosing a Pad Input Mode (225)6.1.3Adjusting the Base Key (226)6.2Adjusting the Key, Choke, and Link Parameters for Multiple Sounds (227)6.3Playing Tools (229)6.3.1Mute and Solo (229)6.3.2Choke All Notes (233)6.3.3Groove (233)6.3.4Level, Tempo, Tune, and Groove Shortcuts on Your Controller (235)6.3.5Tap Tempo (235)6.4Performance Features (236)6.4.1Overview of the Perform Features (236)6.4.2Selecting a Scale and Creating Chords (239)6.4.3Scale and Chord Parameters (240)6.4.4Creating Arpeggios and Repeated Notes (253)6.4.5Swing on Note Repeat / Arp Output (257)6.5Using Lock Snapshots (257)6.5.1Creating a Lock Snapshot (257)7Working with Plug-ins (259)7.1Plug-in Overview (259)7.1.1Plug-in Basics (259)7.1.2First Plug-in Slot of Sounds: Choosing the Sound’s Role (263)7.1.3Loading, Removing, and Replacing a Plug-in (264)7.1.4Adjusting the Plug-in Parameters (270)7.1.5Bypassing Plug-in Slots (270)7.1.6Using Side-Chain (272)7.1.7Moving Plug-ins (272)7.1.8Alternative: the Plug-in Strip (273)7.1.9Saving and Recalling Plug-in Presets (273)7.1.9.1Saving Plug-in Presets (274)7.1.9.2Recalling Plug-in Presets (275)7.1.9.3Removing a Default Plug-in Preset (276)7.2The Sampler Plug-in (277)7.2.1Page 1: Voice Settings / Engine (279)7.2.2Page 2: Pitch / Envelope (281)7.2.3Page 3: FX / Filter (283)7.2.4Page 4: Modulation (285)7.2.5Page 5: LFO (286)7.2.6Page 6: Velocity / Modwheel (288)7.3Using Native Instruments and External Plug-ins (289)7.3.1Opening/Closing Plug-in Windows (289)7.3.2Using the VST/AU Plug-in Parameters (292)7.3.3Setting Up Your Own Parameter Pages (293)7.3.4Using VST/AU Plug-in Presets (298)7.3.5Multiple-Output Plug-ins and Multitimbral Plug-ins (300)8Using the Audio Plug-in (302)8.1Loading a Loop into the Audio Plug-in (306)8.2Editing Audio in the Audio Plug-in (307)8.3Using Loop Mode (308)8.4Using Gate Mode (310)9Using the Drumsynths (312)9.1Drumsynths – General Handling (313)9.1.1Engines: Many Different Drums per Drumsynth (313)9.1.2Common Parameter Organization (313)9.1.3Shared Parameters (316)9.1.4Various Velocity Responses (316)9.1.5Pitch Range, Tuning, and MIDI Notes (316)9.2The Kicks (317)9.2.1Kick – Sub (319)9.2.2Kick – Tronic (321)9.2.3Kick – Dusty (324)9.2.4Kick – Grit (325)9.2.5Kick – Rasper (328)9.2.6Kick – Snappy (329)9.2.7Kick – Bold (331)9.2.8Kick – Maple (333)9.2.9Kick – Push (334)9.3The Snares (336)9.3.1Snare – Volt (338)9.3.2Snare – Bit (340)9.3.3Snare – Pow (342)9.3.4Snare – Sharp (343)9.3.5Snare – Airy (345)9.3.6Snare – Vintage (347)9.3.7Snare – Chrome (349)9.3.8Snare – Iron (351)9.3.9Snare – Clap (353)9.3.10Snare – Breaker (355)9.4The Hi-hats (357)9.4.1Hi-hat – Silver (358)9.4.2Hi-hat – Circuit (360)9.4.3Hi-hat – Memory (362)9.4.4Hi-hat – Hybrid (364)9.4.5Creating a Pattern with Closed and Open Hi-hats (366)9.5The Toms (367)9.5.1Tom – Tronic (369)9.5.2Tom – Fractal (371)9.5.3Tom – Floor (375)9.5.4Tom – High (377)9.6The Percussions (378)9.6.1Percussion – Fractal (380)9.6.2Percussion – Kettle (383)9.6.3Percussion – Shaker (385)9.7The Cymbals (389)9.7.1Cymbal – Crash (391)9.7.2Cymbal – Ride (393)10Using the Bass Synth (396)10.1Bass Synth – General Handling (397)10.1.1Parameter Organization (397)10.1.2Bass Synth Parameters (399)11Working with Patterns (401)11.1Pattern Basics (401)11.1.1Pattern Editor Overview (402)11.1.2Navigating the Event Area (404)11.1.3Following the Playback Position in the Pattern (406)11.1.4Jumping to Another Playback Position in the Pattern (407)11.1.5Group View and Keyboard View (408)11.1.6Adjusting the Arrange Grid and the Pattern Length (410)11.1.7Adjusting the Step Grid and the Nudge Grid (413)11.2Recording Patterns in Real Time (416)11.2.1Recording Your Patterns Live (417)11.2.2Using the Metronome (419)11.2.3Recording with Count-in (420)11.3Recording Patterns with the Step Sequencer (422)11.3.1Step Mode Basics (422)11.3.2Editing Events in Step Mode (424)11.4Editing Events (425)11.4.1Editing Events with the Mouse: an Overview (425)11.4.2Creating Events/Notes (428)11.4.3Selecting Events/Notes (429)11.4.4Editing Selected Events/Notes (431)11.4.5Deleting Events/Notes (434)11.4.6Cut, Copy, and Paste Events/Notes (436)11.4.7Quantizing Events/Notes (439)11.4.8Quantization While Playing (441)11.4.9Doubling a Pattern (442)11.4.10Adding Variation to Patterns (442)11.5Recording and Editing Modulation (443)11.5.1Which Parameters Are Modulatable? (444)11.5.2Recording Modulation (446)11.5.3Creating and Editing Modulation in the Control Lane (447)11.6Creating MIDI Tracks from Scratch in MASCHINE (452)11.7Managing Patterns (454)11.7.1The Pattern Manager and Pattern Mode (455)11.7.2Selecting Patterns and Pattern Banks (456)11.7.3Creating Patterns (459)11.7.4Deleting Patterns (460)11.7.5Creating and Deleting Pattern Banks (461)11.7.6Naming Patterns (463)11.7.7Changing the Pattern’s Color (465)11.7.8Duplicating, Copying, and Pasting Patterns (466)11.7.9Moving Patterns (469)11.8Importing/Exporting Audio and MIDI to/from Patterns (470)11.8.1Exporting Audio from Patterns (470)11.8.2Exporting MIDI from Patterns (472)11.8.3Importing MIDI to Patterns (474)12Audio Routing, Remote Control, and Macro Controls (483)12.1Audio Routing in MASCHINE (484)12.1.1Sending External Audio to Sounds (485)12.1.2Configuring the Main Output of Sounds and Groups (489)12.1.3Setting Up Auxiliary Outputs for Sounds and Groups (494)12.1.4Configuring the Master and Cue Outputs of MASCHINE (497)12.1.5Mono Audio Inputs (502)12.1.5.1Configuring External Inputs for Sounds in Mix View (503)12.2Using MIDI Control and Host Automation (506)12.2.1Triggering Sounds via MIDI Notes (507)12.2.2Triggering Scenes via MIDI (513)12.2.3Controlling Parameters via MIDI and Host Automation (514)12.2.4Selecting VST/AU Plug-in Presets via MIDI Program Change (522)12.2.5Sending MIDI from Sounds (523)12.3Creating Custom Sets of Parameters with the Macro Controls (527)12.3.1Macro Control Overview (527)12.3.2Assigning Macro Controls Using the Software (528)13Controlling Your Mix (535)13.1Mix View Basics (535)13.1.1Switching between Arrange View and Mix View (535)13.1.2Mix View Elements (536)13.2The Mixer (537)13.2.1Displaying Groups vs. Displaying Sounds (539)13.2.2Adjusting the Mixer Layout (541)13.2.3Selecting Channel Strips (542)13.2.4Managing Your Channels in the Mixer (543)13.2.5Adjusting Settings in the Channel Strips (545)13.2.6Using the Cue Bus (549)13.3The Plug-in Chain (551)13.4The Plug-in Strip (552)13.4.1The Plug-in Header (554)13.4.2Panels for Drumsynths and Internal Effects (556)13.4.3Panel for the Sampler (557)13.4.4Custom Panels for Native Instruments Plug-ins (560)13.4.5Undocking a Plug-in Panel (Native Instruments and External Plug-ins Only) (564)14Using Effects (567)14.1Applying Effects to a Sound, a Group or the Master (567)14.1.1Adding an Effect (567)14.1.2Other Operations on Effects (574)14.1.3Using the Side-Chain Input (575)14.2Applying Effects to External Audio (578)14.2.1Step 1: Configure MASCHINE Audio Inputs (578)14.2.2Step 2: Set up a Sound to Receive the External Input (579)14.2.3Step 3: Load an Effect to Process an Input (579)14.3Creating a Send Effect (580)14.3.1Step 1: Set Up a Sound or Group as Send Effect (581)14.3.2Step 2: Route Audio to the Send Effect (583)14.3.3 A Few Notes on Send Effects (583)14.4Creating Multi-Effects (584)15Effect Reference (587)15.1Dynamics (588)15.1.1Compressor (588)15.1.2Gate (591)15.1.3Transient Master (594)15.1.4Limiter (596)15.1.5Maximizer (600)15.2Filtering Effects (603)15.2.1EQ (603)15.2.2Filter (605)15.2.3Cabinet (609)15.3Modulation Effects (611)15.3.1Chorus (611)15.3.2Flanger (612)15.3.3FM (613)15.3.4Freq Shifter (615)15.3.5Phaser (616)15.4Spatial and Reverb Effects (617)15.4.1Ice (617)15.4.2Metaverb (619)15.4.3Reflex (620)15.4.4Reverb (Legacy) (621)15.4.5Reverb (623)15.4.5.1Reverb Room (623)15.4.5.2Reverb Hall (626)15.4.5.3Plate Reverb (629)15.5Delays (630)15.5.1Beat Delay (630)15.5.2Grain Delay (632)15.5.3Grain Stretch (634)15.5.4Resochord (636)15.6Distortion Effects (638)15.6.1Distortion (638)15.6.2Lofi (640)15.6.3Saturator (641)15.7Perform FX (645)15.7.1Filter (646)15.7.2Flanger (648)15.7.3Burst Echo (650)15.7.4Reso Echo (653)15.7.5Ring (656)15.7.6Stutter (658)15.7.7Tremolo (661)15.7.8Scratcher (664)16Working with the Arranger (667)16.1Arranger Basics (667)16.1.1Navigating Song View (670)16.1.2Following the Playback Position in Your Project (672)16.1.3Performing with Scenes and Sections using the Pads (673)16.2Using Ideas View (677)16.2.1Scene Overview (677)16.2.2Creating Scenes (679)16.2.3Assigning and Removing Patterns (679)16.2.4Selecting Scenes (682)16.2.5Deleting Scenes (684)16.2.6Creating and Deleting Scene Banks (685)16.2.7Clearing Scenes (685)16.2.8Duplicating Scenes (685)16.2.9Reordering Scenes (687)16.2.10Making Scenes Unique (688)16.2.11Appending Scenes to Arrangement (689)16.2.12Naming Scenes (689)16.2.13Changing the Color of a Scene (690)16.3Using Song View (692)16.3.1Section Management Overview (692)16.3.2Creating Sections (694)16.3.3Assigning a Scene to a Section (695)16.3.4Selecting Sections and Section Banks (696)16.3.5Reorganizing Sections (700)16.3.6Adjusting the Length of a Section (702)16.3.6.1Adjusting the Length of a Section Using the Software (703)16.3.6.2Adjusting the Length of a Section Using the Controller (705)16.3.7Clearing a Pattern in Song View (705)16.3.8Duplicating Sections (705)16.3.8.1Making Sections Unique (707)16.3.9Removing Sections (707)16.3.10Renaming Scenes (708)16.3.11Clearing Sections (710)16.3.12Creating and Deleting Section Banks (710)16.3.13Working with Patterns in Song view (710)16.3.13.1Creating a Pattern in Song View (711)16.3.13.2Selecting a Pattern in Song View (711)16.3.13.3Clearing a Pattern in Song View (711)16.3.13.4Renaming a Pattern in Song View (711)16.3.13.5Coloring a Pattern in Song View (712)16.3.13.6Removing a Pattern in Song View (712)16.3.13.7Duplicating a Pattern in Song View (712)16.3.14Enabling Auto Length (713)16.3.15Looping (714)16.3.15.1Setting the Loop Range in the Software (714)16.3.15.2Activating or Deactivating a Loop Using the Controller (715)16.4Playing with Sections (715)16.4.1Jumping to another Playback Position in Your Project (716)16.5Triggering Sections or Scenes via MIDI (717)16.6The Arrange Grid (719)16.7Quick Grid (720)17Sampling and Sample Mapping (722)17.1Opening the Sample Editor (722)17.2Recording Audio (724)17.2.1Opening the Record Page (724)17.2.2Selecting the Source and the Recording Mode (725)17.2.3Arming, Starting, and Stopping the Recording (729)17.2.5Checking Your Recordings (731)17.2.6Location and Name of Your Recorded Samples (734)17.3Editing a Sample (735)17.3.1Using the Edit Page (735)17.3.2Audio Editing Functions (739)17.4Slicing a Sample (743)17.4.1Opening the Slice Page (743)17.4.2Adjusting the Slicing Settings (744)17.4.3Manually Adjusting Your Slices (746)17.4.4Applying the Slicing (750)17.5Mapping Samples to Zones (754)17.5.1Opening the Zone Page (754)17.5.2Zone Page Overview (755)17.5.3Selecting and Managing Zones in the Zone List (756)17.5.4Selecting and Editing Zones in the Map View (761)17.5.5Editing Zones in the Sample View (765)17.5.6Adjusting the Zone Settings (767)17.5.7Adding Samples to the Sample Map (770)18Appendix: Tips for Playing Live (772)18.1Preparations (772)18.1.1Focus on the Hardware (772)18.1.2Customize the Pads of the Hardware (772)18.1.3Check Your CPU Power Before Playing (772)18.1.4Name and Color Your Groups, Patterns, Sounds and Scenes (773)18.1.5Consider Using a Limiter on Your Master (773)18.1.6Hook Up Your Other Gear and Sync It with MIDI Clock (773)18.1.7Improvise (773)18.2Basic Techniques (773)18.2.1Use Mute and Solo (773)18.2.2Create Variations of Your Drum Patterns in the Step Sequencer (774)18.2.3Use Note Repeat (774)18.2.4Set Up Your Own Multi-effect Groups and Automate Them (774)18.3Special Tricks (774)18.3.1Changing Pattern Length for Variation (774)18.3.2Using Loops to Cycle Through Samples (775)18.3.3Load Long Audio Files and Play with the Start Point (775)19Troubleshooting (776)19.1Knowledge Base (776)19.2Technical Support (776)19.3Registration Support (777)19.4User Forum (777)20Glossary (778)Index (786)1Welcome to MASCHINEThank you for buying MASCHINE!MASCHINE is a groove production studio that implements the familiar working style of classi-cal groove boxes along with the advantages of a computer based system. MASCHINE is ideal for making music live, as well as in the studio. It’s the hands-on aspect of a dedicated instru-ment, the MASCHINE hardware controller, united with the advanced editing features of the MASCHINE software.Creating beats is often not very intuitive with a computer, but using the MASCHINE hardware controller to do it makes it easy and fun. You can tap in freely with the pads or use Note Re-peat to jam along. Alternatively, build your beats using the step sequencer just as in classic drum machines.Patterns can be intuitively combined and rearranged on the fly to form larger ideas. You can try out several different versions of a song without ever having to stop the music.Since you can integrate it into any sequencer that supports VST, AU, or AAX plug-ins, you can reap the benefits in almost any software setup, or use it as a stand-alone application. You can sample your own material, slice loops and rearrange them easily.However, MASCHINE is a lot more than an ordinary groovebox or sampler: it comes with an inspiring 7-gigabyte library, and a sophisticated, yet easy to use tag-based Browser to give you instant access to the sounds you are looking for.What’s more, MASCHINE provides lots of options for manipulating your sounds via internal ef-fects and other sound-shaping possibilities. You can also control external MIDI hardware and 3rd-party software with the MASCHINE hardware controller, while customizing the functions of the pads, knobs and buttons according to your needs utilizing the included Controller Editor application. We hope you enjoy this fantastic instrument as much as we do. Now let’s get go-ing!—The MASCHINE team at Native Instruments.MASCHINE Documentation1.1MASCHINE DocumentationNative Instruments provide many information sources regarding MASCHINE. The main docu-ments should be read in the following sequence:1.MASCHINE MIKRO Quick Start Guide: This animated online guide provides a practical ap-proach to help you learn the basic of MASCHINE MIKRO. The guide is available from theNative Instruments website: https:///maschine-mikro-quick-start/2.MASCHINE Manual (this document): The MASCHINE Manual provides you with a compre-hensive description of all MASCHINE software and hardware features.Additional documentation sources provide you with details on more specific topics:►Online Support Videos: You can find a number of support videos on The Official Native In-struments Support Channel under the following URL: https:///NIsupport-EN. We recommend that you follow along with these instructions while the respective ap-plication is running on your computer.Other Online Resources:If you are experiencing problems related to your Native Instruments product that the supplied documentation does not cover, there are several ways of getting help:▪Knowledge Base▪User Forum▪Technical Support▪Registration SupportYou will find more information on these subjects in the chapter Troubleshooting.Document Conventions1.2Document ConventionsThis section introduces you to the signage and text highlighting used in this manual. This man-ual uses particular formatting to point out special facts and to warn you of potential issues.The icons introducing these notes let you see what kind of information is to be expected:This document uses particular formatting to point out special facts and to warn you of poten-tial issues. The icons introducing the following notes let you see what kind of information canbe expected:Furthermore, the following formatting is used:▪Text appearing in (drop-down) menus (such as Open…, Save as… etc.) in the software andpaths to locations on your hard disk or other storage devices is printed in italics.▪Text appearing elsewhere (labels of buttons, controls, text next to checkboxes etc.) in thesoftware is printed in blue. Whenever you see this formatting applied, you will find thesame text appearing somewhere on the screen.▪Text appearing on the displays of the controller is printed in light grey. Whenever you seethis formatting applied, you will find the same text on a controller display.▪Text appearing on labels of the hardware controller is printed in orange. Whenever you seethis formatting applied, you will find the same text on the controller.▪Important names and concepts are printed in bold.▪References to keys on your computer’s keyboard you’ll find put in square brackets (e.g.,“Press [Shift] + [Enter]”).►Single instructions are introduced by this play button type arrow.→Results of actions are introduced by this smaller arrow.Naming ConventionThroughout the documentation we will refer to MASCHINE controller (or just controller) as the hardware controller and MASCHINE software as the software installed on your computer.The term “effect” will sometimes be abbreviated as “FX” when referring to elements in the MA-SCHINE software and hardware. These terms have the same meaning.Button Combinations and Shortcuts on Your ControllerMost instructions will use the “+” sign to indicate buttons (or buttons and pads) that must be pressed simultaneously, starting with the button indicated first. E.g., an instruction such as:“Press SHIFT + PLAY”means:1.Press and hold SHIFT.2.While holding SHIFT, press PLAY and release it.3.Release SHIFT.1.3New Features in MASCHINE2.8The following new features have been added to MASCHINE: Integration▪Browse on , create your own collections of loops and one-shots and send them directly to the MASCHINE browser.Improvements to the Browser▪Samples are now cataloged in separate Loops and One-shots tabs in the Browser.▪Previews of loops selected in the Browser will be played in sync with the current project.When a loop is selected with Prehear turned on, it will begin playing immediately in-sync with the project if transport is running. If a loop preview starts part-way through the loop, the loop will play once more for its full length to ensure you get to hear the entire loop once in context with your project.▪Filters and product selections will be remembered when switching between content types and Factory/User Libraries in the Browser.▪Browser content synchronization between multiple running instances. When running multi-ple instances of MASCHINE, either as Standalone and/or as a plug-in, updates to the Li-brary will be synced across the instances. For example, if you delete a sample from your User Library in one instance, the sample will no longer be present in the other instances.Similarly, if you save a preset in one instance, that preset will then be available in the oth-er instances, too.▪Edits made to samples in the Factory Libraries will be saved to the Standard User Directo-ry.For more information on these new features, refer to the following chapter ↑4, Browser. Improvements to the MASCHINE MIKRO MK3 Controller▪You can now set sample Start and End points using the controller. For more information refer to ↑17.3.1, Using the Edit Page.Improved Support for A-Series Keyboards▪When Browsing with A-Series keyboards, you can now jump quickly to the results list by holding SHIFT and pushing right on the 4D Encoder.▪When Browsing with A-Series keyboards, you can fast scroll through the Browser results list by holding SHIFT and twisting the 4D Encoder.▪Mute and Solo Sounds and Groups from A-Series keyboards. Sounds are muted in TRACK mode while Groups are muted in IDEAS.。
科技英语翻译与协作ESTchapter4解析
EST chapter4Chapter 4 Conversion ( 转换)英汉两种语言在语法,思维和表达习惯上差异,需要改变词语词类或句子成分,如名词化问题。
Tom is a lover of nature .句子成分转换所谓句子成分转换的译法,是把句子的某一成分(如主语)译成另一成分(如宾语等)。
在多数的情况下,词类转译必然导致句子成分的转译。
表层结构(具体的外在形式)深层结构(存在于人脑中的逻辑意念)4.1 词类转换⏹It is necessary to study and have a good mastery of these laws.必须研究和很好地掌握这些定律。
⏹Increased accuracy usually requires improved measurement techniques or devices.要提高精度,通常需要改进测量方法或改进量具。
⏹The acceleration of gravity should decrease with increasing distance from the center of the earth.重力加速度应随离地心距离的增加而降低。
⏹Capacitance is the charge of a capacitor divided by the voltage across it.电容量等于电容器上的电荷除以其两端的电压。
⏹The analysis can lead to increased conversion efficiency and reduced weight.这种分析有助于提高效率及减轻重量。
4.1.1 Conversion into Chinese verbs4.1.1.1 N---V⏹ A brief qualitative discussion of some basic concepts is presented in this paper.本文简要定性地讨论了一些基本概念。
Chapter04_PPT
– If/Then
• Single-selection structure
– If/Then/Else
• Double-selection structure
– Select Case
• Multiple-selection structure
2002 Prentice Hall. All rights reserved.
Fig. 4.2
2002 Prentice Hall. All rights reserved.
Visual Basic keywords.
12
4.4 Control Structures
Private RaiseEvent Rem Select Short Stop SyncLock True Until WithEvents #If...Then...#Else Property ReadOnly RemoveHandler Set Single String Then Try When WriteOnly Protected ReDim Resume Shadows Static Structure Throw TypeOf While Xor -= Public Region Return Shared Step Sub To Unicode With #Const &
2002 Prentice Hall. All rights reserved.
6
4.4 Control Structures
• Transfer of control
– GoTo statement
• It causes programs to become quite unstructured and hard to follow
综合教程4_paraphrase答案
Unit 11.…there has been this long lull with nothing particular up!…Britain has been in too long a period of stillness without taking any particular action against the enemy!2.…we must “… meet with Triumph and Disaster. And treat those two impostors just the same.”…we are sure to experience both Triumph and Disaster, and we must treat them as the same thing different appearances because they are essentially interchangeable.3.…never give in except to convict ions of honor and good sense.…never give in unless w e are convinced that it is honorable and sensible for us to do so.4.Britain, other nations thought, had drawn a sponge across her slate. Other nations thought that Britain was completely conquered.5.…we have only to persevere to conquer.…we will win as long as we hold on to the end.Unit 21.The phrase “personal space” has a quaint, seventies ring to it.The phrase “personal space” has an odd touch that was characteristic of the 1970s.2.T-shirt weather can make proximity more alluring (or much, or less).In hot summer days, people can be drawn to each other, especially to the opposite sex (or feel disgusted with the closeness of others.)3.The logistics of it vary according to geography.People in different regions are given different sizes of personal space. 4.…individuals routinely commandeer booths and sets of facing seats meant for foursomes.…it is quite common that one person occupies a booth and a set of facing seats designed for four people.5.Even the focus of science these days is micro, not macro.Even science focuses on the intra-personal, inner world rather than the interpersonal, outer society these days.6.In the same way that the breeze from a butterfly’s wings in Japan may eventually produce a tidal in California, I have decided to expand the contracting boundaries of personal space.Because the initial invasion of personal space can cause a chain of reactions, which may bring about a catastrophic consequence, as the breeze from a butterfly’s wings in Japan, if it initiates a chain of waves, may eventua lly produce a tidal wave in California, I have decided to enlarge the shrinking personal space.Unit 31.Given the relatively few restrictions governing access and usage, it is the communications modal equivalent of international waters.As there are relatively few restrictions for reaching and using the Internet, communications via the Internet are comparable to traveling through the international waterways.2.But much less widely reported has been the notion that the Internet may be responsible for furthering the fragmentation of society by alienating its individual users.A lot of people talk about the “new information age”, but not so many people are acquainted with the idea that the Internet separates people from each other and fragments society further as a result.3.It seems to me that we are a society that values immediate gratification above all else, and what better place to achieve it than in cyberspace, where the cyber-world is your cyber-oyster.I think that in our society the top priority is given to the satisfaction of one’s immediate needs. The Internet is the best tool for this purpose, for on the Internet one can do whatever he likes to.Unit 41.It was therefore left to Yamahata to record, methodically – and, as it happens, with a great and simple artistry – the effects ...The responsibility was therefore placed on Yamahata’s shoulders to record the effects systematically and incidentally with a great and simple artistry.2.That absence, even more than wreckage, contains the heart of the matter. That vanished city rather than its remains represents the true measure of the event.3.In the photographs, Nagasaki comes into its own.In the photographs, Nagasaki regains its own status.4.… the human imagination had stumbled to exhaustion in the wreckage ofthe first ruined city without reaching even the outskirts of the second.… the human imagination had been exhausted and stopped at the wreckage of the first ruined city and failed to reach even the outskirts of Nagasaki. 5.… we seem to need, in addition, some other picture to counterpoise against ruined Nagasaki ...… apart from the pictures of Nagasaki we seen to need some other picture to inspire in us a hope of life to counterbalance the sense of doom suggested by the ruined Nagasaki…Unit 51.Slowly, it planned across the tapestry of friendship…Slowly, the movie gave a panoramic picture of friendship…2.This wasn’t just another binge of trendiness, but a kind of cinema verite. This was not simply a shift from one fashion to another, but a truthful description of friendship.3.Well, that duality must have been mortally wounded in some shoot- out at the Y ou’re OK, I’m OK Corral.The two sides must have been mortally wounded in the OK Corral gunfight.4.Buddies hang tough together; friends hang onto each other.Buddies hold on together in face of adversity; friends cling tightly to each other for emotional support.Unit 61.July 4 is one of the times when the American in me feels a twinge ofunease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps.July 4 is one of the times I, as a native American, feel instinctively uneasy about the great gaps in our children’s understanding of their American identity, and thus I am motivated to do something to fill the gaps.2.And our physical separation from our native land is not much of an issue. And living away from our native country does not matter much (in our children’s acquisition of our native language).3.In my day little French kids looked like nothing other than little French kids…When I lived in France as an expatriated child, the French kids were dressed in the unique French style, thus looking quite different from their counterparts in other countries.4.That experience no longer seems possible in Western countries – a sad development, in my view.Full immersion in a truly foreign world no longer seems possible in Western countries, and I think this is a deplorable impact of globalization upon the growth of children in a foreign country.Unit 71.He was almost innocent of any sense of responsibility.→He almost had no sense of responsibility.2.He wrote begging letters by the score, sometimes groveling without shame, at others loftily offering his intended benefactor the privilege ofcontributing to his support, and being mortally offended of the recipient declined the honor.→He wrote a large number of letters to his patron without shame, begging for money. But in a manner that it seemed a great honor for the patron to be offered the chance support him. That’s why he would be greatly offended if the patron refused to tale the honor.3.He would pull endless wires in order to meet some man who admired his work and was able and anxious to be of use to him.→he would use the influences from as many people as possible to meet his admirer who was readily useful to him.4.Is it any wonder he had no time to be a man?→Wagner was such a miraculous monster, is it any wonder that he didn’t behave like a normal human being in this world?Unit81.“Yes, down,”he says.“Yes, I’m going down,” he says.(Literally, he means that he is going down with the bed ,but metaphorically he means that his physical condition is going from bad to worse.2.It is a sound you have never heard. It is something new under the sun. It could cure cancer.And then he laughs. The wild, relaxed laughter is a totally new sound in the world that you have never heard. The laughter could cure cancer.3.She looks over at me shaking her head and making her mouth go.The aide looks over at me, shaking her head to express her frustration andpursing her lips to signal her annoyance, I understand that we are to cooperate.Unit91.he couldn’t stand not being a part of our school.→He wanted very much to be a teacher of our school.2.we found a kinship→we found a strong connection between.3.I……supported myself by sweeping foot floors of off-Broadway stages →I supported myself by sweeping floors of off-broadway stages before there was any new role of me to play.4.He was still living in a world vibrant with all of the beautiful treasures he has stored→he was still living in a world that was exciting and lively because of all the beautiful poems he had memorized.Unit 101.Urban life, during the hours when they reign, is urbane.→Rats make city life orderly and courteous when they dominate the city deep at night.2.City dwellers take the city with them to the country, for they will not live without is pamperings.→City dwellers create all kinds of fashion in the country, for they will not live without these fashionable things.3.These windows are a scandal because they endanger the lives of office workers in case of fire.→These windows are disgraceful because they put the lives of officeworkers in danger if a fire should occur.4.No true sense of the rhythms of the seasons is to be had from a lawn in the backyard and a few spindly trees struggling to survive.→a lawn in the backyard and a few spindle-shaped trees struggling for life are not enough to give the dweller any true sense of the season changes.Unit 111.Nothing remains of it but memories and a fringe of dwelling houses on its outskirts.Except for some dwelling houses on its suburbs, San Francisco has almost completely disappeared from the world and only remains in people’s memories.1.There was no withstanding the onrush of the flames.Nothing could stop the advancement of the flames.2.An enumeration of the deeds of heroism would stock a library and bankrupt the Carnegie medal fund.The courageous and brave deeds in the firefighting would fill up a library if related in writing and exhaust the Carnegie medal fund if rewarded.3.Sometimes a whole family was harnessed to a carriage or delivery wagon that was weighted down with their possessions.Sometimes all members of a family fastened themselves with straps to a carriage or delivery wagon that was heavily loaded with their possessions.5.And against this wall of flames, silhouetted sharply, were two United States cavalrymen sitting their horse , calmly watching.Two United States soldiers sat astride on their horse and calmly watched theconflagration, their shapes contrasting sharply with the wall.Unit 121. It is an insidious practice, all the uglier for its blatancy.The media’s malicious use of the small segment of black America to represent the whole of it is harmful and offensive.2. The free press, indeed, as the main interpreter of American culture and American experience, holds the mirror on American reality -so much so that what the media say is, even if it’s not that way at all.The media are supposed to present American culture and American experience truthfully by reflecting American reality, and people usually accept news reports as truth without any doubt. Unfortunately, in many cases what they present is anything but the truth.The distorted, inaccurate coverage of news is worse than covering nothing at all about blacks.4. Nor is it a matter of closing one’s eyes to the very real problems of the urban underclass -which undeniably is disproportionately black.We should never ignore the existence of real problems of the urban underclass -which undeniably is disproportionately black.5. For the millions of black people like myself -ordinary, hard-working, law-abiding, tax-paying Americans -the media’s blindness to the fact that we even exist, let alone to our contributions to American society, is a bitter cup to drink.Most black people work hard, obey the law and pay all kinds of taxes. We have made our contributions to American society, as all the other Americans have.But the media never notice and cover it. This is really agonizing for the blacks.Unit1catastrophic灾难的,悲惨的amisfortune不幸,灾难n desperately极度地,绝望地adunmeasured未经测量的amenace威胁,恐吓(或存在类似危害的人或事)nlull暂停deceptive 欺骗性的误导的atriumph胜利成功n imposter 冒名顶替者n far-reaching 深远的,广泛的aaddress 致辞,演说v petty 琐碎的,不重要的aconviction 深信确信n apparently显然地ad overwhelming压倒性的amight 力量威力权力n liquidate清算结束终止v sponge海绵nslate石板nflinch畏缩畏惧v persevere坚持v compliment称赞恭维褒扬vventure敢于vstern严厉的,苛刻的a station身份地位nUnit2velvet 天鹅绒,丝绒n inch慢慢移动v minutely 详细地精密地adannoyance烦恼nsidle侧身而行悄悄地贴近vscribble潦草地写画v shuffle拖后腿,拖累v hugger-mugger混乱的无序的aslinky一个玩具品牌nquaint古试的,吸引人的agratifying悦人的令人满足的aintuitive直觉的aintuitively直觉地直观地adpenetrate穿过进入vwedge挤进塞入vpedestrian步行者nzigzag曲折行进vjostle推挤撞vfidget坐立不安vfidgety不安的烦躁的arelentless不间断的aproximity亲近接近临近nallure诱使vproliferation增殖ninfuse灌输注入沏泡vcaffeine咖啡因njangling焦虑的alogistics 后勤ntread踩踏vspread施展蔓延nwager打赌vtrespass 入侵vmutter嘀咕vlament哀悼悔恨vgrant同意vexpansionist 扩张主义者nstake 打赌vannex 吞并vroutinely例行公事的acommandeer征募霸占vfoursome四人组nshrink收缩皱缩vgenome基因组nneuroscientist 神经学家nsouped-up强有力的aneuron神经细胞ntidal潮汐的atidal wave潮汐ncontracting收缩的缩小的aUnit3alienation疏远精神错乱nforum论坛naccess进入接近nmodal形式的apotential潜力nglobalization全球化ndramatically引人注目地,戏剧性地adfragmentation碎片alienate使疏远vaddicted沉溺的,上瘾的aalcoholic酗酒者nmoderate适度的中等的aexaggeration夸张夸大其词故作姿态nbinge狂欢放纵nskew使歪斜vdepress使沮丧vdepressed沮丧的afoster培养vsimulate模仿冒充vsimulated模仿的acyberspace网络空间nsurf网上冲浪vperceive理解认识到察觉到vconverse相反反面ngratification满意喜悦noyster一个随心所欲的世界Unit4dispatch派遣vconstitute组成构成vartistry工艺npulse脉冲脉搏nledge 壁架nunearthly神秘的arubble碎石nwreckage残骸nstumble蹒跚voutskirts郊区nintact完整的aapprehend担心忧虑vperil危险冒险ncounterpoise保持平衡vcontinuation继续延长nUnit5tapestry挂毯nbudget预算nchase 追赶追逐nshoot-out枪战ncosmic无穷的aaffecting感人的aresiliency恢复力ntissue网络ndrastic激烈的adrastically激烈地adbuddy密友nflick电影ntrendy时髦的流行的atrendiness 时髦nvérité实录电影ncelluloid电影胶片nsidekick助手伙伴natavistic返祖现象ncull挑选vbounding人际关系nprimal最初的基本的aattachment依附依恋nadversity灾难逆境npalpable易察觉的明显的apalpably 明显地adaccessory配件装饰物nloathsome令人憎恶的aconfidence信任信心nconfess坦白vwretched令人苦恼的amoan呻吟vrestraint限制约束ngrievance不满不平委屈nclaustrophobic自闭症的achum密友ntrench战壕ntrench mate战友nUnit6regulation 符合规定的官方的aprompt引起v expatriate定居国外v barbecue烧烤n suppress抑制镇压v heritage遗产ntwinge阵痛nunease不安nlacuna隔阂空隙n lacunae pl.folly 愚蠢的行为想法n convey传达vreenact再现v reenactment情景再现n skirmish短暂而激烈的斗争nlaunch发动发起v bonnet遮阳帽n goggle-eyed瞪大眼睛的amake-believe虚拟的a swell充满了vpursue继续v enlightenment启发启蒙nriposte机敏的回答v resonate共鸣v sinister邪恶的a personify人格化v cliché陈词滥调n backdrop背景npeer平辈nfleecy质感的a fleeciness质感n confront面临vjarring不和谐的a immersed融入的a Unit7campaign 行动n publicize宣传公布v supplant取代v empirical基于…考虑的apublicity公众注意力n clinch赢得vspot插播广告nswing转变vdictate支配vpriority优先考虑的事n close-up特写ncoverage新闻版面nincumbency任职nplatform政策ndepart脱离违背vdeparture偏差背离ncharisma个人魅力ncondense浓缩压缩vspectacular惊人的壮观的atestament证明norientation定位nelectorate选举人nbog事陷于泥沼,使动弹不得vbe bogged down阻止发展使停顿newscaster播报员ndenounce公开指责谴责vdetrimental有害的acloud使模糊不清voverrate过高评价vhyperbole夸张nimagery意象形象化ntranscript副本nprofuse丰富的很多的aUnit8undersized小于一般尺寸的anerve神经nagony遭受痛苦ndelusion错觉ngrandeur地位显赫的nconceit狂妄自负nexhaust使筋疲力尽vexhausting十分烦人的aconversationalist健谈的人ntiresome讨人厌的amania狂躁nharangue高谈阔论nvoluble口若悬河,健谈的avolubility流利健谈nvegetarianism素食主义者npamphlet小册子nrave咆哮vsuicidal自我毁灭的agloom压抑ncallous无情的麻木的ashudder战栗发抖vgroveling卑躬屈膝aloftily 傲慢地自负地abenefactor施主,捐助者nrecipient接受者nrajah一印第安国王nunscrupulous寡廉鲜耻的aprocession列队队伍ninfidelity不忠诚无信仰nidiotic白痴的aarrogance傲慢无礼ncaricature漫画n讽刺vburlesque做戏使滑稽vlibretto剧本ntestimony证据证词nstupendous惊人的巨大的amistress情妇ncompromise妥协nconceive想出vdownright完全地adtorment煎熬ndemon恶魔nUnit9stance态度立场nassemble集合装配收集vfurtive鬼鬼祟祟的秘密的atan晒成褐色vclose-cropped剪成非常短的avile相当使人不愉快的讨人厌的arepose睡眠休息nsnowbound被雪困住的abonsai盆栽nprune修剪vfacsimile传真复写nacknowledge告知已收到vcache贮存物隐藏物nkickshaw精美的菜肴nawkwardly笨拙地不雅地adstump剩余部分nscab疤nforceps医用镊子nshard碎片ndisinfectant消毒剂ninert迟缓的呆滞的aathwart横跨prepscramble使混乱vscrambled egg炒蛋vdome圆屋顶nprobe调查探测vheft举起测试重量vaccomplice同谋共犯noatmeal燕麦粥ndeceased已故的adignified有尊严的高贵的aUnit10trilogy三部曲nstutter结巴口吃vstutterer口吃的人nsnicker偷笑窃笑ntraumatic创伤的acatfish鲶鱼nprodigious巨大的anondenominational不限于一宗教宗派的ahumiliate使丢脸羞辱vvent(感情)发泄vpound连续打击vgrit研磨vretreat休息寓所nsavor尽情享受vkinship同族者nsermon训诫启示ncritique批评批评文章nsmirk假笑nwry歪曲的adaze迷惑ndubious无把握的半信半疑的cadence节奏ntutelage教导指导noratorical演说的amaneuver军事演习nmentor指导者nvibrant战栗的响亮的aresurrect使复活复兴vabundant 丰富的a.。
chapter4 reading
Chapter4 Computers 一.重点短语1.be short of缺少的;不够的2.hidden helpers隐藏助手3.hardly ever= seldom=almost never难得;几乎不4.be unaware of = not know about不知道;未察觉5.be dependent on = depend on依赖于6.at the moment = now = at present现在7.be faster at doing sth做某事更快8.teach sb sth教某人某事9.play games with sb与某人玩游戏10.more importantly更重要的是11.operate railways控制铁路12.for these reasons因为这些原因13.electronic brain电脑14.the answer to this question问题的答案15.for the time being暂时16.of ones own某人自己的17.be able to = can会;能;可以18.in the future在未来19.be good at = do well in擅长于……20.change one‟s life改变某人的生活21.have nothing to do 无事可做22.make sb do sth 让某人做某事23.in my opinion=I think 我认为,按照我的观点24.have great understanding of对……有深刻的理解二.要点讲解:1.Not so many years ago, you hardly ever saw computers.不几年前你几乎看不到电脑hardly ever= seldom=almost never 难得;几乎不hardly adv.几乎不hard adj.硬的,艰难的adv.努力地,猛烈地My father hardly ever does housework at home .我爸爸在家几乎不做家务。
经济学原理(双语)-教学大纲
《经济学原理》(双语)教学大纲Principles of Economics(Class Syllabus)课程编号:032023A课程类型:□通识教育必修课□通识教育选修课□专业必修课□专业选修课✔学科基础课总学时:48讲课学时:48实验(上机)学时:0学分:3适用对象:经济类本科生先修课程:高等数学一、课程的教学目标《经济学原理》包括《微观经济学》和《宏观经济学》两部分。
经济学是研究稀缺资源在各种可供选择的用途中,如何进行最有效的配置,以使得人类的无限欲望得到最大满足的一门理论经济学。
经济学作为理论经济学,是许多经济学科如管理经济学、公共财政学、市场学、国际经济学、货币银行学、财政学、国际贸易学、国际金融学等的理论基础。
微观经济学是以个体经济单位例如单个家庭、单个企业、单个市场为研究对象的一门理论经济学。
它试图通过对个体经济单位经济行为的研究,来说明现代社会中市场机制的运行和作用以及如何改善这种运行的途径。
宏观经济学是以社会总体的经济行为即宏观经济运行作为研究对象的一门理论经济学。
它试图通过对社会总体经济行为的研究,来说明市场经济条件下宏观经济的运行以及如何改善这种运行的途径。
目标1:系统理解和掌握经济学基本理论和基础知识目标2:熟悉经济学中基本概念和基本原理的英文表述目标3:能够运用所学原理分析实际经济问题和现象目标4:为进一步学习其他经济类课程打下坚实的理论基础。
二、教学基本要求教学内容:第二章的消费理论、第三章的生产理论、第五章的市场理论、第六章的生产要素市场和收入分配理论、第七章一般均衡、第九章国民收入核算、第十一章产品市场和货币市场的一般均衡、第十三章财政政策和货币政策、第十五章通货膨胀与失业应精讲、细讲。
对各章重点内容,教师应阐述清楚基本原理,并在此基础上以一些浅显易懂的案例增进学生的理解,启发学生的求知欲与好奇心。
教学方法:为实现教学目标,本课程主要采取教师讲授的方式授课,任课教师应以多媒体教学为基本授课方式,教师也可以所采取的其他教学手段如课堂讨论、案例教学等。
七年级英语上册《Chapter4 The world of numbers Reading》课件 牛津版
C Find the meanings
C1 Find these words in the article on page 45. Read the words round them and choose the best meanings.
1 ancient
a many, many years ago
0.54
50% 213 420
40°
3/5
79
40
25°
3/7
17
1,000 76% 75% 852
6.5
7.7
21.13 160 °7/9 57.22 27
2005 32.5
1. even numbers______________________ 2. odd numbers ______________________ 3. fractions__________________________ 4. percentages _______________________ 5. numbers showing degrees ___________ 6. decimal numbers __________________
C2 Find the words in Column A in the article and match them with the meanings in Column B.
1. international a. grew bigger or stronger 2. system 3. developed b. a group of things working together c. count with numbers
Two thousand and six./Two OO Six.
大学思辨英语教程四4视听说原文第三单元Law
大学思辨英语教程四4视听说原文第三单元LawEmpathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1 The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2 The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Activity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s ad vice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Activity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textTask 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1) What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2) What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”.3) How did Jimmy deal with the awkward situation?He did not reveal his real identity.4) If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant. What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden. 5) Every afternoon, when school was over, the children came and played withthe Giant.6) Years went over, and the Giant grew very old and feeble.7) One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8) When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2) How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting a no trespassing sign.3) What did the Giant gain by allowing the children to play in his garden?He gained happiness.4) What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Activity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied,“I don’tknow where he is.”With different concrete details, Sheila becomes different kindsof person.Discuss with your partner your understanding of what kind of personSheila is in each context.1) Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2) Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3) Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4) Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups andlist five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked what I had done, and for the first time I felt repentance and sorrow.—The Story of My Life —The Diamond NecklaceShe wept at once, with sudden, wild abandonment, in her sister’s arms.—The Story of an HourAfter Harry Potter’s parents were killed, baby Harry was put onto the doorsteps of his uncle and aunt which made Hagrid, Professor McGonagall and Dumbledore sad:For a full minute the three of them stood and looked at the little bundle; —Harry Potter and the Sorcerer’s Stone Harry.– (Fred was killed and Hermione was sad, Harry Potter and the Deathly Hallows)Hermione Before Harry could say or do anything, she tucked the enormous ran toward the staircase to the girls’ dormitories and out of sight.—Harry Potter and the Prisoner of Azkabanface as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see.–Harry Potter and the Prisoner of Azkaban“You may rest assured that she will be punished,” Mr. Crouch added coldly.“M-m-master…” Winky stammered, looking up at Mr. Crouch, “M-m-master, p-p-please…”—Harry Potter and the Goblet of Fire—Harry Potter and the Goblet of Fire“Master Barty, you bad boy!” whispered Winky, tears trickling between her fingers.—Harry Potter and the Goblet of Fire。
The polyadic -calculus a tutorial
October 1991
The -calculus is a model of concurrent computation based upon the notion of naming . It is rst presented in its simplest and original form, with the help of several illustrative applications. Then it is generalized from monadic to polyadic form. Semantics is done in terms of both a reduction system and a version of labelled transitions called commitment ; the known algebraic axiomatization of strong bisimilarity is given in the new setting, and so also is a characterization in modal logic. Some theorems about the replication operator are proved. Justi cation for the polyadic form is provided by the concepts of sort and sorting which it supports. Several illustrations of di erent sortings are given. One example is the presentation of data structures as processes which respect a particular sorting; another is the sorting for a known translation of the -calculus into -calculus. For this translation, the equational validity of -conversion is proved with the help of replication theorems. The paper ends with an extension of the -calculus to ! -order processes, and a brief account of the demonstration by Davide Sangiorgi that higher-order processes may be faithfully encoded at rst-order. This extends and strengthens the original result of this kind given by Bent Thomsen for second-order processes.
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bridges. However, all four methods can sometimes be applied to arches, as shown in Section 4.6 (Matthai, 1967; Hamill, 1993). Which method is adopted depends to some extent upon the data available, the ease of application, the type of flow experienced (e.g. subcritical, supercritical, abnormal stage), the waterway geometry (e.g. rectangular, arched, single or multispan), and the purpose of the investigation. The USGS and the USBPR methods are the most frequently employed. Both have some restrictions on their use (Sections 4.2.3 and 4.3.7), which should be understood before undertaking an analysis. With any of the methods large errors may be incurred under adverse conditions or when conditions differ significantly from those of the original research (Skogerboe et al., 1973; Barret and Skogerboe, 1973; Fiuzat and Skogerboe, 1983; Kaatz and James, 1997). Adverse conditions include the following.
The methods described below are relatively simple, most being devised before the computer era. Thus they provide a method of analysis for engineers without access to today’s specialist computer software and, for those who do, a means of quickly checking the results. Since there have been relatively few major investigations of bridge hydraulics, some of the principles and equations described in Chapters 4–6 will be included in the software.
• US Geological Survey (USGS); • US Bureau of Public Roads (USBPR); • Biery and Delleur; • Hydraulics Research (HR).
The first two listed were developed almost entirely for rectangular openings and ‘deck type’ bridges, while the last two were mainly concerned with arch
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4 How to calculate discharge and afflux
4.1 Introduction
Usually bridge hydraulics is concerned with determining either the stage-discharge relationship of a structure or the afflux, or possibly both. This chapter shows how to analyse the flow through rectangular and arched bridge waterway openings with either single or multispans, before and after the waterway becomes drowned. The abutments provide the primary contraction, with the piers being a secondary influence: often the gross area of the waterway opening (AN2, which includes the area occupied by any piers) is employed initially in the calculations, and then a correction factor (J) is introduced to allow for the secondary obstruction of the piers. Typically J =AP/AN2 where AP is the cross-sectional area of the submerged parts of the piers projected onto section 1. On the other hand, Chapter 5 considers long crossings where it is the piers that control the flow while the effect of the abutments is negligible.
• Sites where the flow is non-uniform and abnormal stages exist. Paradoxically, Barret and Skogerboe (1973) found that the USBPR method was more accurate with an abnormal stage, but conjectured that a greater range of data would reveal greater errors. However, it is certainly true that an abnormal profile complicates the calculations, which are much simpler when uniform flow exists and normal depth provides a convenient datum (Figs. 2.3 and 2.4). Generally, with an abnormal stage the bridge exerts a relatively weak control on the flow, reducing the accuracy of an analysis.