Re-examination of the size distribution of firms

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Introduction+to+College+English+Test+Band+4

Introduction+to+College+English+Test+Band+4

01
Examination background and purpose
The Definition of College English Test Band
CET-4 is a national English proficiency test for college students
It is jointly developed by the Ministry of Education and several universities in China
02
Exam content and structure
Listening comprehension
Types of listening materials
including dialogues, lectures, news reports, etc.
Exam requirements
Candidates need to understand the main information and details in the listening materials, and be aons based on the listening content.
04
Exam preparation strategies and methods
Develop an exam preparation plan
要点一
Establish a clear study schedule
including various question types such as cloze, error correction, sentence translation, etc.

考试的利弊英语作文

考试的利弊英语作文

Examinations are a common feature in the educational landscape,and they come with their own set of advantages and disadvantages.Heres a detailed look at both sides of the coin.Advantages of Examinations:1.Objective Assessment:Exams provide a standardized method of assessing students knowledge and skills.They offer a clear and objective measure of a students performance, which can be compared across different students and educational institutions.2.Motivation for Study:The prospect of an exam can motivate students to study and prepare more diligently.It sets a clear goal for students to aim for,which can help them focus their efforts and manage their time effectively.3.Identification of Weaknesses:Exams can help identify areas where a student may need additional support or practice.This feedback can be invaluable for both the student and the teacher,allowing for targeted interventions to improve learning outcomes.4.Preparation for Future Challenges:Exams can help students develop important life skills such as time management,stress management,and problemsolving.These skills are not only useful for academic success but are also beneficial in various professional and personal contexts.5.Recognition of Achievement:Highstakes exams can lead to recognition and rewards for academic excellence.This can boost a students selfesteem and provide a sense of accomplishment.Disadvantages of Examinations:1.Stress and Anxiety:The pressure to perform well in exams can lead to significant stress and anxiety for students.This can negatively impact their mental health and overall wellbeing.2.Narrow Focus on Content:Exams often focus on specific content areas,which can lead to a narrow and superficial understanding of the subject matter.This may not encourage deep learning or critical thinking skills.3.Rote Learning:In an effort to pass exams,students may resort to rote memorization rather than engaging with the material in a meaningful way.This can result in knowledge that is quickly forgotten after the exam is over.4.Inequality in Assessment:Exams may not be an accurate reflection of a students true abilities,as they can be influenced by factors such as socioeconomic background,access to resources,and even the students state of health on the day of the exam.5.Limitation of Creativity:The structured nature of exams can stifle creativity and original thought.Students may feel compelled to conform to a specific answer or way of thinking,which can limit their ability to express their unique perspectives.6.Overemphasis on Quantitative Measures:The reliance on exams can lead to an overemphasis on quantitative measures of success,such as grades and scores,rather than a more holistic approach to education that values personal growth and development.In conclusion,while examinations serve important purposes in the educational system, they also have significant drawbacks.It is essential for educators to consider these factors when designing assessment strategies,aiming for a balance that promotes learning and development without causing undue stress or limiting students potential.。

考试的好处英语作文

考试的好处英语作文

Examinations are a crucial part of the educational system and offer a multitude of benefits to students,educators,and the society at large.Here are some of the key advantages of exams:1.Assessment of Knowledge:Exams provide a systematic way to evaluate a students understanding of a subject.They help measure the depth and breadth of knowledge acquired during a course.2.Motivation for Study:The prospect of exams often serves as a motivation for students to study and prepare thoroughly.It encourages them to delve deeper into the subject matter.3.Identification of Weak Areas:Through exams,students can identify areas where they need to improve.This selfawareness is vital for personal growth and academic development.4.Standardization:Exams help in setting a standard for academic performance.They ensure that all students are evaluated on the same criteria,promoting fairness in the educational system.5.Encouragement of Discipline:Preparing for exams instills discipline in students.They learn to manage their time effectively,prioritize tasks,and develop a strong work ethic.6.Development of Analytical Skills:Exams,especially those involving problemsolving and critical thinking,help students develop analytical skills that are essential for their future careers.7.Preparation for Competitive Environment:In a globalized world,exams prepare students for the competitive environment they will face in their professional lives.8.Enhancement of Memory:The process of studying for exams can strengthen memory retention.Repeated revision and practice help in remembering information for a longer period.9.Feedback Mechanism:Exams serve as a feedback tool for educators.They can assess the effectiveness of their teaching methods and make necessary adjustments to improve learning outcomes.10.Career Advancement:For many professions,passing exams is a prerequisite for obtaining licenses or certifications.These qualifications are often essential for careerprogression.11.Benchmarking:Exams allow educational institutions to benchmark their performance against others,which can lead to improvements in teaching standards and curriculum development.12.Recognition of Achievement:High scores in exams can lead to scholarships,awards, and other forms of recognition,which can boost a students confidence and selfesteem.13.Facilitation of Learning:The process of preparing for exams can facilitate learning by encouraging students to engage more deeply with the material.14.Adaptability:Exams can test a students ability to adapt to different types of questions and scenarios,which is a valuable skill in a rapidly changing world.15.Cultural and Social Integration:In some countries,exams are a rite of passage that helps integrate students into the cultural and social fabric of society.While exams have their benefits,its also important to recognize that they can sometimes lead to stress and anxiety.A balanced approach to education,which includes a variety of assessment methods,can help mitigate these negative effects while still reaping the benefits of exams.。

Intergalactic Dust and Observations of Type Ia Supernovae

Intergalactic Dust and Observations of Type Ia Supernovae

a r X i v :a s t r o -p h /9904319v 3 24 J u n 1999Astrophysical Journal,in pressPreprint typeset using L A T E X style emulateapj v.04/03/99INTERGALACTIC DUST AND OBSERVATIONS OF TYPE IA SUPERNOVAEAnthony AguirreDepartment of Astronomy,Harvard University60Garden Street,Cambridge,MA 02138,USAemail:aaguirre@Astrophysical Journal,in pressABSTRACTEstimates of the cosmic star formation rate and of cluster metallicities independently imply that at z ∼<0.5the gas in the universe has substantial average metallicity:1/10∼<Z/Z ⊙∼<1/3for Ωgas =0.05.This metal density probably cannot be contained in known solar-metallicity galaxies of density parameter Ω∗≈0.004,implying significant enrichment of the intergalactic medium (IGM)by ejection of metals and dust from galaxies via winds,in mergers or in dust efflux driven by radiation pressure.Galaxies have a dust/metal ratio of ∼0.5in their interstellar media,but some fraction (1−f )>0of this must be destroyed in the IGM or during the ejection process.Assuming the Draine &Lee dust model and preferential destruction of small grains (as destruction by sputtering would provide),I calculate the reddening and extinction of a uniform cosmological dust component in terms of f and the minimum grain size a min .Very small grains provide most of the reddening but less than half of the opacity for optical extinction.For f ∼>0.3and a min ∼>0.1µm,the intergalactic dust would be too grey to have been detected by its reddening,yet dense enough to be cosmologically important:it could account for the recently observed type Ia supernova dimming at z ∼0.5without cosmic acceleration.It would also have implications for galaxy counts and evolutionary studies,and would contribute significantly to the cosmic infrared background (CIB).The importance of grey intergalactic dust of the described type can be tested by observations of z =0.5supernovae in (rest)R −band or longer wavelengths and by the fluxes of a large sample of supernovae at z >1.Subject headings:cosmology:observations,distance scale –intergalactic medium –dust,extinction1.INTRODUCTIONThe importance of dust extinction in the Galaxy has been recognized since early in this century when star-counting surveys revealed absorption of optical light by ‘dark clouds’(Barnard 1919).It is fortunate that extinc-tion correlates relatively well with reddening in the Galaxy,because it is difficult enough to accurately measure either the distance to a typical astronomical source or its intrin-sic luminosity –let alone both.But knowing the intrinsic color (B −V )i (using an unobscured line of sight)along with the observed B −V color and a reddening-extinction law A V =R V [(B −V )−(B −V )i ]≡R V E (B −V ),one can correctly determine the distance of an object from its distance modulus,or vice versa.The value of R V varies markedly within the Milky Way (3∼<R V ∼<6;Mathis 1990)and among different galaxies (1.5∼<R V ∼<7.2;Falco et al.1999),but a value of R V ≃3.2is useful for many estimates of Galactic extinction.Radiation from extragalactic objects is subject to ex-tinction by dust both inside and outside of the Galaxy.However,while extragalactic dust has received attention,our knowledge of its amount and properties is rather lim-ited,because methods useful for estimating dust density in galaxies have proved less effective when extended to in-tergalactic space.For example,a number of groups have attempted to measure extinction by dust in clusters us-ing background-object counting,and several claims of in-tracluster dust (Bogart &Wagoner 1973;Boyle,Fong &Shanks 1988;Romani &Maoz 1992)and extragalactic dust cloud detections (Wsozlek et al.1988and referencestherein)have been made,but even now these claims re-main controversial (see Maoz 1995).The strongest pro-posed limits on a diffuse distribution of intergalactic dust with a Galactic reddening law have come from studies of the redshift evolution of the mean quasar spectral index (e.g.Wright 1981;Wright &Malkan 1988;Cheng,Gaskell &Koratkar 1991).These studies limit uniform dust of constant comoving density to have A V (z =1)∼<0.05mag (from Wright &Malkan 1988),and are most sensitive to dust at z >1.While our knowledge of it is poor,intergalactic dust could have great cosmological importance,as it could af-fect results concerning the cosmic microwave (CMB)and cosmic infrared (CIB)backgrounds,galaxy and quasar numbers at high z ,galaxy evolution,large-scale structure,etc.This paper discusses intergalactic dust chiefly in the context of its importance in measurements of the cosmo-logical deceleration parameter –a subject discussed nu-merous times,first by Eigenson (1949)and most recently in Aguirre 1999(A99).Conditions in the diffuse intergalactic medium (IGM)strongly disfavor dust formation,so whatever intergalac-tic dust exists is probably either the remnant of an early Population III epoch,or is formed in galaxies and removed by some mechanism.(The remaining possibility,that a substantial dust-forming population of extragalactic stars exists,is not considered here.)Previous investigations of intergalactic dust have almost invariably assumed that it has properties similar to that of Galactic dust;but this assumption is not well justified.Even among galaxies,R V varies by a factor of four,and intergalactic dust may have12INTERGALACTIC DUST AND TYPE IA SUPERNOVAE creation,destruction,and selection mechanisms quite dif-ferent from dust in galaxies.As argued in A99,radiationpressure ejects grains with high opacity and a broad opac-ity curve more efficiently than other grain types.In§4Idiscuss results suggesting that small grains are preferen-tially destroyed by sputtering,both in the halos of galaxies(during the ejection process)and perhaps in the IGM.The large grains,while having significant mass,give verysmall E(B−V)reddening,and actually have higher visualopacity(per unit mass)than dust which includes smallgrains.Intergalactic dust of this type would not have beendetected by quasar reddening surveys.Current data,de-scribed in§1,suggests that the universe has been enrichedto∼>1/10solar metallicity before z∼0.5.Section8showsthat if a significant fraction of this metal is locked in dustthat is distributed fairly uniformly,the dust extinction toz∼0.5can explain the observed progressive dimming oftype Ia supernovae(Riess et al.1998;Perlmutter et al.1999[P99])without cosmic acceleration.The last section outlines ways in which the influence ofthe type of intergalactic dust described here can be tested,probably most cleanly by future supernova observations.2.COSMIC METALLICITYAlthough still very incomplete,our understanding of theevolution of cosmic metallicity has improved dramaticallyduring the last few years.Recent surveys(see e.g.Madau1999for a review)of galaxies in the Hubble Deep Fieldshow that the comoving star formation rate(SFR)riseswith redshift by a factor of ten to z∼1−1.5,past whichit either declines or levels off.Using the observed starformation rate and an assumed ratio of metal formationto star formation of1/42(Madau et al.1996),the totalcosmic metallicity(neglecting any population III contri-bution)may be estimated by integrating over time themetal formation rate.Figure1shows the result of thisintegration starting at z=10,using curves from Madau(1999)and Steidel et al.(1999).These demonstrate thatwhether or not the SFR declines for z∼>1.5,the cur-rent metal density isΩZ∼(1.5−2)h−265×10−4.The es-timates shown forΩZ(z)agree with other results in theliterature using similar methods:Pettini(1999)estimatesΩZ(z≃2.5)∼6×10−5;Cen&Ostriker(1999b)calculateΩZ(z≃2.5)∼2×10−5andΩZ(z≃0.5)≃1.1×10−4.Very interestingly,these estimates coincide with the‘fos-sil evidence’presented by Renzini(1997;1998).He arguesthat clusters are essentially closed systems which containall of the metal produced by their stellar populations.Stars of approximately solar metallicity comprise only afractionΥcl≈0.09h3/265of the total cluster gas mass,yetthe remaining intracluster gas has≈1/3solar metallic-ity.The associated metal production per unit of stellarmass can be written M Z≈M∗[1+3.15h−3/265]Z⊙(Renzini1997).Unless stars in clusters produce metals much more efficiently than those infield galaxies,thisfigure should ap-ply to theΩ∗≈0.004(Fukugita,Hogan&Peebles1996) of stars in the universe,givingΩZ≈3.1×10−4.More-over,if the cosmic gas density isΩgas≈0.05,then the star formation efficiency of clusters well represents that of the universe,ΥIGM≡Ω∗0.02 ΩgalAGUIRRE3To avoid the conclusion that the universe has substan-tial intergalactic metallicity,it therefore seems that one would have to argue both that cluster galaxies eject met-als more efficiently thanfield galaxies and have a different IMF,and also accept that estimates of the SFR and/or the density of metal in galaxies are incorrect by at least a factor of two.In summary,the density of intergalactic dust can be es-timated at z∼0.5asΩigmdust(z∼0.5)=F I×d m×χ×10−4,(2) with likely values of1.5∼<χ∼<3and d m≃0.5.The argu-ment that stars and gas in known galaxies cannot contain these metals gives0.5∼<F I∼<0.75;the larger number also corresponds to the value derived by assuming thatfield galaxies eject metal as cluster galaxies do.The resulting estimate does not take into account grain destruction.3.REMOVAL OF DUST AND METAL FROM GALAXIES The conclusion that the IGM is fairly metal rich implies that metal can be efficiently removed from the galaxies in which it forms.Several ways in which galaxies can eject dust and metallic gas have been studied in the context of clusters(for exactly the same reason),but it rather unclear which mechanism is dominant.The density of intracluster gas is high enough that ram-pressure stripping of galactic gas may be efficient(e.g.Fukumoto&Ikeuchi1996;Gunn &Gott1972)in clusters,but it would be much less effec-tive for a galaxy in the general IGM.The removal of gas by supernova-driven winds has been widely discussed,and de-tailed simulations have been performed investigating this effect in large starburst galaxies(Suchkov et al.1994)and in dwarves(Mac Low&Ferrara1998).It is widely thought that galactic winds also remove gas from ellipticals(e.g. David,Forman&Jones1990).Gnedin(1998)has claimed that mergers provide the dominant metal removal mech-anism,at least for z∼>4.Finally,dust removal(without metallic gas)by radiation pressure can be fairly efficient even for present-day spirals;starburst galaxies with higher luminosities would be correspondingly more effective.In this section I will concentrate on radiation pressure as the dominant dust expulsion mechanism because the effects on the dust have been investigated most carefully in that scenario;but I will discuss the other mechanisms briefly. The dynamical evolution of a dust grain in a spiral galaxy is governed primarily by the radiation pressure, gravity,the viscous gas drag and the magnetic Lorentz force.Starting with Chiao&Wickramasinghe(1972),sev-eral groups have studied these forces acting on grains in model galaxies with some assumptions about the mass, gas,and luminosity distributions.Confirming the results of Chiao&Wickramasinghe,Ferrara et al.(1990)find that graphite grains of most sizes can escape most spiral galaxies,and that silicate grains are marginally confined (though silicate grains with a∼>0.05µm can escape high luminosity spirals.)Calculating the grain dynamics for two specific galactic models(of the Milky way and NGC3198)in more de-tail,Ferrara et al.(1991)find that in the Milky Way, silicate grains of radius a=0.1µm have typical speeds of∼200−600km s−1and reach halo radii∼100kpc in ∼150−500Myr.Graphite grains of a=0.05µm can move approximately twice as fast.Another investigation, by Shustov&Vibe(1995),gives similar results.Theyfind that grains of size0.07µm≤a≤0.2µm are ejected most effectively.Silicate(graphite)grains of0.1µm starting 1kpc above the galactic disk attain speeds of1000km s−1 (2000km s−1)and reach100kpc in100(40)Myr.Shustov &Vibe stress that only dust starting somewhat above the disk can escape,but this does not imply that dust ejec-tion is inefficient:in their model,the dust expulsion rate is up to0.4M⊙yr−1,which in a Hubble time exceeds theentire metal content of the Galaxy and givesΩigmdustof or-der10−4,even assuming a constant SFR.Most recently, Davies et al.(1998)have performed numerical calculations of dust removal by radiation pressure,taking into account the opacity of the disk.Disk opacity reduces the radi-ation pressure at high galactic latitude,so Davies et al.find dust expulsion less efficient than the previous stud-ies.2Nevertheless,Davies et al.predict the removal of (at least)0.1µm graphite grains from their model galaxy if there is fairly low disk opacity.Smaller grains are ex-pelled much less efficiently.Notably,Davies et al.still estimate that up to90%of the dust formed in spirals may be ejected,and even calculate an estimate of∼1mag of intergalactic extinction across a Hubble distance.All studies of radiation pressure driven dust removal have noted the importance of magneticfields on grain dy-namics but have(effectively)neglected them in their cal-culations,with the following justifications given:•Magneticfield lines are only sometimes parallel tothe disk,and only on large scales(all studies).•Grains are charged only part of the time(Ferrara et al.1991;Davies et al.1998).•Radiation pressure can enhance Parker(1972)in-stabilities that can lead to openfield configurations with lines perpendicular to the disk.(Chiao&Wick-ramasinghe1972;Ferrara et al.1991).An additional justification is empirical:dust is actually observed outside the disks of galaxies(Howk&Savage 1999;Alton,Davies&Bianchi1999;Davies et al.1998 and references therein;Ferrara et al.1999and references therein).However the dust escapes the disk,its presence proves that while magneticfields are potentially important and currently impossible to model in detail,they cannot be perfectly effective at dust confinement.On the other hand,this does not prove that dust can fully decouple from the gas.While dust expelled by radiation pressure could not carry a significant gas mass with it,other metal expulsion mechanisms probably remove dust along with gas.Alton et.al.(1999)have presented observations of dust outflows in three nearby starburst galaxies,concluding that the‘su-perwinds’driving these outflows can impart near-escape velocity on the dust,and that up to10%of the dust mass of these galaxies could be lost in the observed outflowsRenzinifinds no evidence for this.2Of course a higher assumed intrinsic luminosity of the galaxy would cancel this effect;Davies et al.only investigate one mass-to-light ratio.4INTERGALACTIC DUST AND TYPE IA SUPERNOVAEalone.These results lend observational support to the nu-merical simulations of Suchkov et al.(1994)which pre-dicted such outflows,and further demonstrate that dust can escape along with metallic gas.Lehnert &Heckman (1996)have estimated the efficiency of metal removal by winds in starburst galaxies using a large sample,and find that galaxies could enrich the IGM to Ωigm Z∼5×10−5.This figure assumes a constant SFR and the authors esti-mate that the enrichment is likely to be ten times higher with a more realistic SFR.Supernova-driven winds might also eject dust from ellip-ticals.Vereshchagin,Smirnov &Tutukov (1989)estimate that the ratio of galactic wind force to gravitational force on a grain of radius a isF W /FG =3α125km s −1−1cm −3.(3)Using Draine &Salpeter’s (1979a)sputtering rate for graphite in this temperature range,this corresponds to a lifetime ofτW ∼>(7−16)×107˙M −1V W 0.01µm yr .This is comparable to the ejection timescale,so this sput-tering could be important but is unlikely to completelydestroy the dust.Grain-grain collisions provide another important dust destruction mechanism in galaxies and might be impor-tant in the early stages of the ejection process.For ex-ample,grain-grain collisions in supernova shocks can effi-ciently shatter large grains into smaller ones (e.g.Jones,Tielens &Hollenbach 1996),so if supernova blowout re-moves dust,there is a danger that shocks from the same supernovae might shatter the large grains before the dust is expelled.Shocks may also play an important role in mergers.On the other hand,it is unclear whether the dust observed in the ISM is representative of dust which has just formed,or already been shock-processed,or some steady-state between the two.Specifically,there is evi-dence for the formation of large grains in novae (Shore et al.1994),and possibly in supernovae (see Wooden 1997and Pun et al.1995),and grains are presumably larger in molecular clouds where high values of R V are measured.It may be,then,that pre-shock grains tend to be somewhat3Sizeeffects can be even stronger;Draine &Salpeter (1979b)find that the most efficient dust destruction,sputtering in the ‘inter-cloudmedium’,is ∼500×more effective in 0.01µm grains than for a =0.1µm .4These numbers are rather approximate because the authors computed results only for six grainradii.AGUIRRE5 larger,and the MRN distribution is more characteristic ofgrains after significant shattering has occurred.The as-sumption of this paper is that dust leaving its progenitorgalaxy will have an grain size distribution characteristic ofdust in the ISM.In the absence of significant shattering,this is probably conservative,since a significant fraction ofdust is contained in dense clouds with high R V(e.g.Kim,Martin&Hendry1994).4.1.Dust Destruction in the IGMRather little is known about the destruction of dustin the IGM.Schmidt(1974)estimates that soft cosmicrays would provide the most efficient destruction,but can-not determine whether or not the destruction time wouldexceed the Hubble time;moreover,Draine&Salpeter(1979b)find that cosmic rays are unimportant dust de-stroyers in the Galaxy(where they should be at least as ef-fective as in the IGM).The hot gas component of the IGM,however,could sputter grains effectively,even at low den-ing again Draine&Salpeter’s(1979a)estimate5,the lifetime can be writtenτ≈(3.5−9)×109 aΩgas0.01µm −16INTERGALACTIC DUST AND TYPE IA SUPERNOVAE6.PROPERTIES OF THE DUSTThe absence of a∼<0.1µm grains would have impor-tant implications for the properties of intergalactic dust. The most commonly used model for Galactic dust is the two component Draine&Lee(1984;DL)model consisting of silicate and graphite spheres with a distribution in ra-dius(as proposed by Mathis,Rumpl and Nordsieck1977; MRN)of N(a)da∝a−3.5,0.005µm≤a≤0.25µm.After synthesizing dielectric functions for both graphite and‘as-tronomical silicate’and assuming a silicate/graphite mass ratio∼1,DL demonstrated that the resulting modelfits both the observed opacity and polarization over a wide wavelength range(0.1µm∼<λ∼<1000µm),most no-tablyfitting the observed features at0.2175µm and10µm. This paper employs the DL model not because it is most likely to be correct,but because there is little agreement as to what the correct grain model might be.The DL model is widely used and familiar,and hopefully(but by no means certainly)captures the essential features of the dust.Other models are discussed briefly below.An interesting aspect of the MRN distribution is that while the geometrical cross section(∝a2)is dominated by small-radius grains,the mass(∝a3)is dominated by grains of large radii.Thus,removing the very small grains can affect the opacity curve dramatically,without radically changing the total dust mass.Figure2shows the extinction curve for silicate and graphite with the MRN size distribution over a min≤a≤a max for a min=0.005,a max=0.1and a min=0.1,a max=0.25.These curves use publicly available extinction data calculated using the method of Laor&Draine(1993). With the very small grains gone,the graphite absorption curve becomes quiteflat out toλ∼1µm.Figures3and4 show the extinction,reddening and mass fraction(relative to the full MRN distribution)of dust distributions with various value of a min.Curves are given both for(rest-frame)E(B−V)/V reddening concentrated at one red-shift,and for a cosmological dust distribution(as described in§8).These show that even in the(more reddening)in-tegrated extinction,for a min∼>0.06µm,graphite grains give very little(B−V)/V reddening.Silicate grains do not become grey for a min∼<0.2,but the combined sili-cate+graphite reddening falls by50%for a min∼>0.09µm. Moreover,this large change in the reddening behavior of the dust does not require a large change in the mass:these ‘grey’dust distributions contain40−55%of the mass of the MRN distribution.6.1.Other Dust ModelsThe above conclusions,based on the assumption that dust is characterized by the DL model,may not hold for other dust models.Mathis&Whiffen(1989)have pro-posed that galactic grains are composites of very small (a∼<0.005µm)silicate,graphite and amorphous carbon particles.These composite grains have afilling factor of ∼0.2−1and corresponding maximal size∼0.9−0.23µm. Sputtering would be effective at destroying all sizes of low filling-factor composite grains,since both gas drag(slow-ing the grains)and sputtering would be much more effec-tive than in comparably sizes solid spheres.Also,sput-tering might tend to‘cleave’large,filamentary grains into smaller rgefilling-factor particles in this model would be much like the Draine&Lee model,although the optical properties of the composite materials would differ from those of pure graphite or silicate.Several core-mantle grain models have also been pro-posed;see e.g.,Duley,Jones&Williams(1989)and Li &Greenberg(1997).The latter model assumes a three-component model:large silicate core-organic refractory mantle dust,very small carbonaceous grains,and pol-yaromatic hydrocarbons(PAHs).The latter two com-ponents would presumably be destroyed as dust leaves the galaxy,leaving the large core/mantle grains.Li& Greenberg take the size distribution of these grains as Gaussian,strongly dominated by∼0.1µm grains,with parameters chosen tofit the observed extinction curve. Such a distribution would be insignificantly affected by removal of the small or large-size portions,so intergalac-tic dust would have properties exemplified by the large core/mantle grains(these grains will redden less than the full three-component model,but only slightly).On the other hand,it seems that there are good reasons to expect a power-law grain size distribution(Biermann&Harwit 1979;Mathis&Whiffen1989).It would be interesting to investigate whether the model of Li&Greenberg could ac-commodate a power law distribution(as they assume for the PAHs and the very small grains).The Duley,Jones& Williams(1989)model assumes a bimodal grain-size distri-bution:small silicate core/graphite coated grains provide UV extinction and the0.2175µm bump,whereas an MRN distribution of cylindrical silicate grains provides extinc-tion in the IR,with grey extinction in UV and optical.In this model,intergalactic dust(composed of the large sili-cate grains)would be significantly more grey than galactic dust,assuming that it can escape.Fractal grains(e.g.Wright1987)and needles(e.g.A99 and references therein)provide another possible dust com-ponent.Needles and platelets have been observed in cap-tured dust(Bradley,Brownlee&Veblen1983),and might explain‘very cold’dust in the ISM(Reach et al.1995). As argued in A99these grains redden very little(especially if graphitic)and absorb with high efficiency,hence would be preferentially ejected by radiation pressure.Along the same lines,DL grains must be at least somewhat elongated in order to correctly predict polarization.Elongated grains are somewhat more grey than spherical grains of the same mass,giving some additional support to the general as-sumption that there is a significant grey sub-component to interstellar dust.While a different grain model might predict a different effect of destroying small grains,it is also true that any vi-able grain model must be capable of accommodating val-ues of R V∼>6,since such values are in fact observed. Large grains seem to be a necessary component of grain models which match the observed extinction laws(Kim et al.1994;Zubko,Krelowski&Wegner1996,1998),and a greater fraction of these large grains in some regions is probably responsible the high observed values of R V in those regions.It is,then,unlikely that the destruction of very small grains will make any model more reddening,so the assumption of the DL model seems at least qualita-tively safe.The MRN grain-size distribution is probably safe for the same reasons,and very likely even conserva-tive,in the sense that inversions of dust opacity curves into grain-size distributions tend to lead to more large grainsAGUIRRE7than MRN would predict(Kim et al.1994),and the grain-size distribution gleaned from observations by the Ulysses and Galileo satellites(Frisch et al.1999)shows many large grains up to1µm or more in radius.7.THE SUPERNOVA RESULTSDust of the DL model with a min∼0.1would corre-spond to a dust survival fraction f esc f igm∼ingequation6,this givesΩigmdust≈(1.5−4.5)×10−5.This amount of dust would be quite important cosmologically.Measurements of the redshift-magnitude relation of type Ia supernovae(P99;Riess et al.1998)show statistically significant progressive dimming of supernovae which has been interpreted as evidence for acceleration in the cosmic expansion.This section discusses grey intergalactic dust (as specified in§6)in the context of the these observations. Only the DL grain model is considered here.Both supernova groupsfind that after calibration using a low-z sample,the supernova at z∼0.5have magni-tudes indicative of acceleration in the cosmic expansion. The bestfit(for aflat cosmology with cosmological con-stant)of P99isΩ=0.28,ΩΛ=0.72;the results of R99are similar.The necessary extinction to account for these results in anΩ=0.2open universe(see Fig.5)is A V(z=0.5)≈0.15−0.2mag.8AnΩ=1universe re-quires A V(z=0.5)≈0.4mag.Riess et al.argue that grey extinction would cause too much dispersion in the supernova magnitudes to be com-patible with their observations if the dust is confined to spiral galaxies.Perlmutter et al.derive from their data an intrinsic dispersion∆at z∼0.5almost identical to that at z∼0.05:∆(z∼0.05)=0.154±0.04,∆(z∼0.5)=0.157±0.025. This suggests that the processes dominating the intrinsic dispersion do not change significantly in magnitude from low to high redshift.However,note that–assuming that the errors as well as the dispersions add in quadrature–the amount of additional dispersion∆add at high z for-mally allowed within the stated errors of is∆add∼<0.13 mag.This does not include any systematic errors in the estimation of the intrinsic dispersion.P99also investigate the mean color difference between the high-and low-z samples,finding E(B−V) z∼0.05= 0.033±0.014and E(B−V) z∼0.5=0.035±0.022.Again, this suggests that a systematic effect(in color)is not large, but nevertheless the errors allow a color difference ofE(B−V) z∼0.5− E(B−V) z∼0.05∼<0.03mag. In addition,this comparison is subject to a systematic un-certainty of≈0.03mag resulting from the conversion of (observed)R and I magnitudes into rest-frame B and V magnitudes.To place tighter constraints on systematic reddening, Perlmutter et al.construct an artificially blue subsam-ple of the high-z points which is unlikely to be redder(in the mean)than the low-z sample.The change infitting that this elimination produces then gives an indication of systematic extinction by reddening dust.Perlmutter et e this method to place a strong con-straint ofδA V∼<0.025mag on the effect of any extinction which(a)exists at high z but not at low z,(b)domi-nates the dispersion of both the color and extinction,(c) has a reddening-extinction relation R V up to twice that of the Galaxy and(d)occurs in aflat universe.Assumption (b),unstated in P99,is crucial but seems unfounded.The limit on a systematic increase in dispersion indicates that systematic extinction must be a sub-dominant component of the total computed‘intrinsic’dispersion in magnitude; this holds also for dispersion in color.In this case,remov-ing the reddest supernovae will not preferentially remove more obscured supernovae,even if dust accounts for the whole effect at high z.Thus the stated(more stringent) limits on systematic reddening do not apply,as long as the dispersion in brightness and/or color is dominated by fac-tors other than extinction.Furthermore,if the assumption offlatness is dropped,the elimination of the seven reddest supernovae actually changes thefit considerably,in the di-rection of an open universe(P98,Table3,Figure5c).The shift corresponds toδA V≈0.07mag at z=0.5.The required extinction and the limits on reddening and dispersion can now be compared to that expected from intergalactic dust.Figure4shows the reddening R V for graphite and silicate dust of the DL model,as-suming an MRN distribution over a min≤a≤0.25µm. The extinction in Figure3is integrated to z=0.5for anΩ=0.2universe,assuming a constant comoving dustdensity ofΩigmdust=10−5in each component.The results show that,for example,a distribution with a min=0.1µm,Ωigmdust(z=0.5)≈4×10−5(total)and equal mass density of silicate and graphite grains(approximately the ratio derived by Draine&Lee)provides sufficient extinction to account for the type Ia supernova results.The induced reddening is0.025mag,comparable to the allowed red-dening due to either random or systematic errors.Most of this reddening is provided by the silicate grains,so the1:1 ratio is conservative;the real ratio should be biased toward the less efficiently destroyed(Draine&Salpeter1979a)and possibly more efficiently ejected(assuming radiation pres-sure expulsion)graphite grains.The large grains contain ∼40%of the full MRN rger values of a min provide less reddening but values of a min∼>0.15proba-bly contain too little mass to be viable in explaining the supernova data.Graphite grains alone(if silicate grains were preferentially destroyed)with a min∼>0.06(giving f esc f igm∼<0.6)andΩigm dust∼3×10−5would produce sim-ilar effects.The amount of dispersion induced by the dust is very important but can be estimated only roughly.Assum-ing that the dust is uniformly distributed in randomly placed spheres of radius R with number density n,the dispersion∆is given approximately by∆/A V(z=0.5)≈N−1/2,where N is the number of spheres intersected by a typical path,and can be written N≃nπR2D, where D≈2400h−165Mpc is the distance to z=0.5 in anΩ=0.2universe.Now consider galaxies with n=0.008h365(1+z)3Mpc−3(Lin et al.1996).For N1/2∼>1this implies R∼>70h−165[(1+z)/1.5]−3/2kpc. Escape velocities from spirals are∼>250km s−1,so the dispersion in integrated optical depth due to dust ejected8A V≈0.2mag accounts for all of the effect,but A V≈0.15mag puts anΩ=0.2open universe within the stated1−σcontour.。

托福英语写作:Examinationsexertapernicio

托福英语写作:Examinationsexertapernicio

托福英语写作:Examinationsexertapernicio托福英语写作范文:Examinations exert a pernicious influence on educatWe might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to devise anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite.They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell nothing about a person’s true ability and aptitude.As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling v ery well, or that your mother dies. Little things like that don’t count: the exam goes on. No one can give of his best when he is in mortal terror, or after sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of ‘drop-outs’: young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?A good education should, among other things, train you to think for yourself. The examination system does anything butthat. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memories. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedom. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision on you have the right of appea l, but not after an examiner’s. There must surely be many simpler and more effective ways of assessing a person’s true abilities. It is cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: ‘I were a teenage drop-out and now I are a teenage millionaire.’。

《情报和智商测试》课件

《情报和智商测试》课件
▪ leads to smaller race and ethnic differences than traditional IQ tests
▪ Yields excellent prediction to achievement
▪ Provides sensitivity to the cognitive disorders seen in many exceptional children
• A look at the Law
▪ Response to intervention
• Local comparison groups • Measurement of improvement • Research and reviews
▪ A cognitive approach to assessment
• Connecting LD definition with assessment of “basic psychological processes”
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3
IDEIA 2004 Law
Individuals with Disabilities Education Improvement Act of 2004
➢ Definition of SLD remains
h
11
IDEIA 2004 Law
Definition of SLD remains the same
h
12
SLD Definition in Both Bills
➢ The definition of SLD has not changed
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5
IDEA Reauthorization
➢ Reexamination of

大学英语水平测试

大学英语水平测试

Beihang University College English Proficiency Test (BUCEPT)(SAMPLE)Part I Listening Comprehension (40 minutes; 40 points)In this part, there are 4 sections: 2 long conversations in Section A, 2 passages in Section B, 21.2.C) The third year. D) The fourth year.3. How many more credits does the woman need to graduate?A) One B) NineC) Ten D) Two4. Which of the following statements is true of the woman’s paying for college?A)She has worked very hard part time.B)She is currently repaying student loans.C)She borrows money from her parents.D)She has received an internship this summer.5. What does the woman say about her future job?A)She will work in her father’s business after she graduates.B)She hopes to find a job related to her major.C)She has landed some job interviews.D)She wants to continue her study in a graduate school.Conversation Two6.7.8.9.10.A) 560-288. B) 560-1-88.C) 560-1287. D) 560-1288.Section B Short Passages (10 points)Directions: In this section, you will hear 2 short passages. Each passage will be read only once.After each passage, there will be a one-and-a-half-minute pause. During the pause,you must read the four choices marked A), B), C) and D), and decide which is the bestanswer. Then mark the corresponding letter on the Answer Sheet with a single linethrough the center.Passage OneFour SeasonsQuestions 11 to 15 are based on the passage you have just heard.11. Which type of recording was this presentation taken from?A) A TV weather program on seasonal changes.B) An informal discussion between friends.C) An academic speech at school.D) A scientific report on weather.12. Which of the following statements is true of the winter season?A) The snow averages about 30 inches only in January.B) Winter temperatures hover below freezing for a 3-month period.C) Sledding, skiing and snowshoeing are popular outdoor activities during this season.D) There are snow storms for most of January.13. Which statement is NOT true about the spring?A)Spring usually begins at the end of March.B)Spring usually begins in early March.C)People can take some outdoors activities.D)Nighttime temperatures drop below 50 degrees.14. What can we learn about the climate of the city?A) It’ cool and rainy in autumn. B) It’s hot and humid in summer.C) It’s freezing and dry in winter. D) It’s warm and windy in spring.15. What do people there like to do in the fall?A) Go and see the fall colors. B) Clean their houses.C) Have a fall picnic. D) Drive to see leaves falling.Passage TwoNew York TravelQuestions 13 to 16 are based on the passage you have just heard.16. When will the plane take off?A) 6:00 AM. B) 7:30 AM.C) 9:00 AM. D) 3:00 PM.17. How will the group get to the hotel from the airport?A) By taxi. B) By subway.C) By bus. D) By car.18. About what time does the hotel restaurant open?A) 5:00 AM B) 6:00 AMC) 7:00 AM D) 8:00 AM19. What can the group do at Times Square?22. According to scientist Von Frisch, what message is NOT conveyed by the scout bee’s dance?A) The quantity of the food it had found.B) The smell of the food it had found.C) The direction to fly to the food site.D) The distance of the food site from the beehive.23. Why did the British scientists use a new type of radar?A) To explain how bees know which way to fly.B) To prove that V on Frisch’s theory was correct.C) To illustrate problems with the waggle dance.D) To confirm the accuracy of the round dance.24. According to the professor, what does the waggle dance tell forager bees?A) The distance of the food site from the hive.B) The exact location of the food site.C) How much food they will find at the site.D) The weather conditions at the food site.25. Which way should forager bees fly if a scout bee flies up the side of the beehive in a verticalC) To illustrate female roles in US history.D) To demonstrate his profound historical knowledge.29. W hat’s wrong with the “contribution approach”, according to the professor?A) It makes the plight of women seem overly dramatic.B) It ignores the most outstanding women.C) It overemphasize s men’s oppression of women.D) It neglects women’s social role in family life.30. Which of the following describes the “victim approach” to US history?A) It asks, “What have women done?”B) It asks, “How have men oppressed women?”C) It asks, “How have women helped men?”D) It asks, “What have men done?”Section D News (10 points)Directions: In this section, you will hear two news items. Each news item will be read separately for three times. When the news items are read for the first time, youshould listen carefully for their general ideas. When they are read for the secondtime, you are required to fill in the blanks numbered from 31 to 36, and from 39 to44 with the exact words you have just heard. For blanks numbered 37, 38 and 45you are required to fill in the missing information. For these blanks, you can eitheruse the exact words you have just heard or write down the main points in your ownwords. Finally, when the news items are read for the third time, you should checkwhat you have written. You should put your answers on Answer Sheet Two.News OneThis is the VOA Special English Development Report.This Saturday night at eight thirty, all the lights will be (31)_________ at the Tokyo Tower in Japan. The Brandenburg Gate in Berlin and the Eiffel Tower in Paris are also (32)_________off to go dark. So is the Empire State Building in New York and buildings in other cities around the world.The lights will stay off for one hour for an event called Earth Hour. The observance is organized by a (33)_____________ group, the World Wide Fund for Nature, also known as the World Wildlife Fund.For the fourth year, people are being (34)_________ to turn off their lights for one hour to call attention to the (35)________ of climate change. The group says climate change is one of the greatest (36)_________ facing wildlife and nature.(37)_____________________________________________________________. Organizers said more than two thousand businesses and two million people took part.Since then, Earth Hour has grown into an international event. People in more than four thousand cities in eighty-eight countries took part last year.(38)_______________________________________________________________________. This will be the first Earth Hour for countries including Kuwait, Qatar, Kosovo, Madagascar, Nepal, Cambodia and Panama.News TwoOn April twenty-second, some American children stayed out of school but they were not punished. They were with their parents. As Faith Lapidus tells us, it was Take Our Daughters and Sons to Work Day.FAITH LAPIDUS: The Ms. Foundation for Women started the (39)_________ seventeen years ago, in nineteen ninety-three. At first it was just called Take Our Daughters to Work.Gloria Steinem and other foundation leaders pointed to studies showing that self-(40)______ suffers as girls become teenagers. They can lose trust in their abilities and (41)____________, especially in areas like science, math and technology.So the Ms. Foundation planned a day for parents in New York City to show girls all the possibilities for them in the (42)__________ world. But there was so much interest, the organizers decided to make it (43)________.At first, girls mostly followed their mom or dad around at work to learn about their jobs. Later, employers and schools began to offer (44)_________ activities.(45)_______________________________________________________________________ ______________. So in two thousand three the day was renamed Take Our Daughters and Sons to Work.Part Ⅱ Reading Comprehension (50 minutes; 45 points)Section 1: True/False/Not Given and Multiple Choice Questions (30 points)Directions:There are two passages in this part. Each passage has ten questions or unfinished statements. The first five statements in each passage are True/False/Not givenstatements. You should mark “A)”, for True, “B)”, for False and “C)” for Not Given;the next five questions or unfinished statements are multiple choices. You shoulddecide the correct answer. Then mark the corresponding letter on Answer Sheet Onewith a single line through the center.Passage OneQuestions 46 to 55 are based on the following passage.Free and Easy? One Man's Experiment in Living without Money1 For most of us it seems that money makes the world go round.2 But not for Mark Boyle, who has turned his life into a radical experiment and pledged(发誓)to live without cash, credit cards, loans or any other form of finance.3 The British economics graduate was inspired by Gandhi's call to be the change you want to see in the world. After six years working as the manager of an organic food company in Bristol, UK, he decided to strike out in a bold new direction.4 "I was sitting around with a friend one night in 2007 discussing the world's problems, and we were trying to work out which one to dedicate our lives to helping solve," he told CNN.5 "Then it hit me, at the root of it all was money, which creates a kind of disconnection between us and our actions, whether that's through sweatshops, industrial agriculture, or war, and so I decided to see if it was possible to do without."6 Mark sold his houseboat and set about preparing himself for his new life. He posted an advert on Freecycle asking for a tent, a yurt (圆顶帐篷), a caravan (可供居住的拖车)or any other type of shelter and was immediately rewarded by his first taste of human kindness.7 Then a friend made him a cheap wood-burning stove from an old gas can to heat the caravan, and with a few other budget purchases, including solar panels (太阳能电池板) and a trailer (拖车) for his bike, he was ready to go.8 His food would be cooked on a rocket stove made from two old catering tins (餐盒), and he would wash in a solar shower, essentially a black plastic bag suspended from a tree, and warmed by the sun.9 His lavatory would be a hole in the ground screened by a wooden modesty structure to protect the sensibilities of any walkers using a nearby footpath.10 Then, with his pockets empty -- he didn't even carry keys as he decided not to lock his caravan and start trusting the world a bit more -- Mark was ready to go.11 Everything was about to change.12 Even breakfast on the first day would be different, with morning coffee no longer an option, and the ingredients for his breakfast beverage now gathered in the hedges (篱笆) around his caravan.13 "I drink nettle and cleaver tea (荨麻与猪殃殃泡成的茶) , sometimes with some fresh lemon verbena (防臭木) when I find it," he says.14 Although it hasn't always been easy, and there have been many challenges and sacrifices, 18 months later, Mark is still living this way. He told CNN he has really loved it and never been happier or fitter.15 Mark's remarkable journey is relayed in his new book, "The Moneyless Man", which along with detailing the practical challenges on the rocky road towards his new world, also explains the philosophy that drives him that human society is fairer, happier and more secure when relationships are not mediated (以…为媒介) by money.16 Any profits from the book will be invested in buying land to create a "Freeconomy community", where people can experiment living together without money.17 Public interest in his project has been divided. While a huge number of people are very supportive, there has been harsh criticism of him, particularly on Internet forums.18 "People tend to be either very positive about what I'm doing or very negative; I think it's about 70 percent/30 percent. But I try not to get too worked up about it; it’s early days and we live in a very money orientated world."19 Of course not everyone can, or is ready to, live like Mark -- a point he is happy to concede.But he does believe people can live more like him, and be happier as a result.20 "There's no one solution for everyone, and everyone has different needs," says Mark.21 "It's about reducing your consumption however that is appropriate for you, and there are lots of small ways people can do that which will benefit themselves and the environment, like car sharing."22 With this in mind, he put the money from the sale of his houseboat towards setting up , a social networking Web site that aims to help reconnect people in their local communities through the simple act of sharing.23 So far Mark's adventure without money has taught him a lot, and he has inspired many others along the way, but he remains philosophical about his success.24 "I just get up each morning and try and say if it happens, it happens," he says.25 "I'm just trying to take life as it comes and enjoy it along the way."(803 words)For questions 46-50, chooseA) (for YES) if the statement agrees with the information given in the passage;B) (for NO) if the statement contradicts the information given in the passage;C) (for NOT GIVEN) if the information is not given in the passage.46. Economics graduate Mark Boyle has lived for over 3 years without money.47. To encourage others to shun (避开,躲避) money bounds, Mark has set up a freeconomycommunity.48. Mark says he feels freer, fitter and happier than ever before.49. Mark has more critics than supporters of his project.50. Mark believes everyone can live like himself--- live without money.For questions 51-55, choose the one that best completes the sentence or answers the question.51. Which of the following best illustrates “a kind of disconnection between us and our actions” (Para. 5)?A) Art for art’s sakeB) Farming for one’s livingC) Work for money’s sakeD) War for freedom52. From Mark’s design of lavatory, we can infer that any choice of lifestyle __________.A) should be protected from other people’s observationB) should show due respect for other people’s way of lifeC) should solely be the business of the individual involvedD) should protect other people’s sensibilities53. The word “it” in Paragraph 18 refers to_________.A) public’s interest in his projectB) public’s criticism of himC) public’s support to himD) public’s ex treme attitude toward his project54. The author mentions “car sharing” in Paragraph 21 as an example of _________.A) environmental protectionB) the eco benefits of living without moneyC) saving moneyD) reducing consumption55. The tone of the passage can best be described as _________.A) admiringB) criticalC) ironicD) partialPassage TwoQuestions 56 to 65 are based on the following passage.1 Hemingway was working on A Farewell (永别,再见) to Arms, and they were traveling a great deal--fishing on the rented Anita and then on Hemingway's beloved boat the Pilar from Havana, Bimini, and Key West; sporting vacations in Montana and Wyoming; family visits to Oak Park and Pauline's family home in Piggott, Arkansas. It was also a family time. In June 1928 their son Patrick was born in Kansas City. After a visit to Oak Park, Hemingway worried about his father's health. Clarence was very depressed, and just before Christmas, he shot himself. A hurting Hemingway finished A Farewell to Arms, and it was successful. Again he had turned his experiences into powerful fiction. "If people bring so much courage to this world the world has to kill them to break them, so of course it kills them," Lt. Frederic Henry reflects. "This is one of the most beautiful pages in all English literature," F. Scott Fitzgerald wrote of this page of the manuscript (手稿,草稿). The writing, the friendships, and the family relationships continued.2 Hemingway's lean (清晰的,简洁的), disciplined style made the writing and the living seem simple. He focused on one point and wrote very clearly about that point. But if we put all the stories together, all the pieces, a very complex picture emerges. Neither the living nor the writing was easy. "There's no rule on how it is to write," Hemingway wrote his editor Charles Poore in 1953. "Sometimes it comes easily and perfectly. Sometimes it is like drilling rock and thenblasting (爆破) it out with charges (炸药)." Because A Farewell to Arms was being serialized in Scribner's Magazine, Hemingway had six months to struggle with the ending. He left forty-four pages of alternate (不同的) endings, a record even for the meticulous (细致的,挑剔的)Hemingway, who would write out or retype a page until he was satisfied with it. Fitzgerald sent Hemingway ten handwritten pages of comments on the draft of the novel, and Hemingway's response was "Kiss my ass."3 Pauline and Hemingway's second son, Gregory, was born in November 1931. The intimate side of Hemingway as son, husband, father, and successful big brother is revealed in his letters to his family. He was very much involved in their lives and concerned about their welfare, often more than they wished. He gave financial support and unsolicited (主动提供的)advice. He was sometimes heavy-handed, especially with his sisters and his sons, but he always cared.4 As with his friends, he formed strong feelings for or against the people his family were involved with. He would have four wives and divorce three times, but he felt he was right when he strongly objected to the man his sister Carol wished to marry. When she went ahead with the marriage, Hemingway broke with her for the rest of his life. (The marriage lasted.)5 In 1933 Pauline's wealthy Uncle Gus gave them a safari (旅行,狩猎旅行)to Africa. Hemingway was "totally captivated (征服)by the prospect and made endless preparations." The safari lasted only ten weeks but had a great impact on Hemingway. "Everything he saw seemed to have made an indelible (深刻的,不可磨灭的)impression on him," and he used his experiences as the basis for his nonfictional account of big game hunting, Green Hills of Africa, and some of his finest stories including "The Snows of Kilimanjaro" and "The Short Happy Life of Francis Macomber."6 "I want to run as a writer; not as a man who had been to the wars; nor a bar room fighter; nora shooter; nor a horseplayer; nor a drinker. I would like to be a straight writer and be judged as such," Hemingway wrote in 1950. Perhaps. But he enjoyed the celebrity, encouraged it, and recorded it. The experience, interests, and celebrity were the raw material for the writing, but more than that he internalized (内化)it all, and the celebrity, the actor, the active participant, and the writer were fused (融合)into one being without boundaries. He rewrote himself, reimagined himself, refabricated (再加工,再整合)himself for himself and for others, emphasizing all those other things that he did "run as" and did as enthusiastically as he did his writing.7 A lifelong sportsman, he saw his first bullfight in Madrid in 1923. According to the two friends he was with, Bob McAlmon and Bill Bird, "he was overwhelmed (被震撼)by the bullfight experience, so much so that for a time he could talk of nothing else." He began an exhaustive (详细的)study of bullfighting. He saved everything he could about bullfighting--newspapers, ticket stubs (票根), embroidered (镶边的)postcards picturing matadors (斗牛士), programs, posters (海报). His 1932 treatise (论文)on bullfighting, Death in the Afternoon, is still the most comprehensive study of the sport in the English language. Such an intensive study was typical of Hemingway. He had a "natural, sometimes almost competitive tendency to find out everything he could about any subject that interested him." He greatly admired professionals in whatever arena.8 The Spanish Civil War broke out in July 1936. Hemingway supported the Loyalist side and followed the war with great interest. In 1937 he went to Spain to cover the war as a correspondent (记者)for the North American Newspaper Alliance ("Hemingway Sees Dead Strewing (散步,散播)Battlefield," "A New Kind of War," "The Chauffeurs (司机)of Madrid," "A Brush with Death," "Hemingway Finds Madrid Calmly Fighting Own War"). He translated this experience into seven more short stories, the novel For Whom the Bell Tolls, and the play The Fifth Column.9 In Sloppy Joe's in December 1936, Hemingway met a lovely young novelist and journalist from St. Loui s—Martha Gellhorn (called Marty). As the friendship developed, Martha spent so much time at the Hemingway house that, as she wrote Pauline, "she nearly became a fixture (机器装置)there, 'like a kudu (非洲大羚羊)head.'" By the end of March, Martha had made it to Spain, too, and she and Hemingway both covered the war. The affair continued until their marriage November 5, 1940, the day after Pauline's divorce from Hemingway became final.10 After their marriage, with assignments for Martha from Collier's and for Hemingway from PM, Martha and Hemingway traveled to China to cover the war there. This time, Martha was the prime mover (发动者). "On this super horror journey," Martha recounted (叙述)in her 1978 travel memoir (回忆录), Travels with Myself and Another, "I wheedled (哄骗)an Unwilling Companion, hereinafter referred to as U.C., into going where he had no wish to go. . . . That was scandalous (罪恶的)selfishness on my part, never repeated." U.C. did not have a good time. "U.C. could not bear party chatter (喋喋不休), or discussions of politics or the arts, but never tired of true life stories, the more unlikely the better. He was able to sit with a bunch of men for most of a day or most of a night, or most of both day and night though perhaps with different men, wherever he happened to have started sitting, all of them fortified (加强的) by a continuous supply of drink, the while he roared with laughter at reminiscences (回忆) and anecdotes. It was a valid system for him. Aside from being his form of amusement, he learned about a place and people through the eyes and experiences of those who lived there."For questions 56-60, chooseA) (for YES) if the statement agrees with the information given in the passage;B) (for NO) if the statement contradicts the information given in the passage;C) (for NOT GIVEN) if the information is not given in the passage.56. One of the sons of Ernest Hemingway was born in June 1928 in Kansas City.57. Lt Frederick Henry is one of the close friends of Ernest Hemingway and a famous literaturecritic.58. In 1923, Ernest Hemingway saw bullfighting for the first time in a city of Spain.59. In 1932, Ernest Hemingway signed treaties of bullfighting.60. Ernest Hemingway went to Spain in the year of the breakout of the Spanish Civil War.For questions 61-65, choose the one that best completes the sentence or answers the question.61. The following are the themes described in the novel “A Farewell to Arms” EXCEPT ____.A)CourageB)FriendshipsC)family relationshipD)the beauty of literature62. Hemingway’s writing enjoys the characteristics of ____.A)SimpleB)ComplexC)Both simple and complexD)Neither simple and complex63. According to paragraph 2, Hemingway's response of "Kiss my ass " to ten handwritten pagesof comments on the draft of the novel by Fitzgerald indicate that ____.A)Ernest Hemingway agree with Fitzgerald’s comments but could not accept themB)Ernest Hemingway agree with Fitzgerald’s comments and would accept them in the endC)Ernest Hemingway completely disagree with Fitzgerald’s commentsD)Ernest Hemingway disagree with most of Fitzgerald’s comments and might accept part ofcomments64. According to the passage, which of the following is the correct chronological order ofHemingway’s work?I. For Whom the Bell TollsII. Green Hills of AfricaIII. Death in the AfternoonIV. A Farewell to ArmsA) IV, I, II, IIIB) IV, II, III, IC) IV, II, I, IIID) IV, III, I, II.65. According to paragraph 4, Ernest got the chance to travel in Africa in 1933 because ____.A) Hemingway was "totally captivated by the prospect and made endless preparations."B) a relative of his wife provided them financial supportC) he wanted to record his experiences as the basis for his nonfictional account of big gamehunting, Green Hills of AfricaD) Pauline’s wealthy uncle lived in AfricaSection 2: Headings (15 points)Directions: There are 10 paragraphs (paragraph1-10) in the following passage. Choose the most appropriate headings (main ideas) for these 10 paragraphs from the list ofheadings below (heading A)-N)). You should put your answers on Answer SheetTwo.Caution:There are more headings than paragraphs, so you will not use all of theheadings in the list.1 IN MOST parts of the world, climate change is a worrying subject. Not so in California. At a recent gathering of green luminaries(n. 发光体,权威者,著名的知识份子) —in a film star's house, naturally, for that is how seriousness is often established in Los Angeles—the dominant note was self-satisfaction at what the state has already achieved. And perhaps nobody is more smug than Arnold Schwarzenegger. Unlike Al Gore, a presidential candidate turned prophet (n. 预言者, 先知, 提倡者) of environmental doom, California's governor sounds cheerful when talking about climate change. As well he might: it has made his political career.2 Although California has long been an environmentally-conscious state, until recently greens were concerned above all with smog and redwood trees. “Coast of Dreams”, Kevin Starr's authoritative history of contemporary California, published in 2004, does not mention climate change. In that year, though, the newly-elected Mr Schwarzenegger made his first tentative call for western states to seek alternatives to fossil fuels. Gradually he noticed that his efforts to tackle climate change met with less resistance, and more acclaim, than just about all his other policies. These days it can seem as though he works on nothing else.3 Mr Schwarzenegger's transformation from screen warrior to eco-warrior was completed last year when he signed a bill imposing legally-enforceable limits on greenhouse-gas emissions—a first for America. The bill, which is just 13 pages long, obliges California to cut its emissions to 1990 levels by 2020. That alone is ambitious, considering that the state's population is expected to increase by 42% in the period. But Mr Schwarzenegger has set up two other targets. He wants the state to reduce greenhouse-gas emissions to 2000 levels by 2010, and to slash them to 80% below 1990 levels by 2050.4 Thanks mostly to its lack of coal and heavy industry, California is a relatively clean state. If it were a country it would be the world's eighth-biggest economy, but only its 16th-biggest polluter. Its big problem is transport—meaning, mostly, cars and trucks, which account for more than 40% of its greenhouse-gas emissions (see chart) compared with 32% in America as a whole. The state wants to ratchet (n. 棘轮(棘齿) vt 安装棘轮于(松脱)) down emissions limits on new vehicles, beginning in 2009. Mr Schwarzenegger has also ordered that, by 2020, vehicle fuel must produce 10% less carbon: in the production as well as the burning, so a simple switch to corn-based ethanol is probably out.5 Californians of the future will also be expected to use cleaner electricity. The state subsidises solar power, with the intention of creating a million power-generating roofs within ten years. It has, in effect, banned electricity companies from signing long-term contracts with coal-fired power stations, and plans to buy from cleaner sources. In 2002 Gray Davis, then the Democratic governor, signed a bill that committed the state to obtaining a fifth of its power from renewable sources, not including nuclear or large hydro-electric power stations, by 2017. Last year, in a typically cocky (a. 骄傲的, 自大的, 太过自信的) gesture, the deadline was brought forward to 2010.6 All of which is a welcome change from business as usual. California has not just inspired other states; it has created a vanguard (n. 前锋, 先锋, 先驱) that ought to be able to prod (n. 刺针,刺棒,签子v. 戳,刺,刺激) the federal government into stronger national standards than it would otherwise consider. But California is finding it easier to export its policies than to put them into practice at home.7 The state's first hurdle (n. 障碍[计算机] 障碍), which requires it to generate a fifth of its electricity from renewable sources in three years' time, now seems impossibly high. Last year it managed just 11%. Although the energy companies are eagerly signing up wind and sun farmers, there is simply not enough supply out there—at least, at the price the companies want to pay. Meanwhile, the plan to install solar roofs on houses has been stymied (n. 困难境地vt 使...处于。

英汉汉英翻译模拟试卷和答案

英汉汉英翻译模拟试卷和答案

Network Education College, BLCU《英汉/汉英翻译》模拟试卷一注意:1.试卷保密,考生不得将试卷带出考场或撕页,否则成绩作废。

请监考老师负责监督。

2.请各位考生注意考试纪律,考试作弊全部成绩以零分计算。

3.本试卷满分100分,答题时间为90分钟。

4.本试卷分为试题卷和答题卷,所有答案必须答在答题卷上,答在试题卷上不给分。

I. Multiple Choice Questions(2 points for each, altogether 60points)Directions: This part consists of thirty sentences, each followed by four different versions marked A, B, C, and D. Make the best choiceand write the corresponding letter on the Answer Sheet.1. It was quite a few years before Mark Twain finally finished his last novel.[A] 在马克·吐温完成最后一部小说之前,已经是好几年了。

[B] 在马克·吐温完成最后一部小说之前,又是好几年了。

[C] 马克·吐温完成最后一部小说时,又过了好几年。

[D] 过了好几年,马克·吐温才终于完成最后一部小说。

2. While we cannot close the gulf between us, we can try to bridge it so thatwe may be able to talk across it.[A] 当我们无法弥合我们之间的鸿沟时,我们可以搭一座桥,以便越过它进行会谈。

[B] 在我们不能弥合双方之间的鸿沟时,我们可以修一座桥,为的是能够进行会谈。

GCSE BITESIZE Examinations

GCSE BITESIZE Examinations

GCSE BITESIZE ExaminationsGeneral Certificate of Secondary EducationAQA SCIENCE A PHY1BUnit Physics P1b (Radiation and the Universe)AQA PhysicsUnit Physics P1b (Radiation and the Universe)HIGHER TIERSpecimen PaperTime allowed: 30 minutesMaximum marks: 36Instructions• Answer all of the questions for the Tier you are attempting.• Record your answers on a separate answer sheet only.• Do all rough work in this book -not on your answer sheet.Advice• Do not choose more responses than you are asked to. You will lose marks if you do.HIGHER TIERSECTION ONEQuestions ONE and TWOIn these questions, match the letters A, B, C and D with the numbers 1- 4.Use each answer only once.Mark your choice on the answer sheet.QUESTION ONEThe diagram below shows a representation of the electromagnetic spectrum. Increasing wavelength3 4Visible1 2lightIncreasing frequency Match the words A, B, C and D with the numbers 1- 4 in the sentences.A X-rayswavesB radioC gammaraysD microwavesTurn over►QUESTION TWORead the article below.Match words A, B, C and D with the numbers 1-4 in the sentences.A reliableB relatedC controlledD biasedScientists criticised the findings as being unscientific because the distances at which the measurements were taken were not …1…By only sampling the radiation around only one computer, the findings were not …2…Many people believe that the study should have used an independent scientist, as the scientist from Powerwatch may have presented …3… evidence.The study also did not survey pupils to measure their health. This meant that scientists have no evidence to conclude whether ill-health and Wi-fi are …4…SECTION TWOQuestions THREE to NINEEach of these questions has four parts.In each part, choose only one answer.Mark your choices on the answer sheet.QUESTION THREEA paper mill wanted to use Strontium-90 as a source of beta radiation to allow it to measure and control the thickness of the cardboard it was producing. The thicker the cardboard, the less radiation passes through to the Geiger-Müller tube.Before the mill could set up the roller machinery, it first had to work out the levels of radiation which penetrated different thicknesses of cardboard. To do this, it set up a controlled laboratory investigation to establish the levels of radiation which penetrated different thicknesses of paper.The results are shown below:3A In this investigation, the thickness of the paper was the independent variable. Thickness of paper is a...variable.1 discretevariable.2 continuous3 categoricvariable.variable.4 ordered3B The decay of the Strontium-90 was not constant - rather it fluctuated. When the experiment was repeated, this produced variation between repeats.This is known as…error.1 random2 systematicerror.error.3 human4 zeroerror.3C The company used the known values from the pilot experiment to set up the roller machinery.This is known as…reduction.1 error2 validation.3 evaluation.4 calibration.3D The company decided to run one roller machine to produce 18mm cardboard continuously. What level of radiation would the machinery needto be set to?1 90 counts per minute2 100 counts per minute3 120 counts per minute4 130 counts per minute________________________________________________________________QUESTION FOUROn 6 August 1945, the US dropped an atomic bomb on the Japanese city of Hiroshima. This resulted in the release of radioactive material into the environment.After the war, no reliable data was kept as to the number of cancers which the radiation caused, until 1975.The table below shows the number of cases of a brain cancer called meningioma per 100,000 people per year for people living different distances from the site at which the bomb was detonated.Meningioma cases per 100,000 people per year, during the period 1975 to 1994Distance from detonation site in km 1975 to 19791980 to 1984 1985 to 1989 1990 to1994Less than 1 km16 14 23.5 38 1 km to 1.5 km5.5 4.5 10.5 14 1.5 km to 2 km3 8 6.5 10 Not exposed1.5 3 4 5.54A Why did the scientists who did the study include data for people who hadnot been exposed to radiation?1 To act as a control group which other data could be comparedagainst. 2 To prove that radiation had spread further than was originallythought.3 To establish other causes of meningioma, other than nuclearradiation.4 To work out how much zero error was contained within the data.Turn over ►4B By how many did the number of cases of meningioma per 100,000 increase between the period 1975 to 1979 and 1990 to 1994 for those living lessthan 1km from the detonation site?1 8.52 223 244 32.54C Which of these is a valid conclusion to draw from the study?1 Exposure to nuclear radiation results in meningioma.2 The number of cases of meningioma has grown year upon year.3 Meningioma is only contracted through exposure to nuclearradiation.4 Those who were living nearer the detonation site were generallymore likely to develop meningioma.4D There are three different types of nuclear radiation. At these distances, the cancers are likely to have been caused by…1 …alpha, beta and gamma radiation.2 …beta and gamma radiation.3 …beta radiation only.4 …gamma radiation only.Turn over ►_______________________________________________________________ QUESTION FIVEThis question is about radioactive isotopes.5A The table below contains information about the atomic structure of four substances.Substance Numberofprotons Number ofneutronsNumber ofelectronsW 84 124 84X 85 126 85Y 84 126 84Z 83 126 83 Using the information in the table, which two substances are isotopes of thesame element?1 W and X2 W and Y3 W and Z4 Y and ZRadioisotopes are isotopes of elements whose nuclei decay, emitting radiation inthe process.The graph below shows the radioactive decay of the radioisotope Barium-143.5B What is the half-life of Barium-143?1 Five seconds2 13 seconds3 15 seconds4 30 seconds5C Using the information in the graph, calculate the number of barium-143 atoms which would be present after 90 seconds.1 4002 3003 2504 1255D Read the statements about radiation in the box below:Which of the statements are correct?1 Statement i) only2 Statements i) and ii)3 Statements ii) and iii)4 None of the statements are correct.Turn over ►_______________________________________________________________ QUESTION SIXOptical fibres are now used widely in telecommunications to carry signals overlarge distances. They have the advantage that they can be bundled up into cablesthat can be bent, and there is also less signal degeneration.6A Which of these statements best describes how a signal can be transmitted along an optical fibre that is curved?1 The optical fibres conduct an electrical signal along them.2 Waves are reflected internally along the optical fibre.3 The optical fibres absorb the signal and carry it along in the form ofvibrations.4 Electric fields are used to alter the direction of waves, so they stay inthe centre of the optical fibre.6B Infrared or visible light are used to send signals along optical fibres.Visible light travels at 300 million m/s in a vacuum and has a typicalwavelength of 0.000005 m.Calculate the frequency of the yellow light.1 1,500 Hz2 15,000 Hz3 6,000,000,000,000 Hz4 60,000,000,000,000 HzTurn over ►6C Optical fibres can carry analogue and digital signals. Which one of these statements is not true about digital signals?1 They are faster than analogue signals.2 They are more easily processed by computers than analoguesignals.3 They are less prone to interference than analogue signals.4 Several signals can be transmitted at once, meaning that moreinformation can be sent in a given time.6D Which of these diagrams represents a digital wave?Turn over ►_________________________________________________________________QUESTION SEVENThe experiment below was first used to determine that there are three types of nuclear radiation. It involves passing radiation emitted from a radioactive source through an electric field and onto photographic film which detects where radiationlands.7A Which row in the table is correct for the deflection that is seen in the different types of radiation?Attracted toward positive plate Not affected byelectromagneticfieldAttracted toward negative plate1alpha gamma beta2beta gamma alpha3beta alpha gamma4gamma beta alpha7B The radiation which is attracted toward the positive plate is deflected more than the radiation which is attracted toward the negative plate. This is because…1 it has a smaller mass. 2it has a smaller wavelength.3 it has a greater charge.4 it has a greater wavelength.The diagram below shows what is inside radiation-sensitive badges that are worn by people who work with radiation to measure their level of exposure.When closed, the back of the badge contains photographic film wrapped in paper. The radiation must pass through the front of the badge in order to affect the photographic film.7C Which row of the table is correct for the types of radiation which would affect the wrapped photographic film behind each window?Open window Thin aluminiumwindowLead window1 beta and gammaradiationgamma radiation gamma radiation2alpha, beta andgamma radiationbeta and gammaradiationgamma radiation3 alpha and betaradiationgamma radiation none4 beta and gammaradiationbeta and gammaradiationnone7D Nuclear workers also wear full protective suits to protect them against inhaling alpha particles.Alpha particles are particularly dangerous inside the body because…1 they have a strong penetrating effect.2 they are absorbed by tissues, making the tissues become hotter.3 they affect the electrical transmission of nerve impulses.4 they have a strong ionisation effect in cells._________________________________________________________________ QUESTION EIGHTRed-shift is a phenomenon which has been observed by astronomers in lightemitted from distant galaxies. In 1929, the US astronomer Edwin Hubblediscovered a linear relationship between the distance a galaxy is from us and the amount of red-shift he observed.8A The red-shift that astronomers observe is caused by…1 an increase in wavelength between emission and detection.2 an increase in frequency between emission and detection.3 a decrease in the velocity of the wave as it travels.4 interference from other signals disrupting the quality of the wave.8B Scientists use the red-shifting of light as evidence to support the ‘Big Bang’ theory.This theory states that…1explosions caused the planets to be thrown into orbit around thestars.2 all matter and energy in the Universe originated from one singlepoint.3 galaxies broke off from the Universe and are drifting away.4 galaxies collide with each other, then drift apart.Turn over ►The sequence of colours in the visible light spectrum is:yellow,green, blue, indigo, violet.red,orange,Violet light from a galaxy 3 billion light years away appears green when it reaches Earth due to the red-shift effect.8C A second galaxy is 8 billion light years away. What colour is violet light emitted from this galaxy likely to be when it reaches Earth?1 Indigo2 Red3 Yellow4 Green8D What is likely to happen to the red light that is emitted from distant galaxies?1 It stays red, as this is the end of the light spectrum.2 It red-shifts into X-rays and gamma rays.3 It shifts to the other end of the light spectrum and becomes blue.4 It red-shifts into infrared and microwaves.Turn over ►_________________________________________________________________ QUESTION NINEThis question is about X-rays.9A X-rays form part of the electromagnetic spectrum.Read the statements about electromagnetic radiation in the box below:Which of the statements are correct?1 All of the statements are correct.2 Statement i) and ii) only.3 Statement ii) and iii) only.4 None of the statements are correct.A team of scientists conducted an international study into the number of X-rays which were given to patients in hospitals and the proportion of cancers that could be linked to those X-rays.Their findings are summarised in the table below:Country Number of X-raysgiven per 1,000people Percentage of cancers inmen caused by exposureto X-raysPercentage of cancers inwomen caused byexposure to X-raysUK 489 0.6 0.6 Netherlands 600 0.7 0.7 Switzerland 750 1 1 Canada 892 1.1 1 Germany 1,254 1.3 1.7 Japan 1,477 2.9 3.8 Source: Berrington de Gonzalez A, Darby S. Risk of cancer from diagnostic X-rays: estimates forthe UK and 14 other countries. The Lancet 2004; 363:345-3519B How much lower was the number of X-rays taken in the UK compared with the number taken in Japan?1 33 per cent lower2 46 per cent lower3 59 per cent lower4 67 per cent lower9C Which of these conclusions is supported by the general trend in the results?1 Men are more at risk from exposure to X-rays than women.2 Cancer is caused by exposure to X-rays.3 Increased exposure to X-rays increases the risk of developingcancers.4 Less well developed countries have a higher cancer rate due to X-ray exposure.9D The table below shows the results for the US in the same study:Country Number of X-raysgiven per 1,000people Percentage of cancers inmen caused by exposureto X-raysPercentage of cancers inwomen caused byexposure to X-raysUS 962 0.9 1 The figures from the US are lower than expected based on the trendsshown in other countries.Which of these factors would not explain the lower-than-expected cancer rates among US men and women?1 The US patients may have received lower doses of X-rays.2 The US has a larger population than other countries in the study.3 The areas of the body not being X-rayed may have been bettershielded.4 The parts of the body commonly being X-rayed may have beendifferent.END OF QUESTIONS。

2011英语一考研真题答案+解析

2011英语一考研真题答案+解析

2011年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Ancient Greek philosopher Aristotle viewed laughter as“a bodily exercise precious to health.”But ---_____some claims to the contrary,laughing probably has little influence on physical filness Laughter does _____short-term changes in the function of the heart and its blood vessels,____heart rate and oxygen consumption But because hard laughter is difficult to____,a good laugh is unlikely to have_____benefits the way,say,walking or jogging does.____,instead of straining muscles to build them,as exercise does,laughter apparently accomplishes the____, studies dating back to the1930’s indicate that laughter.muscles,Such bodily reaction might conceivably help____the effects of psychological stress.Anyway,the act of laughing probably does produce other types of______feedback,that improve an individual’s emotional state. ______one classical theory of emotion,our feelings are partially rooted_______physical reactions.It was argued at the end of the19th century that humans do not cry______they are sad but they become sad when te tears begin to flow.Although sadness also_______tears,evidence suggests that emotions can flow_____muscular responses.In an experiment published in1988,social psychologist Fritz Strack of the University of würzburg in Germany asked volunteers to____a pen either with their teeth-thereby creating an artificial smile–or with their lips,which would produce a(n)_____expression.Those forced to exercise their enthusiastically to funny catoons than did those whose months were contracted in a frown,_______that expressions may influence emotions rather than just the other way around____,the physical act of laughter could improve mood.1.[A]among[B]except[C]despite[D]like2.[A]reflect[B]demand[C]indicate[D]produce3.[A]stabilizing[B]boosting[C]impairing[D]determining4.[A]transmit[B]sustain[C]evaluate[D]observe5.[A]measurable[B]manageable[C]affordable[D]renewable6.[A]In turn[B]In fact[C]In addition[D]In brief7.[A]opposite[B]impossible[C]average[D]expected8.[A]hardens[B]weakens[C]tightens[D]relaxes9.[A]aggravate[B]generate[C]moderate[D]enhance10.[A]physical[B]mentl[C]subconscious[D]internal11.[A]Except for[B]According to[C]Due to[D]As for12.[A]with[B]on[C]in[D]at13.[A]unless[B]until C]if[D]because14.[A]exhausts[B]follows[C]precedes[D]suppresses15.[A]into[B]from[C]towards[D]beyond16.[A]fetch[B]bite[C]pick[D]hold17.[A]disappointed[B]excited[C]joyful[D]indifferent18.[A]adapted[B]catered[C]turned[D]reacted19.[A]suggesting[B]requiring[C]mentioning[D]supposing20.[A]Eventually[B]Consequently[C]Similarly[D]ConverselySection II Reading ComprehensionPart ADirections:Read the following four texts.Answer the questions below each text by choosing[A],[B],[C]or[D]. Mark your answers on ANSWER SHEET1.(40points)Text1The decision of the New York Philharmonic to hire Alan Gilbert as its next music director has been the talk of the classical-music world ever since the sudden announcement of his appointment in2009.For the most part,the response has been favorable,to say the least.“Hooray!At last!”wrote Anthony Tommasini,a sober-sided classical-music critic.One of the reasons why the appointment came as such a surprise,however,is that Gilbert is comparatively little known.Even Tommasini,who had advocated Gilbert’s appointment in the Times,calls him“an unpretentious musician with no air of the formidable conductor about him.”As a description of the next music director of an orchestra that has hitherto been led by musicians like Gustav Mahler and Pierre Boulez,that seems likely to have struck at least some Times readers as faint praise.For my part,I have no idea whether Gilbert is a great conductor or even a good one.To be sure,he performs an impressive variety of interesting compositions,but it is not necessary for me to visit Avery Fisher Hall,or anywhere else,to hear interesting orchestral music.All I have to do is to go to my CD shelf,or boot up my computer and download still more recorded music from iTunes.Devoted concertgoers who reply that recordings are no substitute for live performance are missing the point.For the time,attention,and money of the art-loving public,classical instrumentalists must compete not only with opera houses,dance troupes,theater companies,and museums,but also with the recorded performances of the great classical musicians of the20th century.There recordings are cheap,available everywhere,and very often much higher in artistic quality than today’s live performances;moreover,they can be“consumed”at a time and place of the listener’s choosing.The widespread availability of such recordings has thus brought about a crisis in the institution of the traditional classical concert.One possible response is for classical performers to program attractive new music that is not yet available on record.Gilbert’s own interest in new music has been widely noted:Alex Ross,a classical-music critic,has described him as a man who is capable of turning the Philharmonic into“a markedly different,more vibrant organization.”But what will be the nature of that difference?Merely expanding the orchestra’s repertoire will not be enough.If Gilbert and the Philharmonic are to succeed,they must first change the relationship between America’s oldest orchestra and the new audience it hops to attract.21.We learn from Para.1that Gilbert’s appointment has[A]incurred criticism.[B]raised suspicion.[C]received acclaim.[D]aroused curiosity.22.Tommasini regards Gilbert as an artist who is[A]influential.[B]modest.[C]respectable.[D]talented.23.The author believes that the devoted concertgoers[A]ignore the expenses of live performances.[B]reject most kinds of recorded performances.[C]exaggerate the variety of live performances.[D]overestimate the value of live performances.24.According to the text,which of the following is true of recordings?[A]They are often inferior to live concerts in quality.[B]They are easily accessible to the general public.[C]They help improve the quality of music.[D]They have only covered masterpieces.25.Regarding Gilbert’s role in revitalizing the Philharmonic,the author feels[A]doubtful.[B]enthusiastic.[C]confident.[D]puzzled.Text2When Liam McGee departed as president of Bank of America in August,his explanation was surprisingly straight up.Rather than cloaking his exit in the usual vague excuses,he came right out and said he was leaving “to pursue my goal of running a company.”Broadcasting his ambition was“very much my decision,”McGee says.Within two weeks,he was talking for the first time with the board of Hartford Financial Services Group, which named him CEO and chairman on September29.McGee says leaving without a position lined up gave him time to reflect on what kind of company he wanted to run.It also sent a clear message to the outside world about his aspirations.And McGee isn’t alone. In recent weeks the No.2executives at Avon and American Express quit with the explanation that they were looking for a CEO post.As boards scrutinize succession plans in response to shareholder pressure,executives who don’t get the nod also may wish to move on.A turbulent business environment also has senior managers cautious of letting vague pronouncements cloud their reputations.As the first signs of recovery begin to take hold,deputy chiefs may be more willing to make the jump without a net.In the third quarter,CEO turnover was down23%from a year ago as nervous boards stuck with the leaders they had,according to Liberum Research.As the economy picks up,opportunities will abound for aspiring leaders.The decision to quit a senior position to look for a better one is unconventional.For years executives and headhunters have adhered to the rule that the most attractive CEO candidates are the ones who must be poached.Says Korn/Ferry senior partner Dennis Carey:”I can’t think of a single search I’ve done where a board has not instructed me to look at sitting CEOs first.”Those who jumped without a job haven’t always landed in top positions quickly.Ellen Marram quit as chief of Tropicana a decade age,saying she wanted to be a CEO.It was a year before she became head of a tiny Internet-based commodities exchange.Robert Willumstad left Citigroup in2005with ambitions to be a CEO.He finally took that post at a major financial institution three years later.Many recruiters say the old disgrace is fading for top performers.The financial crisis has made it more acceptable to be between jobs or to leave a bad one.“The traditional rule was it’s safer to stay where you are, but that’s been fundamentally inverted,”says one headhunter.“The people who’ve been hurt the worst are those who’ve stayed too long.”26.When McGee announced his departure,his manner can best be described as being[A]arrogant.[B]frank.[C]self-centered.[D]impulsive.27.According to Paragraph2,senior executives’quitting may be spurred by[A]their expectation of better financial status.[B]their need to reflect on their private life.[C]their strained relations with the boards.[D]their pursuit of new career goals.28.The word“poached”(Line3,Paragraph4)most probably means[A]approved of.[B]attended to.[C]hunted for.[D]guarded against.29.It can be inferred from the last paragraph that[A]top performers used to cling to their posts.[B]loyalty of top performers is getting out-dated.[C]top performers care more about reputations.[D]it’s safer to stick to the traditional rules.30.Which of the following is the best title for the text?[A]CEOs:Where to Go?[B]CEOs:All the Way Up?[C]Top Managers Jump without a Net[D]The Only Way Out for Top PerformersText3The rough guide to marketing success used to be that you got what you paid for.No longer.While traditional“paid”media–such as television commercials and print advertisements–still play a major role, companies today can exploit many alternative forms of media.Consumers passionate about a product may create“owned”media by sending e-mail alerts about products and sales to customers registered with its Web site.The way consumers now approach the broad range of factors beyond conventional paid media.Paid and owned media are controlled by marketers promoting their own products.For earned media, such marketers act as the initiator for users’responses.But in some cases,one marketer’s owned media become another marketer’s paid media–for instance,when an e-commerce retailer sells ad space on its Web site.We define such sold media as owned media whose traffic is so strong that other organizations place their content or e-commerce engines within that environment.This trend,which we believe is still in its infancy, effectively began with retailers and travel providers such as airlines and hotels and will no doubt go further. Johnson&Johnson,for example,has created BabyCenter,a stand-alone media property that promotes complementary and even competitive products.Besides generating income,the presence of other marketers makes the site seem objective,gives companies opportunities to learn valuable information about the appeal of other companies’marketing,and may help expand user traffic for all companies concerned.The same dramatic technological changes that have provided marketers with more(and more diverse) communications choices have also increased the risk that passionate consumers will voice their opinions in quicker,more visible,and much more damaging ways.Such hijacked media are the opposite of earned media: an asset or campaign becomes hostage to consumers,other stakeholders,or activists who make negative allegations about a brand or product.Members of social networks,for instance,are learning that they can hijack media to apply pressure on the businesses that originally created them.If that happens,passionate consumers would try to persuade others to boycott products,putting the reputation of the target company at risk.In such a case,the company’s response may not be sufficiently quick or thoughtful,and the learning curve has been steep.Toyota Motor,for example,alleviated some of the damage from its recall crisis earlier this year with a relatively quick and well-orchestrated social-media response campaign,which included efforts to engage with consumers directly on sites such as Twitter and the social-news site Digg.31.Consumers may create“earned”media when they are[A]obscssed with online shopping at certain Web sites.[B]inspired by product-promoting e-mails sent to them.[C]eager to help their friends promote quality products.[D]enthusiastic about recommending their favorite products.32.According to Paragraph2,sold media feature[A]a safe business environment.[B]random competition.[C]strong user traffic.[D]flexibility in organization.33.The author indicates in Paragraph3that earned media[A]invite constant conflicts with passionate consumers.[B]can be used to produce negative effects in marketing.[C]may be responsible for fiercer competition.[D]deserve all the negative comments about them.34.Toyota Motor’s experience is cited as an example of[A]responding effectively to hijacked media.[B]persuading customers into boycotting products.[C]cooperating with supportive consumers.[D]taking advantage of hijacked media.35.Which of the following is the text mainly about?[A]Alternatives to conventional paid media.[B]Conflict between hijacked and earned media.[C]Dominance of hijacked media.[D]Popularity of owned media.Text4It’s no surprise that Jennifer Senior’s insightful,provocative magazine cover story,“I love My Children,I Hate My Life,”is arousing much chatter–nothing gets people talking like the suggestion that child rearing is anything less than a completely fulfilling,life-enriching experience.Rather than concluding that children make parents either happy or miserable,Senior suggests we need to redefine happiness:instead of thinking of it as something that can be measured by moment-to-moment joy,we should consider being happy as a past-tense condition.Even though the day-to-day experience of raising kids can be soul-crushingly hard,Senior writes that“the very things that in the moment dampen our moods can later be sources of intense gratification and delight.”The magazine cover showing an attractive mother holding a cute baby is hardly the only Madonna-and-child image on newsstands this week.There are also stories about newly adoptive–and newly single–mom Sandra Bullock,as well as the usual“Jennifer Aniston is pregnant”news.Practically every week features at least one celebrity mom,or mom-to-be,smiling on the newsstands.In a society that so persistently celebrates procreation,is it any wonder that admitting you regret having children is equivalent to admitting you support kitten-killing?It doesn’t seem quite fair,then,to compare the regrets of parents to the regrets of the children.Unhappy parents rarely are provoked to wonder if they shouldn’t have had kids,but unhappy childless folks are bothered with the message that children are the single most important thing in the world:obviously their misery must be a direct result of the gaping baby-size holes in their lives.Of course,the image of parenthood that celebrity magazines like Us Weekly and People present is hugely unrealistic,especially when the parents are single mothers like Bullock.According to several studies concluding that parents are less happy than childless couples,single parents are the least happy of all.No shock there,considering how much work it is to raise a kid without a partner to lean on;yet to hear Sandra and Britney tell it,raising a kid on their“own”(read:with round-the-clock help)is a piece of cake.It’s hard to imagine that many people are dumb enough to want children just because Reese and Angelina make it look so glamorous:most adults understand that a baby is not a haircut.But it’s interesting to wonder if the images we see every week of stress-free,happiness-enhancing parenthood aren’t in some small, subconscious way contributing to our own dissatisfactions with the actual experience,in the same way that a small part of us hoped getting“the Rachel”might make us look just a little bit like Jennifer Aniston.36.Jennifer Senior suggests in her article that raising a child can bring[A]temporary delight[B]enjoyment in progress[C]happiness in retrospect[D]lasting reward37.We learn from Paragraph2that[A]celebrity moms are a permanent source for gossip.[B]single mothers with babies deserve greater attention.[C]news about pregnant celebrities is entertaining.[D]having children is highly valued by the public.38.It is suggested in Paragraph3that childless folks[A]are constantly exposed to criticism.[B]are largely ignored by the media.[C]fail to fulfill their social responsibilities.[D]are less likely to be satisfied with their life.39.According to Paragraph4,the message conveyed by celebrity magazines is[A]soothing.[B]ambiguous.[C]compensatory.[D]misleading.40.Which of the following can be inferred from the last paragraph?[A]Having children contributes little to the glamour of celebrity moms.[B]Celebrity moms have influenced our attitude towards child rearing.[C]Having children intensifies our dissatisfaction with life.[D]We sometimes neglect the happiness from child rearing.Part BDirections:The following paragraph are given in a wrong order.For Questions41-45,you are required to reorganize these paragraphs into a coherent text by choosing from the list A-G to filling them into the numbered boxes. Paragraphs E and G have been correctly placed.Mark your answers on ANSWER SHEET1.(10points)[A]No disciplines have seized on professionalism with as much enthusiasm as the humanities.You can, Mr Menand points out,became a lawyer in three years and a medical doctor in four.But the regular time it takes to get a doctoral degree in the humanities is nine years.Not surprisingly,up to half of all doctoral students in English drop out before getting their degrees.[B]His concern is mainly with the humanities:Literature,languages,philosophy and so on.These are disciplines that are going out of style:22%of American college graduates now major in business compared with only2%in history and4%in English.However,many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses.But most find it difficult to agree on what a“general education”should look like.At Harvard,Mr Menand notes,“the great books are read because they have been read”-they form a sort of social glue.[C]Equally unsurprisingly,only about half end up with professorships for which they entered graduate school.There are simply too few posts.This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects:English departments awarded more bachelor’s degrees in1970-71than they did20years later.Fewer students requires fewer teachers.So,at the end of a decade of theses-writing,many humanities students leave the profession to do something for which they have not been trained.[D]One reason why it is hard to design and teach such courses is that they can cut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate, taught in different schools.Many students experience both varieties.Although more than half of Harvard undergraduates end up in law,medicine or business,future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.[E]Besides professionalizing the professions by this separation,top American universities have professionalised the professor.The growth in public money for academic research has speeded the process: federal research grants rose fourfold between1960and1990,but faculty teaching hours fell by half as research took its toll.Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career:as late as1969a third of American professors did not possess one.But the key idea behind professionalisation,argues Mr Menand,is that“the knowledge and skills needed for a particular specialization are transmissible but not transferable.”So disciplines acquire a monopoly not just over the production of knowledge,but also over the production of the producers of knowledge.[F]The key to reforming higher education,concludes Mr Menand,is to alter the way in which“the producers of knowledge are produced.”Otherwise,academics will continue to think dangerously alike, increasingly detached from the societies which they study,investigate and criticize.”Academic inquiry,at least in some fields,may need to become less exclusionary and more holistic.”Yet quite how that happens,Mr Menand dose not say.[G]The subtle and intelligent little book The Marketplace of Ideas:Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree.They may then decide to go elsewhere.For something curious has been happening in American Universities,and LouisMenand,a professor of English at Harvard University,captured it skillfully.G→41.→42.→E→43.→44.→45.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese.Your translation should be written carefully on ANSWER SHEET2.(10points)With its theme that“Mind is the master weaver,”creating our inner character and outer circumstances,the book As a Man Thinking by James Allen is an in-depth exploration of the central idea of self-help writing.(46)Allen’s contribution was to take an assumption we all share-that because we are not robots we therefore control our thoughts-and reveal its erroneous nature.Because most of us believe that mind is separate from matter,we think that thoughts can be hidden and made powerless;this allows us to think one way and act another.However,Allen believed that the unconscious mind generates as much action as the conscious mind, and(47)while we may be able to sustain the illusion of control through the conscious mind alone,in reality we are continually faced with a question:“Why cannot I make myself do this or achieve that?”Since desire and will are damaged by the presence of thoughts that do not accord with desire,Allen concluded:“We do not attract what we want,but what we are.”Achievement happens because you as a person embody the external achievement;you don’t“get”success but become it.There is no gap between mind and matter.Part of the fame of Allen’s book is its contention that“Circumstances do not make a person,they reveal him.”(48)This seems a justification for neglect of those in need,and a rationalization of exploitation,of the superiority of those at the top and the inferiority of those at the bottom.This,however,would be a knee-jerk reaction to a subtle argument.Each set of circumstances,however bad,offers a unique opportunity for growth.If circumstances always determined the life and prospects of people,then humanity would never have progressed.In fat,(49)circumstances seem to be designed to bring out the best in us and if we feel that we have been“wronged”then we are unlikely to begin a conscious effort to escape from our situation.Nevertheless,as any biographer knows,a person’s early life and its conditions are often the greatest gift to an individual.The sobering aspect of Allen’s book is that we have no one else to blame for our present condition except ourselves.(50)The upside is the possibilities contained in knowing that everything is up to us;where before we were experts in the array of limitations,now we become authorities of what is possible.SectionⅢWritingPart A51.Directions:Write a letter to a friend of yours to1)recommend one of your favorite movies and2)give reasons for your recommendationYour should write about100words on ANSWER SHEET2Do not sign your own name at the end of the er“LI MING”instead.Do not writer the address.(10points)Part B52.Directions:Write an essay of160---200words based on the following drawing.In your essay,you should1)describe the drawing briefly,2)explain it’s intended meaning,and3)give your comments.Your should write neatly on ANSWER SHEET2.(20points)2011年考研英语真题答案解析Section I Use of English1.【答案】[C]【解析】语义逻辑题。

2004考研英语真题(英一二通用)答案+解析

2004考研英语真题(英一二通用)答案+解析
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13. Several months after a baby’s birth, its name will ________. [A] show the beauty of its own [B] develop more associations [C] lose the original meaning [D] help form the baby’s personality
Now look at Part A in your test booklet.
Part A
Directions:
For questions 1-5, you will hear a talk about the geography of Belgium. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word or number in each numbered box. You will hear the recording twice. You now have 25 seconds to read the table below. (5 points)
commit crimes in 大 24 家 to their failure to rise above their socioeconomic status,
大 25 家 as a rejection of middle-class values. Most theories of juvenile delinquency have focused on children from disadvantaged

examination的英文作文

examination的英文作文

examination的英文作文Title: The Significance of Examinations in Education。

Examinations, a fundamental aspect of education, serve as pivotal checkpoints in a student's academic journey. They not only assess a student's understanding of the subject matter but also play a crucial role in shapingtheir learning process and fostering essential skills. In this essay, we delve into the significance of examinations in education, exploring their multifaceted impact on students, educators, and the educational system as a whole.Firstly, examinations serve as comprehensive assessments of a student's grasp of the curriculum. By testing their knowledge, comprehension, and analytical abilities, examinations provide educators with valuable insights into the effectiveness of their teaching methods and the students' learning progress. This feedback loop enables educators to identify areas of strength and weakness, thereby tailoring their teaching strategies toaddress the specific needs of individual students. Additionally, examinations facilitate the identification of students who may require additional support or enrichment opportunities, ensuring that no student is left behind in their educational journey.Moreover, examinations play a pivotal role in promoting accountability and maintaining academic standards within educational institutions. By setting clear expectations and evaluating students based on predefined criteria, examinations help uphold the integrity and credibility of academic qualifications. This, in turn, fosters a culture of academic excellence and encourages students to strivefor mastery rather than mere compliance. Furthermore, examinations provide a fair and transparent means of assessing student performance, ensuring that grades are awarded objectively and meritocratically.Beyond assessing academic knowledge, examinations also contribute to the development of essential skills and competencies. The process of preparing for examinations instills discipline, time management, and resilience instudents, as they learn to balance their academic responsibilities with extracurricular activities and personal interests. Additionally, examinations encourage critical thinking, problem-solving, and effective communication skills, as students are required to analyze information, formulate coherent arguments, and articulate their ideas concisely under pressure. These transferable skills are invaluable assets that equip students for success in higher education, the workforce, and everyday life.However, it is essential to acknowledge the limitations and criticisms associated with examinations. Critics argue that examinations promote a narrow definition of success based solely on academic performance, overlooking the diverse talents, interests, and strengths of individual students. Moreover, the emphasis on high-stakes examinations can lead to undue stress, anxiety, and mental health issues among students, detracting from their overall well-being and holistic development. As such, there is a growing call for educational reforms that prioritize a more holistic and inclusive approach to assessment, taking intoaccount factors such as creativity, collaboration, and emotional intelligence.In conclusion, examinations play a crucial role in education by assessing student learning, maintaining academic standards, and fostering essential skills. While they serve as valuable tools for evaluation and accountability, it is imperative to address the associated challenges and strive for a balanced approach to assessment that recognizes the diverse talents and needs of students. By harnessing the potential of examinations whilemitigating their limitations, we can create an educational system that empowers all students to thrive and succeed in a rapidly changing world.。

我对考试的看法英语作文

我对考试的看法英语作文

Examinations are a crucial part of the educational system, and they serve multiple purposes. Heres my perspective on the role and impact of exams in the learning process.Firstly, exams are a means of assessment. They allow educators to gauge a students understanding of the material covered in class. By setting exams, teachers can identify areas where students may be struggling and need additional help. This is important for tailoring teaching methods to meet the needs of individual learners.Secondly, exams encourage discipline and time management. Preparing for exams requires students to organize their study schedules, allocate time for revision, and prioritize their learning. This helps in developing essential life skills that are applicable beyond the classroom.However, there are also some downsides to the current examination system. The pressure to perform well can lead to stress and anxiety among students. In some cases, it may even lead to unhealthy competition and a focus on grades over genuine learning. Moreover, exams can sometimes be a poor measure of a students true abilities. They may not account for creativity, critical thinking, or practical skills, which are equally important in todays world. There is also the issue of test anxiety, where some students perform poorly in exams due to nerves, despite having a good grasp of the subject matter.In conclusion, while exams have their merits, they should not be the sole method of assessment in education. A balanced approach that includes continuous assessment, projects, and practical evaluations can provide a more comprehensive understanding of a students abilities and progress. Its important to create an educational environment that values learning and growth over high scores.。

2007欧洲高血压指南

2007欧洲高血压指南

Guidelines1105Guidelines2007Guidelines for the Management of Arterial Hypertension The Task Force for the Management of Arterial Hypertension of the European Society of Hypertension(ESH)and of the European Society of Cardiology(ESC)Authors/Task Force Members:Giuseppe Mancia,Co-Chairperson(Italy),Guy De Backer,Co-Chairperson(Belgium),Anna Dominiczak(UK),Renata Cifkova (Czech Republic),Robert Fagard(Belgium),Giuseppe Germano(Italy),Guido Grassi (Italy),Anthony M.Heagerty(UK),Sverre E.Kjeldsen(Norway),Stephane Laurent (France),Krzysztof Narkiewicz(Poland),Luis Ruilope(Spain),Andrzej Rynkiewicz (Poland),Roland E.Schmieder(Germany),Harry A.J.Struijker Boudier(Netherlands), Alberto Zanchetti(Italy)ESC Committee for Practice Guidelines(CPG):Alec Vahanian,Chairperson(France),John Camm(United Kingdom),Raffaele De Caterina(Italy),Veronica Dean(France),Kenneth Dickstein(Norway),Gerasimos Filippatos (Greece),Christian Funck-Brentano(France),Irene Hellemans(Netherlands),Steen Dalby Kristensen(Denmark),Keith McGregor(France),Udo Sechtem(Germany),Sigmund Silber(Germany),Michal Tendera(Poland),Petr Widimsky (Czech Republic),Jose´Luis Zamorano(Spain)ESH Scientific Council:Sverre E.Kjeldsen,President(Norway),Serap Erdine,Vice-President(Turkey),Krzysztof Narkiewicz,Secretary(Poland),Wolfgang Kiowski,Treasurer(Switzerland),Enrico Agabiti-Rosei(Italy),Ettore Ambro-sioni(Italy),Renata Cifkova(Czech Republic),Anna Dominiczak(United Kingdom),Robert Fagard(Belgium),Anthony M.Heagerty,Stephane Laurent(France),Lars H.Lindholm(Sweden),Giuseppe Mancia(Italy),Athanasios Manolis (Greece),Peter M.Nilsson(Sweden),Josep Redon(Spain),Roland E.Schmieder(Germany),Harry A.J.Struijker-Boudier(The Netherlands),Margus Viigimaa(Estonia)Document Reviewers:Gerasimos Filippatos(CPG Review Coordinator)(Greece),Stamatis Adamopoulos(Greece), Enrico Agabiti-Rosei(Italy),Ettore Ambrosioni(Italy),Vicente Bertomeu(Spain),Denis Clement(Belgium),Serap Erdine (Turkey),Csaba Farsang(Hungary),Dan Gaita(Romania),Wolfgang Kiowski(Switzerland),Gregory Lip(UK),Jean-Michel Mallion(France),Athanasios J.Manolis(Greece),Peter M.Nilsson(Sweden),Eoin O’Brien(Ireland),Piotr Ponikowski(Poland),Josep Redon(Spain),Frank Ruschitzka(Switzerland),Juan Tamargo(Spain),Pieter van Zwieten (Netherlands),Margus Viigimaa(Estonia),Bernard Waeber(Switzerland),Bryan Williams(UK),Jose Luis Zamorano (Spain).Journal of Hypertension2007,25:1105–1187The affiliations of Task Force members are listed in the Appendix.Their Disclosure forms are available on the respective society Web Sites.These guidelines also appear in the European Heart Journal,doi:10/1093/eurheartj/ehm236ÃCorrespondence to Giuseppe Mancia,Clinica Medica,Ospedale San Gerardo,Universita`Milano-Bicocca,Via Pergolesi,33–20052MONZA(Milano),Italy Tel:+390392333357;fax:+39039322274,e-mail:giuseppe.mancia@unimib.itÃCorrespondence to Guy de Backer,Dept.of Public Health,University Hospital,De Pintelaan185,9000Ghent,BelgiumTel:+3292403627;fax:+3292404994;e-mail:Guy.DeBacker@ugent.be0263-6352ß2007The European Society of Cardiology(ESC)and European Society of Hypertension(ESH).Copyright in the typographical arrangement,design,and layout resides with the publisher Lippincott Williams&Wilkins.1106Journal of Hypertension2007,Vol25No61.INTRODUCTION AND PURPOSES2.DEFINITION AND CLASSIFICATION OF HYPERTENSION2.1Systolic versus diastolic and pulse pressure2.2Classification of hypertension2.3Total cardiovascular risk2.3.1Concept2.3.2Assessment2.3.3Limitations3.DIAGNOSTIC EVALUATION3.1Blood pressure measurement3.1.1Office or clinic blood pressure3.1.2Ambulatory blood pressure3.1.3Home blood pressure3.1.4Isolated office or white coat hypertension3.1.5Isolated ambulatory or masked hypertension3.1.6Blood pressure during exercise and laboratory stress3.1.7Central blood pressure3.2Family and clinical history3.3Physical examination3.4Laboratory investigation3.5Genetic analysis3.6Searching for subclinical organ damage3.6.1Heart3.6.2Blood vessels3.6.3Kidney3.6.4Fundoscopy3.6.5Brain4.EVIDENCE FOR THERAPEUTIC MANAGEMENT OF HYPERTENSION4.1Introduction4.2Event based trials comparing active treatment to placebo4.3Event based trials comparing more or less intense blood pressure lowering4.4Event based trials comparing different active treatments4.4.1Calcium antagonists versus thiazide diuretics andß-blockers4.4.2ACE inhibitors versus thiazide diuretics andß-blockers4.4.3ACE inhibitors versus calcium antagonists4.4.4Angiotensin receptor antagonists versus other drugs4.4.5Trials withß-blockers4.4.6Conclusions4.5Randomized trials based on intermediate end-points4.5.1Heart4.5.2Arterial wall and atherosclerosis4.5.3Brain and cognitive function4.5.4Renal function and disease4.5.5New onset diabetes5.THERAPEUTIC APPROACH5.1When to initiate antihypertensive treatment5.2Goal of treatment5.2.1Blood pressure target in the general hypertensive population5.2.2Blood pressure target in diabetic and very high or high risk patients5.2.3Home and ambulatory blood pressure targets5.2.4Conclusions5.3Cost-effectiveness of antihypertensive treatment6.TREATMENT STRATEGIES6.1Lifestyle changes6.1.1Smoking cessation6.1.2Moderation of alcohol consumption6.1.3Sodium restriction6.1.4Other dietary changes6.1.5Weight reduction6.1.6Physical exercise6.2Pharmacological Therapy6.2.1Choice of antihypertensive drugs6.2.2Monotherapy6.2.3Combination treatment7.THERAPEUTIC APPROACHES IN SPECIAL CONDITIONS7.1Elderly7.2Diabetes mellitus7.3Cerebrovascular disease7.3.1Stroke and transient ischemic attacks7.3.2Cognitive dysfunction and dementia7.4Coronary heart disease and heart failure7.5Atrialfibrillation7.6Renal disease7.7Hypertension in women7.7.1Oral contraceptives7.7.2Hormone replacement therapy7.7.3Hypertension in pregnancy7.8Metabolic syndrome7.9Resistant hypertension7.10Hypertensive emergencies7.11Malignant hypertension8.TREATMENT OF ASSOCIATED RISK FACTORS8.1Lipid lowering agents8.2Antiplatelet therapies8.3Glycaemic control9.SCREENING AND TREATMENT OF SECONDARY FORMS OF HYPERTENSION9.1Renal parenchymal disease9.2Renovascular hypertension9.3Phaeochromocytoma9.4Primary aldosteronism9.5Cushing’s syndrome9.6Obstructive sleep apnoea9.7Coarctation of aorta9.8Drug-induced hypertension10.FOLLOW-UP11.IMPLEMENTATION OF GUIDELINESAPPENDIXREFERENCES1.Introduction and purposesFor several years the European Society of Hypertension (ESH)and the European Society of Cardiology(ESC) decided not to produce their own guidelines on the diagnosis and treatment of hypertension but to endorse the guidelines on hypertension issued by the World Health Organization(WHO)and International Society of Hyper-tension(ISH)[1,2]with some adaptation to reflect the situation in Europe.However,in2003the decision was taken to publish ESH/ESC specific guidelines[3]based on the fact that,because the WHO/ISH Guidelines address countries widely varying in the extent of their health care and availability of economic resource,they contain diagnostic and therapeutic recommendations that may be 2007Guidelines for Management of Hypertension1107not totally appropriate for European countries.In Europe care provisions may often allow a more in-depth diagnostic assessment of cardiovascular risk and organ damage of hypertensive individuals as well as a wider choice of antihypertensive treatment.The2003ESH/ESC Guidelines[3]were well received by the clinical world and have been the most widely quoted paper in the medical literature in the last two years[4].However,since2003considerable additional evidence on important issues related to diagnostic and treatment approaches to hypertension has become avail-able and therefore updating of the previous guidelines has been found advisable.In preparing the new guidelines the Committee estab-lished by the ESH and ESC has agreed to adhere to the principles informing the2003Guidelines,namely1)to try to offer the best available and most balanced recom-mendation to all health care providers involved in the management of hypertension,2)to address this aim again by an extensive and critical review of the data accom-panied by a series of boxes where specific recommen-dations are given,as well as by a concise set of practice recommendations to be published soon thereafter as already done in2003[5];3)to primarily consider data from large randomized trials but also to make use,where necessary,of observational studies and other sources of data,provided they were obtained in studies meeting a high scientific standard;4)to emphasize that guidelines deal with medical conditions in general and therefore their role must be educational and not prescriptive or coercive for the management of individual patients who may differ widely in their personal,medical and cultural characteristics,thus requiring decisions different from the average ones recommended by guidelines;5)to avoid a rigid classification of recommendations by the level or strength of scientific evidence[6].The Committee felt that this is often difficult to apply,that it can only apply to therapeutic aspects and that the strength of a recommen-dation can be judged from the way it is formulated and from reference to relevant studies.Nevertheless,the contribution of randomized trials,observational studies, meta-analyses and critical reviews or expert opinions has been identified in the text and in the reference list. The members of the Guidelines Committee established by the ESH and ESC have participated independently in the preparation of this document,drawing on their academic and clinical experience and applying an objec-tive and critical examination of all available literature. Most have undertaken and are undertaking work in collaboration with industry and governmental or private health providers(research studies,teaching conferences, consultation),but all believe such activities have not influenced their judgement.The best guarantee of their independence is in the quality of their past and current scientific work.However,to ensure openness,their relations with industry,government and private health providers are reported in the ESH and ESC websites ( and )Expenses for the Writing Committee and preparation of these guidelines were provided entirely by ESH and ESC. 2.Definition and classification of hypertensionHistorically more emphasis was placed on diastolic than on systolic blood pressure as a predictor of cardiovascular morbid and fatal events[7].This was reflected in the early guidelines of the Joint National Committee which did not consider systolic blood pressure and isolated systolic hypertension in the classification of hypertension [8,9].It was reflected further in the design of early randomized clinical trials which almost invariably based patient recruitment criteria on diastolic blood pressure values[10].However,a large number of observational studies has demonstrated that cardiovascular morbidity and mortality bear a continuous relationship with both systolic and diastolic blood pressures[7,11].The relation-ship has been reported to be less steep for coronary events than for stroke which has thus been labelled as the most important‘‘hypertension related’’complication[7].How-ever,in several regions of Europe,though not in all of them,the attributable risk,that is the excess of death due to an elevated blood pressure,is greater for coronary events than for stroke because heart disease remains the most common cardiovascular disorder in these regions[12]. Furthermore,both systolic and diastolic blood pressures show a graded independent relationship with heart failure, peripheral artery disease and end stage renal disease [13–16].Therefore,hypertension should be considered a major risk factor for an array of cardiovascular and related diseases as well as for diseases leading to a marked increase in cardiovascular risk.This,and the wide prevalence of high blood pressure in the population[17–19],explain why in a WHO report high blood pressure has been listed as thefirst cause of death worldwide[20].2.1Systolic versus diastolic and pulse pressureIn recent years the simple direct relationship of cardio-vascular risk with systolic and diastolic blood pressure has been made more complicated by thefindings of observational studies that in elderly individuals the risk is directly proportional to systolic blood pressure and,for any given systolic level,outcome is inversely proportional to diastolic blood pressure[21–23],with a strong predictive value of pulse pressure(systolic minus diastolic)[24–27]. The predictive value of pulse pressure may vary with the clinical characteristics of the subjects.In the largest meta-analysis of observational data available today(61studies in almost1million subjects without overt cardiovascular disease,of which70%are from Europe)[11]both systolic and diastolic blood pressures were independently and similarly predictive of stroke and coronary mortality,and1108Journal of Hypertension2007,Vol25No6the contribution of pulse pressure was small,particularly in individuals aged less than55years.By contrast,in middle aged[24,25]and elderly[26,27]hypertensive patients with cardiovascular risk factors or associated clinical conditions, pulse pressure showed a strong predictive value for cardiovascular events[24–27].It should be recognized that pulse pressure is a derived measure which combines the imperfection of the original measures.Furthermore,althoughfigures such as50or 55mmHg have been suggested[28],no practical cutoff values separating pulse pressure normality from abnor-mality at different ages have been produced.As discussedin section3.1.7central pulse pressure,which takes into account the‘‘amplification phenomena’’between the peripheral arteries and the aorta,is a more precise assess-ment and may improve on these limitations.In practice,classification of hypertension and risk assess-ment(see sections2.2and2.3)should continue to be based on systolic and diastolic blood pressures.This should be definitely the case for decisions concerning the blood pressure threshold and goal for treatment,as these have been the criteria employed in randomized controlled trials on isolated systolic and systolic-diastolic hypertension.However,pulse pressure may be used to identify elderly patients with systolic hypertension who are at a particularly high risk.In these patients a high pulse pressure is a marker of a pronounced increase of large artery stiffness and therefore advanced organ damage[28](see section3.6).2.2Classification of hypertensionBlood pressure has a unimodal distribution in the population[29]as well as a continuous relationship with cardiovascular risk down to systolic and diastolic levels of 115–110mmHg and75–70mmHg,respectively[7,11]. This fact makes the word hypertension scientifically questionable and its classification based on cutoff values arbitrary.However,changes of a widely known and accepted terminology may generate confusion while use of cutoff values simplifies diagnostic and treatment approaches in daily practice.Therefore the classification of hypertension used in the2003ESH/ESC Guidelines has been retained(Table1)with the following provisos:1.when a patient’s systolic and diastolic blood pressuresfall into different categories the higher category should apply for the quantification of total cardiovascular risk, decision about drug treatment and estimation of treatment efficacy;2.isolated systolic hypertension should be graded(grades1,2and3)according to the same systolic blood pressure values indicated for systolic-diastolic hypertension.However,as mentioned above,the association with a low diastolic blood pressure(e.g.60–70mmHg)should be regarded as an additional risk;3.the threshold for hypertension(and the need fordrug treatment)should be considered asflexible based on the level and profile of total cardiovascular risk.For example,a blood pressure value may be considered as unacceptably high and in need of treatment in high risk states,but still acceptable in low risk patients.Support-ing evidence for this statement will be presented in the section on therapeutic approach(Section5)The USA Joint National Committee Guidelines(JNC7) on hypertension published in2003[30]unified the normal and high normal blood pressure categories into a single entity termed‘‘prehypertension’’.This was based on the evidence from the Framingham study[31,32]that in such individuals the chance of developing hypertension is higher than in those with a blood pressure<120/80mmHg (termed‘‘normal’’blood pressure)at all ages.The ESH/ ESC Committee has decided not to use this terminology for the following reasons:1)even in the Framingham study the risk of developing hypertensionwas definitely higherin subjects with high normal(130–139/85–89mmHg)than in those with normal blood pressure(120–129/80–84mmHg) [32,33]and therefore there is little reason to join the two groups together;2)given the ominous significance of the word hypertension for the layman,the term‘‘prehyperten-sion’’may create anxiety and request for unnecessary medical visits and examinations in many subjects [34];3)most importantly,although lifestyle changes recommended by the2003JNC7Guidelines for all prehypertensive individuals may be a valuable population strategy[30],in practice this category is a highly differ-entiated one,with the extremes consisting of subjects in no need of any intervention(e.g.an elderly individual with a blood pressure of120/80mmHg)as well as of those with a very high or high risk profile(e.g.after stroke or with diabetes)in whom drug treatment is required.In conclusion,it might be appropriate to use a classification of blood pressure without the term‘‘hypertension’’.How-ever,this has been retained in Table1for practical reasons and with the reservation that the real threshold for hypertension must be considered asflexible,being higher or lower based on the total cardiovascular risk of each 2007Guidelines for Management of Hypertension1109 Table1Definitions and classification of blood pressure(BP)levels (mmHg)Category Systolic Diastolic Optimal<120and<80 Normal120–129and/or80–84 High normal130–139and/or85–89 Grade1hypertension140–159and/or90–99 Grade2hypertension160–179and/or100–109 Grade3hypertension!180and/or!110 Isolated systolic hypertension!140and<90 Isolated systolic hypertension should be graded(1,2,3)according to systolic blood pressure values in the ranges indicated,provided that diastolic values are <90mmHg.Grades1,2and3correspond to classification in mild,moderate and severe hypertension,respectively.These terms have been now omitted to avoid confusion with quantification of total cardiovascular risk.individual.This is further illustrated in section 2.3and in Fig.1.2.3Total cardiovascular risk (Box 1)2.3.1ConceptFor a long time,hypertension guidelines focused on blood pressure values as the only or main variables determining the need and the type of treatment.Although this approach was maintained in the 2003JNC 7Guidelines [30],the 2003ESH-ESC Guidelines [3]emphasized that diagnosis and management of hypertension should be related to quanti fication of total (or global)cardiovascular risk.This concept is based on the fact that only a small fraction of the hypertensive population has an elevation of blood pressure alone,with the great majority exhibiting additional cardiovascular risk factors [35–39],with a relationship between the severity of the blood pressure elevation and that of alterations in glucose and lipid metabolism [40].Further-more,when concomitantly present,blood pressure and metabolic risk factors potentiate each other,leading to a total cardiovascular risk which is greater than the sum of its individual components [35,41,42].Finally,evidence is available that in high risk individuals thresholds and goals for antihypertensive treatment,as well as other treatment strategies,should be different from those to be imple-mented in lower risk individuals [3].In order to maximize cost-ef ficacy of the management of hypertension the intensity of the therapeutic approach should be graded as a function of total cardiovascular risk [43,44].2.3.2AssessmentEstimation of total cardiovascular risk is simple in particular subgroups of patients such as those with 1)a1110Journal of Hypertension 2007,Vol 25No 6Fig.1Stratification of CV Risk in four categories.SBP:systolic blood pressure;DBP:diastolic blood pressure;CV:cardiovascular;HT:hypertension.Low,moderate,high and very high risk refer to 10year risk of a CV fatal or non-fatal event.The term ‘‘added ’’indicates that in all categories risk is greater than average.OD:subclinical organ damage;MS:metabolic syndrome.The dashed line indicates how definition of hypertension may be variable,depending on the level of total CV risk.previous diagnosis of cardiovascular disease,2)type2 diabetes,3)type1diabetes,and4)individuals with severely elevated single risk factors.In all these con-ditions the total cardiovascular risk is high,calling for the intense cardiovascular risk reducing measures that will be outlined in the following sections.However,a large number of hypertensive patients does not belong to one of the above categories and identification of those at high risk requires the use of models to estimate total cardiovascular risk so as to be able to adjust the intensity of the therapeutic approach accordingly.Several computerized methods have been developed for estimating total cardiovascular risk,i.e.the absolute chance of having a cardiovascular event usually over 10years.However,some of them are based on Framing-ham data[45]which are only applicable to some European populations due to important differences in the incidence of coronary and stroke events[12].More recently,a European model has become available based on the large data-base provided by the SCORE project[46].SCORE charts are available for high and low risk countries in Europe.They estimate the risk of dying from cardiovas-cular(not just coronary)disease over10years and allow calibration of the charts for individual countries provided that national mortality statistics and estimates of the prevalence of major cardiovascular risk factors are known.The SCORE model has also been used in the HeartScore,the official ESC management tool for implementation of cardiovascular disease prevention in clinical practice.This is available on the ESC Web Site ().The2003ESH/ESC Guidelines[3]classified the total cardiovascular risk based on the scheme proposed by the 1999WHO/ISH Guidelines on hypertension[2]with the extension to subjects with‘‘normal’’or‘‘high normal’’blood pressure.This classification is retained in the present Guidelines(Fig.1).The terms‘‘low’’,‘‘moderate’’,‘‘high’’and‘‘very high’’risk are used to indicate an approximate risk of cardiovascular morbidity and mortality in the coming10years,which is somewhat analogous to the increasing level of total cardiovascular risk estimated by the Framingham[45]or the SCORE[46]models.The term‘‘added’’is used to emphasize that in all categories relative risk is greater than average risk.Although use of a categorical classification provides data that are in principle less precise than those obtained from equations based on continuous variables,this approach has the merit of simplicity.The2003WHO/ISH Guidelines[47]have further simplified the approach by merging the high and very high risk categories which were regarded as similar when it came to making treatment decisions.The distinc-tion between high and very high risk categories has been maintained in the present guidelines,thereby preserving a separate place for secondary prevention,i.e.prevention in patients with established cardiovascular disease.In these patients,compared with the high risk category,not only can total risk be much higher,but multidrug treatment may be necessary throughout the blood pressure range from normal to high.The dashed line drawn in Fig.1 illustrates how total cardiovascular risk evaluation influences the definition of hypertension when this is correctly considered as the blood pressure value above which treatment does more good than harm[48].Table2indicates the most common clinical variables that should be used to stratify the risk.They are based on risk factors(demographics,anthropometrics,family history of premature cardiovascular disease,blood pressure, smoking habits,glucose and lipid variables),measures of target organ damage,and diagnosis of diabetes and associated clinical conditions as outlined in the2003 Guidelines[3].The following new points should be highlighted:1.The metabolic syndrome[49]has been mentionedbecause it represents a cluster of risk factors often associated with high blood pressure which markedly increases cardiovascular risk.No implication is made that it represents a pathogenetic entity.2.Further emphasis has been given to identificationof target organ damage,since hypertension-related subclinical alterations in several organs indicate pro-gression in the cardiovascular disease continuum[50] which markedly increases the risk beyond that caused by the simple presence of risk factors.A separate Section(3.6)is devoted to searching for subclinical organ damage where evidence for the additional risk of each subclinical alteration is discussed and the proposed cutoff values are justified.3.The list of renal markers of organ damage has beenexpanded,to include estimates of creatinine clearance by the Cockroft-Gault formula[51]or of glomerular filtration rate by the MDRD formula[52],because of the evidence that these estimated values are a more precise index of the cardiovascular risk accompanying renal dysfunction.4.Microalbuminuria has now been considered as anessential component in the assessment of organ damage because its detection is easy and relatively inexpensive.5.Concentric left ventricular hypertrophy has beenidentified as the cardiac structural parameter that more markedly increases cardiovascular risk.6.Whenever possible the recommendation is made tomeasure organ damage in different tissues(e.g.heart, blood vessels,kidney and brain)because multiorgan damage is associated with a worse prognosis[53].7.Increased pulse wave velocity is added to the listof factors influencing prognosis as an early index of large artery stiffening[54,55],although with the caveat that it has a limited availability in the clinical practice.2007Guidelines for Management of Hypertension11118.A low ankle to brachial blood pressure ratio (<0.9)is listed as a relatively easy to obtain marker of atherosclerotic disease and increased total cardiovas-cular risk [56].9.Not only is assessment of organ damage recom-mended pre-treatment (in order to stratify risk)but also during therapy because of the evidence that regression of left ventricular hypertrophy and reduction of proteinuria indicate treatment-induced cardiovascular protection [57–61].10.There may be reasons to include an elevated heartrate as a risk factor because of a growing body of evidence that elevated heart rate values relate to the risk of cardiovascular morbidity and mortality as well as to all cause mortality [62–65].Also,there is evidence that an elevated heart rate increases the risk of new onset hypertension [66,67]and is frequently associated with metabolic disturbances and the metabolic syndrome [67–69].However,because of the wide range of accepted resting heart rate normality values (60to 90beats/min),no cutoff heart rate can be offered presently to increase the accuracy of total cardiovascular risk strati fication.11.The major diagnostic elements for classifyingsubjects in the high or very high risk categories are summarized in Table 3.It is worth noticing that multiple risk factors,diabetes or organ damage invariably place a subject with hypertension,andeven with high normal blood pressure,in the high risk category.2.3.3LimitationsAll currently available models for cardiovascular risk assessment have limitations which must be appreciated.Total cardiovascular risk models do not consider the duration of exposure to a risk factor or disease and their quanti fication is usually based on some risk factors only,while paying limited attention to other variables linked to cardiovascular outcome (e.g.physical activity and stress)[70].Furthermore,the signi ficance of target organ damage in determining calculation of overall risk is dependent on how carefully the damage is assessed,1112Journal of Hypertension 2007,Vol 25No6Table 2Factors in fluencing prognosisRisk factorsSubclinical Organ DamageSystolic and diastolic BP levelsElectrocardiographic LVH (Sokolow-Lyon >38mm;Cornell >2440mm M ms)or: Levels of pulse pressure (in the elderly) Echocardiographic LVH 8(LVMI M !125g/m 2,W !110g/m 2) Age (M >55years;W >65years) Carotid wall thickening (IMT >0.9mm)or plaque SmokingCarotid-femoral pulse wave velocity >12m/s DyslipidaemiaAnkle/brachial BP index <0.9-TC >5.0mmol/l (190mg/dl)or: Slight increase in plasma creatinine:-LDL-C >3.0mmol/l (115mg/dl)or:M:115–133m mol/l (1.3–1.5mg/dl);-HDL-C:M <1.0mmol/l (40mg/dl),W <1.2mmol/l (46mg/dl)or:W:107–124m mol/l (1.2–1.4mg/dl)Low estimated glomerular filtration rate y (<60ml/min/1.73m 2)or creatinine clearance ^(<60ml/min)-TG >1.7mmol/l (150mg/dl)Fasting plasma glucose 5.6–6.9mmol/L (102–125mg/dl)Microalbuminuria 30–300mg/24h or albumin-creatinine ratio:!22(M);or !31(W)mg/g creatinineAbnormal glucose tolerance testAbdominal obesity (Waist circumference >102cm (M),>88cm (W))Family history of premature CV disease (M at age <55years;W at age <65years)Diabetes Mellitus Established CV or renal diseaseFasting plasma glucose !7.0mmol/l (126mg/dl)on repeated measurements,orCerebrovascular disease:ischaemic stroke;cerebral haemorrhage;transient ischaemic attackPostload plasma glucose >11.0mmol/l (198mg/dl)Heart disease:myocardial infarction;angina;coronaryrevascularization;heart failure Renal disease:diabetic nephropathy;renal impairment (serum creatinine M >133,W >124mmol/l);proteinuria (>300mg/24h) Peripheral artery diseaseM:men;W:women;CV:cardiovascular disease;IMT:intima-media thickness;BP:blood pressure;TG:triglycerides;C:cholesterol;^Cockroft Gault formula;y MDRD formula;8Risk maximal for concentric LVH (left ventricular hypertrophy):increased LVMI (left ventricular mass index)with a wall thickness/radius ratio !0.42.Table 3High/Very high risk subjectsBP !180mmHg systolic and/or !110mmHg diastolicSystolic BP >160mmHg with low diastolic BP (<70mmHg) Diabetes mellitus Metabolic syndrome!3cardiovascular risk factorsOne or more of the following subclinical organ damages:–Electrocardiographic (particularly with strain)or echocardiographic(particularly concentric)left ventricular hypertrophy–Ultrasound evidence of carotid artery wall thickening or plaque –Increased arterial stiffness–Moderate increase in serum creatinine–Reduced estimated glomerular filtration rate or creatinine clearance –Microalbuminuria or proteinuriaEstablished cardiovascular or renal disease。

大学英语CET考务培训PPT

大学英语CET考务培训PPT

In the listening comprehension section, candidates need to listen to a recorded material or a set of dialogues, and then answer relevant questions; In the reading comprehension section, candidates need to read an article and then answer relevant questions.
Examination time and location arrangement
• Exam time arrangement: The exam organizer arranges the exam time reasonably based on the number of candidates and the capacity of the exam room, ensuring that candidates have sufficient time to answer questions.
To enhance participants' ability to manage exam operations effectively, including test paper distribution, security control, and answer sheet collection
• Exam Room Layout: The examination room should have a reasonable seating layout to ensure a certain spatial distance between candidates and prevent cheating behavior.

我对考试的看法 英语作文

我对考试的看法 英语作文

Examination is a common practice in educational institutions worldwide.It serves as a tool for assessing students knowledge and understanding of the subjects they study. However,the perception of examinations varies among individuals.Some view them as a necessary evil,while others see them as an opportunity to showcase their academic prowess.In this essay,I will delve into my personal perspective on examinations and discuss their advantages and disadvantages.The Importance of Examinations1.Assessment of Knowledge:Examinations are a primary method for educators to gaugea students grasp of the material covered in class.They provide a snapshot of a students understanding and retention of information.2.Motivation for Learning:The prospect of an exam can serve as a motivator for students to study and prepare.It pushes them to review and reinforce their knowledge,which can lead to better learning outcomes.3.Benchmarking:Examinations allow for a comparison of students performance,which can be useful for both the students and the educators.It helps students identify areas where they excel and where they may need additional support.4.Preparation for RealWorld Challenges:Exams can simulate reallife situations where quick thinking and problemsolving are required.This can be particularly beneficial in preparing students for professional exams and competitive environments.The Drawbacks of Examinations1.Stress and Anxiety:The pressure to perform well on exams can lead to stress and anxiety among students.This can negatively impact their mental health and overall wellbeing.2.Focus on Memorization:Examinations often encourage rote learning rather than deep understanding.Students may focus on memorizing facts for the test rather than engaging with the material in a meaningful way.3.OneTime Assessment:Exams are typically a onetime assessment,which may not accurately reflect a students overall knowledge or ability.They can be influenced by factors such as test anxiety,personal issues,or even the quality of the exam itself.4.Inequality in Opportunities:Not all students have equal access to resources for exampreparation,which can lead to disparities in performance.This can be particularly challenging for students from disadvantaged backgrounds.Alternatives to Traditional Examinations1.Continuous Assessment:Instead of relying on a single exam,educators can use a variety of assessment methods throughout the course,such as assignments,presentations, and class participation.2.Portfolio Assessment:Students can create a portfolio of their work,which can include essays,projects,and other evidence of their learning.This allows for a more comprehensive evaluation of a students abilities.3.Peer Assessment:Students can assess each others work,which can encourage collaboration and a deeper understanding of the material.4.SelfAssessment:Students can reflect on their own learning and set personal goals, which can be a powerful tool for selfimprovement and personal growth. ConclusionWhile examinations have their place in the educational system,it is important to recognize their limitations and consider alternative methods of assessment.A balanced approach that combines traditional exams with other forms of evaluation can provide a more holistic and fair assessment of a students abilities.Ultimately,the goal should be to foster a learning environment that encourages deep understanding and personal growth, rather than simply preparing students for the next exam.。

英语四级2021.12第二套听力

英语四级2021.12第二套听力

英语四级2021.12第二套听力The English CET-4 listening test in December 2021 was challenging for many students. The test comprised various sections, including conversations, news reports, and academic lectures. One of the main problems faced by test-takers was the speed at which the speakers delivered the content. The rapid pace made it difficult for students to grasp the information and answer the questions accurately. Additionally, the use of unfamiliar accents and idiomatic expressions further compounded the difficulty of the test. As a result, many students found it challenging to comprehend the spoken English and respond appropriately.Another issue that arose during the listening test was the complexity of the vocabulary used. The speakers in the test employed a wide range of words, including technical terms and academic jargon. This posed a significant challenge for students, especially those who may not have been exposed to such vocabulary in their regular English studies. As a result, many test-takers struggled tounderstand the meaning of certain words and phrases, which affected their overall comprehension of the listening material.Furthermore, the listening test also presented challenges in terms of the content itself. The topics covered in the test were diverse and ranged from environmental issues to social trends and technological advancements. This wide array of subjects made it challenging for students to anticipate the content of the listening passages and prepare adequately. As a result, many test-takers found themselves grappling with unfamiliar topics and struggling to follow the discussions presentedin the test.In addition to the linguistic and content-related challenges, the listening test also posed difficulties in terms of concentration and focus. The test spanned over an hour, during which students had to maintain their attention and actively listen to the spoken content. This prolonged period of intense concentration proved to be demanding for many test-takers, leading to fatigue and a decrease inattentiveness. As a result, some students may have missed crucial details in the listening passages, which affected their ability to answer the questions accurately.Moreover, the listening test also presented challenges in terms of time management. The test comprised multiple sections, each with its own set of questions and time constraints. This required students to allocate their time effectively and prioritize which questions to focus on. However, the pressure of the time limit and the need to move swiftly through the test may have caused some students to feel overwhelmed and rushed, impacting their ability to answer the questions thoroughly and accurately.Overall, the English CET-4 listening test in December 2021 presented a multitude of challenges for test-takers. From the rapid pace of the spoken content to the complexity of the vocabulary and the diverse range of topics covered, students faced numerous obstacles in comprehending the listening passages and answering the questions effectively. Additionally, the test also tested students' concentration, focus, and time management skills, adding to the overalldifficulty of the examination. As a result, many students may have found the listening test to be a daunting and demanding experience, requiring them to draw on various linguistic, cognitive, and strategic abilities to navigate the challenges presented.。

2001考研英语一完形填空

2001考研英语一完形填空

2001考研英语一完形填空In the contemporary era, the Graduate Record Examination (GRE) has emerged as a pivotal gatekeeper for students aspiring to pursue postgraduate studies across numerous prestigious institutions worldwide. Among the various components that constitute this comprehensive assessment, the Verbal Reasoning section, with its intricate array of reading comprehension passages and the formidable challenge of fill-in-the-blank questions, has garnered considerable notoriety. Navigating through the labyrinth of these cloze passages demands a profound command of the English language, coupled with an astute ability to discern nuanced contextual cues and the deft manipulation of lexical and grammatical constructs.The year 2001 witnessed the introduction of a particularly arduous set of cloze passages, leaving many test-takers grappling with a palpable sense of trepidation. The passages were meticulously crafted to probe the depths of one's linguistic prowess, seamlessly interweaving complex vocabulary, intricate sentence structures, and multifaceted themes that spanned a diverse array of disciplines. Each blank represented a linguistic conundrum, a riddle that could only be unraveled through a judicious synthesis of contextual analysis, lexicaldexterity, and an unwavering grasp of idiomatic expressions.Undeterred by the formidable nature of the task at hand, the most tenacious and erudite candidates embraced the challenge with fervor, channeling their intellectual acumen into methodically dissecting each passage. They scrutinized the intricacies of syntax, delving into the nuances of word choice and the intricacies of phraseology, ever vigilant for the slightest contextual clues that might reveal the elusive answer. It was a cerebral odyssey, a battle of wits against the unyielding complexities of the English language, where the merest misstep could derail one's aspirations.The cloze passages of 2001 served as an uncompromising litmus test, separating the linguistic prodigies from the mere mortals. Those who emerged triumphant from this crucible possessed not only an unwavering grasp of the language but also an indomitable spirit, a resolute determination to conquer even the most formidable of linguistic challenges. Their success was a testament to the power of perseverance, the unwavering pursuit of knowledge, and the unyielding resolve to surmount any obstacle that stood in the way of their academic ambitions.In retrospect, the 2001 cloze passages have etched their place in the annals of GRE history, serving as a reminder of the unwavering standards that define true linguistic mastery. They challengedgenerations of scholars, separating the wheat from the chaff, and catalyzing the intellectual growth of those who dared to embrace the gauntlet. For those who conquered these formidable passages, the rewards extended far beyond the confines of the examination hall, cultivating within them a profound respect for the intricacies of language and an unshakable confidence in their ability to navigate even the most treacherous linguistic terrain.。

英语四级作文注意事项

英语四级作文注意事项

英语四级作文注意事项The College English Test, or CET, is a standardized English proficiency exam administered in China. The CET-4, also known as the College English Test Band 4, is a crucial milestone for many Chinese university students. As one of the most significant English assessments in the country, the CET-4 essay section carries significant weight in the overall exam score. Consequently, it is essential for test-takers to approach this component with meticulous preparation and careful consideration.Firstly, understanding the format and requirements of the CET-4 essay is paramount. The essay prompt typically presents a real-world scenario or issue, and test-takers are expected to formulate a coherent and well-reasoned response within a 30-minute time frame. The essay should be between 120 and 180 words in length, adhering to the prescribed word count guidelines. Failure to meet this requirement can result in significant deductions, so it is crucial to practice time management and develop the ability to compose essays within the allotted time.In terms of content, the CET-4 essay should demonstrate the test-taker's ability to comprehend the given prompt, analyze the situation from multiple perspectives, and provide a thoughtful and persuasive argument. It is not enough to simply restate the prompt or provide a superficial response. Instead, the essay should exhibit a clear understanding of the issue, incorporate relevant examples or evidence to support the central thesis, and present a logical flow of ideas.One of the key considerations for the CET-4 essay is the importance of organization and coherence. The essay should be structured in a clear and logical manner, with an introduction that presents the main argument, body paragraphs that develop and support the thesis, and a conclusion that reinforces the central message. The use of transition words and phrases can help to establish a smooth flow between ideas and ensure that the essay is easy to follow for the reader.Additionally, attention to language accuracy is crucial in the CET-4 essay. Test-takers should strive to use correct grammar, spelling, and punctuation throughout the essay. Errors in these areas can detract from the overall quality of the writing and negatively impact the overall score. It is recommended to proofread the essay carefully before submitting it to ensure that it is free from such mistakes.Another important consideration for the CET-4 essay is the incorporation of appropriate vocabulary and language structures. The essay should demonstrate a diverse and sophisticated vocabulary, as well as the ability to use complex sentence structures effectively. This not only enhances the overall quality of the writing but also showcases the test-taker's proficiency in the English language.Furthermore, the CET-4 essay should be tailored to the specific prompt and audience. Test-takers should avoid generic or formulaic responses and instead craft a unique and personalized essay that directly addresses the given scenario or issue. This can be achieved by carefully analyzing the prompt, identifying the key points or arguments to be addressed, and then developing a well-reasoned and persuasive response.It is also worth noting that the CET-4 essay is not merely an assessment of writing skills but also a reflection of the test-taker's critical thinking abilities. Successful essays will demonstrate the ability to analyze the prompt, consider multiple perspectives, and present a well-reasoned and supported argument. Therefore, it is important for test-takers to engage in active critical thinking and not simply rely on memorized essay structures or templates.Finally, consistent practice and feedback are essential for improvingone's performance in the CET-4 essay. Test-takers should engage in regular writing exercises, seek feedback from teachers or peers, and continuously refine their writing skills. This not only helps to improve the quality of the essays but also builds confidence and familiarity with the exam format and requirements.In conclusion, the CET-4 essay is a crucial component of the exam that requires careful preparation and consideration. By understanding the format and requirements, focusing on content, organization, and language accuracy, and engaging in consistent practice and feedback, test-takers can increase their chances of success in this important assessment. Ultimately, the CET-4 essay is an opportunity for students to demonstrate their English proficiency and critical thinking abilities, which can have a significant impact on their academic and professional opportunities.。

practicing physician qualification examination

practicing physician qualification examination

Practicing Physician QualificationExamination1. IntroductionThe Practicing Physician Qualification Examination is a comprehensive examination that assesses the knowledge, skills, and competencies of medical professionals who wish to practice medicine. It is an important step in ensuring the quality and safety of medical practice.2. Examination ContentThe examination covers a wide range of medical topics, including:Basic medical sciencesClinical medicineMedical ethics and lawsMedical diagnosis and treatmentHealth management and public health3. Examination FormatThe Practicing Physician Qualification Examination is typically conducted in a multiple-choice format, with questions designed to assess the candidate's knowledge, clinical reasoning, and decision-making abilities. The examination may also include practical skills assessments and oral examinations.4. Preparation TipsPreparing for the examination requires a comprehensive understanding of medical knowledge and clinical practice. Here are some tips to help you prepare:Review and consolidate your knowledge in all relevant medical fields.Practice solving multiple-choice questions and case studies to improve your clinical reasoning skills.Stay updated with the latest medical research and guidelines.Join study groups or review courses to exchange knowledge and experiences with other medical professionals.5. Importance of the ExaminationThe Practicing Physician Qualification Examination plays a crucial role in ensuring the competence and professionalism of practicing physicians. It helps to protect the health and safety of patients and maintain the integrity of the medical profession.。

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Abstract In this paper we address the question of the size distribution of firms. To this aim, we use the Bloomberg database comprising multinational firms within the years 1995-2003, and analyze the data of the sales and the total assets of the separate financial statement of the Japanese and the US companies, and make a comparison of the size distributions between the Japanese companies and the US companies. We find that (i) the size distribution of the US firms is approximately log-normal, in agreement with Gibrat’s observation [1], and in contrast (ii) the size distribution of the Japanese firms is clearly not log-normal, and the upper tail of the size distribution follows the Pareto law. It agree with the predictions of the Simon model [6]. Key words: the size distribution of firms, the Gibrat’s law, and the Pareto law JEL Classification: L11
1
Introduction
There is a long tradition in the studies on the size distribution of firms since Robert Gibrat[1] presented the first model of the dynamics of firm size and industry structure. Gibrat postulated the following simplest stochastic process to explain the skew distribution of firm’s size. Le us consider a stochastic process {x(t)} indexed by time t = 0, 1, ..., where x(t) is the firm’s size at time t. Let ε(t) be an identically and independently distributed random
defined over the interval (−∞, +∞). We perform normality tests which determine if a sample of data of standardized variable z fits a standard normal distribution below. As a normality test we select the ones that are best known, the Kolmogorov-Smirnov test and the Chi-square test. These tests compares the cumulative distribution of the data with the expected cumulative normal distribution2 .
With respect to the size distribution of cities, this puzzle is also considered by Xavier Gabaix [18].
1
2
Year 1995 1996 1997 1998 1999 2000 2001 2002 2003

1
or for small intervals
variable denoting the growth rate between period t − 1 and t. If growth is proportionate, then x(t) = (1 + ε(t))x(t − 1). (1) lnx(t) − lnx(t − 1) ≈ ε(t). (2)
2
2.1
Data Analysis
Corporate financial data
The database used is the corporate financial data of multinational firms provided by Bloomberg Ltd. In this paper we use the data of sales and total
arXiv:physics/0512124v2 [physics.soc-ph] 17 Mar 2006
Re-examination of the size distribution of firms
Taisei Kaizoji∗ , Hiroshi Iyetomi†and Yuichi Ikeda‡
Division of Social Sciences, International Christian University, Tokyo, Japan. E-mail: kaizoji@icu.ac.jp, Home page: http://subsite.icu.ac.jp/people/kaizoji/. † Department of Physics, Niigata University, Niigata, Japan. ‡ Hitachi Research Institute, Hitachi Ltd., Tokyo Japan.
U.S. Japan 8328 2218 9246 2419 10181 2593 10481 2787 10348 3088 9734 3465 9030 3635 8529 umber of companies in the U.S. and in the Japan assets of annual data of 12 years from 1992 to 2003 of the separate financial statements. We analyze the data of the Japanese companies and of the U.S. companies. The number of companies collected by the database has changed every year as shown in Table 1. Our aim is to determine if the size distribution of firms follows the lognormal distribution that is created from the stochastic process proposed by Gibrat [1]. To this aim, we take the logarithm of sales and total assets, and standardize the data, lnX − µ Z= . (3) σ If the variable of the firm’s size X has a log-normal distribution, then the standardized variable Z has a standard normal distribution, 1 2 P (Z ) = √ e−(Z ) /2 . 2φ (4)
where ln(1 + ε(t)) ≈ ε(t). As a result, it follows that lnx(T ) = lnx(0) + T t=1 ε(t). Frm the central limit theorem, lnx(T ) is asymptotically normal distributed, and hence x(T ) is asymptotically lognormally distributed, provided the shocks are independently distributed and small. In other words, in line with Gibrat’s proposition, a proportionate stochastic growth process leads to a lognormal distribution. There is considerable evidence that the size distribution of firms is log-normal[1-5]. On the other hand, other empirical studies show that the size distribution of firms is approximated closely by the Pareto distribution [6-12]. Moreover, recent empirical studies [13-17] show that the survival function of firm size follows a power law with an exponent which is close to unity, the so-called the Zipf’s law [19]. With respect to the distribution of a firm’s size, Fujiwara, et. al. [16] and Aoyama, et. al. [17] propose a resolution of the puzzle and show that proportionate growth processes can generate Zipf’s law@ 1 . The purpose of this paper is to reinvestigate the statistical properties of the size distribution of firms using a comprehensive database of corporate finance. To this aim, we use the Bloomberg database comprising multinational firms within the years 1995-2003, and analyze the data of the sales and the total assets of the separate financial statement of the Japanese and the US companies, and make a comparison of the size distributions between the Japanese companies and the US companies. We find that (i) the size distribution of the US firms is approximately log-normal, in agreement with Gibrat’s observation [1], and in contrast (ii) the size distribution of the Japanese firms is clearly not log-normal, and the upper tail of the size distribution follows the Pareto law. It agree with the predictions of the Simon model [6].
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