PACS is only in the Beginning of Being Used as Clinical Research Tools

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100篇英汉汉英翻译段落练习

1Lexicography1)Lexicography provides at its best a joyful sense of busyness with language2) One isimmersed in the details of language as in no other field. 3) Sometimes the details are so overwhelming and endless they sap the spirit and depress the mind4) Often at the end of a hard day’s work one realizes with dismay that the meager stack of finished work one has accomplished has an immeasurably slight impact on the work as a whole 5) As I hope the readers of this work will come to understand dictionaries do not sprint into being 6)People must plan them collect information and write them.7 )Writing takes time and it is often frustrating and even infuriating.8 )No other form of writing is at once so quixotic and so intensely practical.9) Dictionary making does not require brilliance or originality of mind.10) It does require high intelligence mastery of the craft and dedication to hard work.11) If one has produced a dictionary one has the satisfaction of having produced a work of enduring value.2.Pollution1) Pollution is a problem because man in an increasingly populated and industrialized world is upsetting the environment in which he lives.2) Many scientists maintain that one of man’s greatest errors has been to equate growth with advancement. 3) Now “growth” indus tries are being looked on with suspicion in case their side effects damage the environment and disrupt the relationship of different forms of life.4) The growing population makes increasing demands on the world’s fixed supply of air water and land.5) This rise in population is accompanied by the desire of more and more people for a better standard of living, in an ever increasing amount of waste material to be disposed of.6) The problem has been causing increasing concern to living things and their environment.7) Many believe that man is not solving these problems quickly enough and that his selfish pursuit of possessions takes him past the point of no return before he fully appreciates the damage.1参考译文词典编纂的绝妙之处是给人一种与语言打交道的快乐感。

关于beginning的英语名言

关于beginning的英语名言The Profound Significance of Beginnings in English Proverbs and Quotes.Beginnings hold a profound significance in our lives, marking the thresholds of new opportunities, challenges,and adventures. They set the tone for what lies ahead,often serving as the foundation upon which success orfailure is built. In English literature and culture, there are numerous quotes and proverbs that emphasize the importance of beginnings, offering insights into theirpower and potential.One of the most well-known proverbs is "A goodbeginning is half done." This statement encapsulates the belief that a successful outcome is highly dependent on the initial stages. Whether it's starting a new project, embarking on a journey, or entering into a new relationship, the initial steps set the stage for what follows. A strong beginning can instill confidence, momentum, and a sense ofpurpose that carries one through to the end.Closely related to this is the proverb "A good beginning makes a good ending." This quote suggests that a favorable outcome is often preceded by a well-executed beginning. It emphasizes the importance of starting with clarity, purpose, and intention, as these elements often determine the trajectory of an endeavor. By investing time and energy in ensuring a solid start, one can increase the chances of achieving a favorable conclusion.However, not all beginnings are easy. As the saying goes, "All beginnings are hard." This reflects the reality that initiating any new endeavor often requires overcoming inertia, facing uncertainty, and dealing with the initial difficulties that accompany any fresh start. Whether it's a new job, a fitness routine, or a hobby, the initial stages can be challenging as one adjusts to the unfamiliarity and works to establish a foundation.Despite the challenges, beginnings also offer hope and possibility. They represent a fresh slate, an opportunityto create something new and meaningful. As the renowned philosopher Jiddu Krishnamurti once said, "The end is the beginning of all things." This statement reminds us that every ending, whether it's the conclusion of a project, a relationship, or a phase of life, is also a new beginning. It's an opportunity to learn from the past, let go of what no longer serves us, and embrace the unknown with curiosity and optimism.The power of beginnings is further underscored by the classic English saying, "Every end is a new beginning." This quote encourages us to view endings not as final destinations but as launching pads for new adventures. When faced with the end of something, whether it's a job, a relationship, or a chapter in our lives, we can choose to see it as a new beginning rather than a closing door. By doing so, we open ourselves to the possibility of new experiences, learnings, and opportunities that await us on the other side.In conclusion, beginnings hold immense significance in our lives. They are the seeds that grow into futureachievements, the first steps that lead to new horizons. The English proverbs and quotes about beginnings remind us of their value and potential, encouraging us to approach them with intention, purpose, and optimism. As we embark on new journeys and undertake fresh challenges, let us remember that a good beginning is half done and that every end is a new beginning, filled with hope and possibility.。

心电图检查试题

Electrocardiography1. Describe the P, QRS, ST, T, and U waves in a general way and the measurement of the heart rate, the PR interval, the QRS width, the QT interval, and their normal values in detail.P waveThe P wave, which represents atrial depolarization, is a small deflection before the QRS complex. The normal values for P wave amplitude and width are described in PR IntervalThe PR interval is measured from the beginning of the P wave to the beginning of the QRS complex. The PR interval may vary slightly in different leads, and the shortest PR interval should be noted. The PR interval represents the time it takes for the stimulus to spread through the atria and to pass through the A V junction. (This physiologic delay allows the ventricles to fill fully with blood before ventricular depolarization occurs.) in adults the normal PR interval is between 0.12 and 0.2 second (three to five small boxes). When conduction through the A V junction is impaired, the PR interval may become prolonged. Prolongation of the PR interval above 0.2 second is called first-degree heart block.QRS NomenclatureOne of the most confusing aspects of electrocardiography for the beginning student is the nomenclature of the QRS complex. The QRS complex, as noted previously, represents the spread of a stimulus through the ventricles. However, not every QRS complex contains a Q wave, an R wave, and an S wave; hence the confusion. This bothersome but unavoidable nomenclature becomes understandable if you remember the following: if the initial deflection of the QRS complex is negative (below the baseline), it is called a Q wave. The first positive deflection in the QS complex is called an R wave. A negative deflection following the R wave is called an S wave. Thus this QRS complex contains a Q wave, an R wave, and an S wave. If the entire QRS complex is positive, it is simply called an R wave. However, if the entire complex is negative, it is termed a QS wave (not just a Q wave as you might expect). Occasionally the QRS complex will contain more than two or three deflections, and in such cases the extra waves are called R’ (R prime) waves if they are negative. Shows the various possible QRS complexes and the nomenclature of the respective waves. Note that the capital letters (QRS) are used to designate waves of relatively large amplitude while small letters (qrs) are used to label relatively small waves.This nomenclature is confusing at first, but it allows you to describe any QRS complex over the phone and to evoke in the mind of the trained listener an exact mental picture of the complex named. For example, in describing an ECG you might say that lead V1showed an rS complex (“small r, capital S”) while lead aV F showed a QS wave.QRS Width (Interval)The QRS width represents the time required for a stimulus to spread through the ventricles (ventricular depolarization) and is normally 0.1 second or less. If the spread of stimulus through the ventricles is slowed, for example, by a block in one of the bundle branches, the QRS width will be prolonged.ST SegmentThe ST segment is the portion of the ECG cycle from the end of the QRS complex to the beginning of the T wave. It represents the beginning of ventricular repolarization. The normal ST segment is usually isoelectric (that is, flat on the baseline, neither positive nor negative), but it may be slightly elevated or depressed normally (usually by less than 1 mm). Some pathologic conditions, such as myocardial infarction, produce characteristic abnormal deviations of the ST segment. The very beginning of the ST segment (actually the junction between the end of the QRS complex and the beginning of the ST segment) is sometimes called the J point.T WaveThe T wave represents part of ventricular repolarization. A normal T wave has an asymmetric shape; that is, its peak is closer to the end of the wave than to the beginning. When the T wave is positive, it normally rises slowly and then abruptly returns to the baseline. When the T wave is negative, it descends slowly and abruptly rises to the baseline. The asymmetry of the normal T wave contrasts with the symmetry of T waves in certain abnormal conditions, such as myocardial infarction , and high serum potassium (hyperkalemia).QT IntervalThe QT interval is measured from the beginning of the QRS complex to the end of the T wave. The QT interval primarily represents the return of the stimulated ventricles to their resting state (ventricular repolarization). The normal values for the QT interval depend on the heart rate. As the heart rate increases (RR interval shortens), the QT interval normally shortens; as the heart rate decreases (RR interval lengthens), the QT interval lengthens.You should measure several QT intervals and use the average value. The QT interval is often difficult to measure when it is long because the end of the T wave may merge imperceptibly with the U wave. As a result you may be measuring the QU interval rather than the QT interval.Because of this problem, another index of the QT has been devised. It is the rate-corrected QT is obtained by dividing the QT that you actually measure by the square root of the RR interval: QR /RR. Normally the QTc is less than 0.44 sec. There are a number of factors that can abnormally prolong the QT interval. For example, certain drugs, such as quinidine and procainamide (Pronestyl, procan SR), and electrolyte disturbances, such as a low serum potassium (hypocalcemia), can prolong the QT interval. The QT interval may also be prolonged with myocardial ischemia and infarction and with subarachnoid hemorrhage. QT prolongation may predispose patients to potentially lethal ventricular arrhythmias.The QT interval may also be shortened, for example, by digitalis in therapeutic doses or by hypercalcemia (high serum calcium concentration). The lower limits of normal for the QT interval have not been well defined.U waveThe U wave is a small rounded deflection sometimes seen after the T wave. As noted previously, the exact significance of the U wave is not known. Functionally U waves represent the last phase of ventricular repolarization. Prominent U waves are characteristic of hypokalemia (low serum potassium). Very prominent U waves may also be seen in other settings, for example, in patients taking drugs such as quinidine or one of the phenothiazine, or sometimes after cerebrovascular accidents. The appearance of very prominent U waves in such settings, with or without actual QT prolongation, may also predispose patients to ventricular arrhythmias.Normally the direction of the U wave is the same as the direction of the T wave. Negative U waves sometimes appear with positive T waves. This is abnormal and has been noted in left ventricular hypertrophy and myocardial ischemia.2. What are the two simple methods for measuring the heart rate (number of heartbeats per minute) from the ECG?There are two simple methods for measuring the heart rate (number of heartbeats per minute) from the ECG.1.The easier way, when the heart rate is regular, is to count the number of large(0.2 sec) boxes between two successive QRS complexes and divide the constant(300) by this. (the number of large time boxes is divided into 300, because 300 x 0.2 = 60 and we are calculating the heart rate in beats per minute or 60 seconds.)For example, the heart rate is 100 beats/min, since there are three large time boxes between two successive R waves (300 ÷ 3 =100). Similarly, if there are two large time boxes between two successive R waves, the heart rate is 150 beats/min. if there are five intervening large time boxes, the heart rate is 60 beats/min.2.If the heart rate is irregular, the first method will not be accurate since theintervals between QRS complexes will vary from beat to beat. In such cases an average rate can be determined simply by counting the number of cardiac cycles every 6 seconds and multiplying this number by 10. (A cardiac cycles is the interval between two successive R waves.) Counting the number of cardiac cycles every 6 seconds can be easily done because the top of the ECG paper is generally scored with vertical marks every 3 seconds.By definition, a heart rate exceeding 100 beats/min is termed “tachycardia”(tachys, Greek, swift) while one slower than 60 beats/min is called “bradycardia” (bradys, slow). Thus, during exercise you probably develop a sinus tachycardia but during sleep or relaxation your pulse rate may drop into the 50s, or even lower, indication a sinus bradycardia.3. Try to make the diagnoses of following EFG?right atrial enlargement sinus bradycardiaright ventricular hypertrophy evolving anterior wall infarctionright bundle branch block (RBBB);acute anterior wall infarctionpremature atrial contractions (PACS) Multiple infarcts (anterior and inferior wall)Left ventricular hypertrophy Second-degree AV block Mobitz type 1sinus tachycardiaAcute inferior wall infarction premature ventricular contractions (PVCs)atrial flutter WPW(type A ) patternleft atrial enlargemenventricular flutterVentricular fibrillationSecond-degree AV block Mobitz type 2atrial fibrillationleft bundle branch block (LBBB);WPW(type B ) pattern Hyperkalemia。

1 肖申克的救赎豆瓣精彩影评

斯德哥尔摩综合症（Stockholm syndrome），斯德哥尔摩效应，又称斯德哥尔摩症候群或者称为人质情结或人质综合症，是指犯罪的被害者对于犯罪者产生情感，甚至反过来帮助犯罪者的一种情结。这个情感造成被害人对加害人产生好感、依赖心、甚至协助加害人。
希望是危险的东西，是精神苦闷的根源。
无论我身在那里亮，终归却还要回到地球上生活。但我仍感激很多年前某一个平常的下午，有一部电影让我在一瞬间，恍惚觉得自己在随着摩西，走出埃及。
“Hope is a good thing, maybe the best of things, and no good thing ever dies.” When Andy Dufresne puts it in such a quiet way, my heart ache because of it. Have you ever felt that way about hope? Hope is the only thing in the wild world not carved out of gray stone. Hope is a small place inside of us anyone can never lock away. That is what I’ve learnt from an excellent movie The Shawshank Redemption.
Zihuatanejo 是一个地方，在墨西哥，太平洋岸。你知道墨西哥人怎么称呼太平洋吗？那是没有回忆的海洋。那就是我想去的地方。一个温暖而没有回忆的地方。
Andy Dufresne 这么告诉 Red
。
就像费加罗的婚礼高高的飘过，又永远消失在空气中，也许有心人会记得，当时心曾被刺痛的感觉。

Existence+and+Being存在与时间英文版

Existence and BeingSource: Existence and Being from Existentialism from Dostoyevsky to Sartre edited by Walter Kaufman published infull.Descartes, writing to Picot, who translated the Principia Philosophiae into French, observed: "Thus the whole of philosophy is like a tree: the roots are metaphysics, the trunk is physics, and the branches that issue from the trunk are all the other sciences . . ."Sticking to this image, we ask: In what soil do the roots of the tree of philosophy have their hold? Out of what ground do the roots-and through them the whole tree-receive their nourishing juices and strength? What element, concealed in the ground, enters and lives in the roots that support and nourish the tree? What is the basis and element of metaphysics? What is metaphysics, viewed from its ground? What is metaphysics itself, at bottom?Metaphysics thinks about beings as beings. Wherever the question is asked what beings are, beings as such are in sight. Metaphysical representation owes this sight to tho light of Being. The light itself, i.e., that which such thinking experiences as light, does not come within the range of metaphysical thinking; for- metaphysics always represents beings only as beings. Within this perspective, metaphysical thinking does, of course, inquire about the being which is tho source and originator of this light. But the light itself is considered sufficientlyilluminated as soon as we recognise that we look through it whenever we look at beings.In whatever manner beings are interpreted-whether as spirit, after tho fashion of spiritualism; or as matter and force, after the fashion of materialism; or as becoming and life, or idea, will, substance, subject, or energeia; or as the eternal recurrence of the same event - every time, beings as beings appear in the light of Being. Wherever metaphysics represents beings. Being has entered into the light. Being has arrived in a state of unconcealedness. But whether and how Being itself involves such unconcealedness, whether and how it manifests itself in, and as, metaphysics, remains obscure. Being in its revelatory essence, i. e. in its truth, is not recalled. Nevertheless, when metaphysics gives answers to its question concerning beings as such, metaphysics speaks out of the unnoticed revealedness of Being. The truth of Being may thus be called the ground in which metaphysics, as the root of the tree of philosophy, is kept and from which it is nourished.Because metaphysics inquires about beings as beings, it remains concerned with beings and does not devote itself to Being as Being. As the root of the tree, it sends all nourishment and all strength into the trunk and its branches. The root branches out in the soil to enable the tree to grow out of the ground and thus to leave it. The tree of philosophy grows out of the soil in which metaphysics is rooted. The ground is the element in which the root of the tree lives, but the growth of the tree is never able to absorb this soil in such a way that it disappears in the tree as part of the tree. Instead, the roots, down to the subtlest tendrils, lose themselves in the soil. The ground is ground for the roots, and in the ground the roots forget themselves for the sake of the tree. The roots still belong to the tree even when they abandonthemselves, after a fashion, to the element of the soil. They squander themselves and their element on the tree. As roots, they do not devote themselves to the soil-at least not as if it were their life to grow only into this element and to spread out in it. Presumably, the element would not be the same element either if the roots did not live in it.Metaphysics, insofar as it always represents only beings as beings, does not recall Being itself. Philosophy does not concentrate on its ground. It always leaves its ground-leaves it by means of metaphysics. And yet it never escapes its ground.Insofar as a thinker sets out to experience the ground of metaphysics, insofar as he attempts to recall the truth of Being itself instead of merely representing beings as beings, his thinking has in a sense left metaphysics. From the point of view of metaphysics, such thinking goes back into tho ground of metaphysics. But what still appears as ground from this point of view is presumably something else, once it is experienced in its own terms - something as yet unsaid, according to which the essence of metaphysics, too, is something else and not metaphysics.Such thinking, which recalls the truth of Being, is no longer satisfied with mere metaphysics, to be sure; but it does not oppose and think against metaphysics either. To return to our image, it does not tear up the root of philosophy. It tills the ground and ploughs the soil for this root. Metaphysics remains the basis of philosophy. The basis of thinking, however, it does not reach. When we think of the truth of Being, metaphysics is overcome. We can no longer accept the claim of metaphysics that it takes care of the fundamental involvement in "Being" and that it decisively determines all relations to beings as such. But this "overcoming of metaphysics" does not abolish metaphysics.As long as man remains the animal rationale he is also the animal metaphysicum.As long as man understands himself as the rational animal, metaphysics belongs, as Kant said, to the nature of man. But if our thinking should succeed in its efforts to go back into the ground of metaphysics, it might well help to bring about a change in human nature, accompanied by a transformation of metaphysics.If, as we unfold the question concerning the truth of Being, we speak of overcoming metaphysics, this means: recalling Being itself. Such recalling goes beyond the tradition of forgetting the ground of the root of philosophy. The thinking attempted in Being and Time (1927) sets out on the way to prepare an overcoming of metaphysics, so understood. That, however, which prompts such thinking can only be that which is to be recalled. That Being itself and how Being itself concerns our thinking does not depend upon our thinking alone. That Being itself, and the manner in which Being itself, strikes a man's thinking, that rouses his thinking and stirs it to rise from Being itself to respond and correspond to Being as such.Why, however, should such an overcoming of metaphysics be necessary? Is the point merely to underpin that discipline of philosophy which was the root hitherto, or to supplant it with a yet more basic discipline? Is it a question of changing the philosophic system of instruction? No. (?r are we trying to go back into the ground of metaphysics in order to uncover a hitherto overlooked presupposition of philosophy, and thereby to show that philosophy does not yet stand on an unshakeable foundation and therefore cannot yet be the absolute science? No.It is something else that is at stake with the arrival of tho truth of Being or its failure to arrive: it is neither the state of philosophy norphilosophy itself alone, but rather the proximity or remoteness of that from which philosophy, insofar as it means the representation of beings as such, receives its nature and its necessity. What is to be decided u nothing less than this: can Being itself, out of its own unique truth, bring about its involvement in human nature; or shall metaphysics, which turns its back to its ground, prevent further that the involvement of Being in man may generate a radiance out of the very essence of this involvement itself radiance which might lead man to belong to Being?In its answers to the question concerning beings as such, metaphysics operates with a prior conception of Being. It speaks of Being necessarily and hence continually. But metaphysics does not induce Being itself to speak, for metaphysics does not recall Being in its truth, nor does it recall truth as unconcealedness, nor does it recall the nature of unconcealedness. To metaphysics the nature of truth always appears only in the derivative form of the truth of knowledge and the truth of propositions which formulate our knowledge. Unconcealedness, however, might be prior to all truth in the sense of veritas. Alitheia might be the word that offers a hitherto unnoticed hint concerning the nature of esse which has not yet been recalled. If this should be so, then the representational thinking of metaphysics could certainly never reach this nature of truth, however zealously it might devote itself to historical studies of pre-Socratic philosophy; for what is at stake here is not some renaissance of pre-Socratic thinking: any such attempt would be vain and absurd. What is wanted is rather some regard for the arrival of the hitherto unexpressed nature of unconcealedness, for it is in this form that Being has announced itself. Meanwhile the truth of Being has remained concealed from metaphysics during its long history from Anaximander to Nietzsche.Who does metaphysics not recall it? Is the failure to recall it merely a function of some kinds of metaphysical thinking? Or is it an essential feature of the fate of metaphysics that it own ground eludes it because in the rise of unconcealedness! its very core, namely concealedness, stays away in favour of the unconcealed which appears in the form of beings?Metaphysics, however, speaks continually and in the most various ways of Being. Metaphysics gives, and seems to confirm, the appearance that it asks and answers the question concerning Being. In fact, metaphysics never answers the question concerning the truth of Being, for it never asks this question. Metaphysics does not ask this question because it thinks of Being only by representing beings as beings. It means all beings as a whole, although it speaks of Being. It refers to Being and means beings as beings. From its beginning to its completion, the propositions of metaphysics have been strangely involved in a persistent confusion of beings and Being. This confusion, to be sure, must be considered an event and not a mere mistake. It cannot by any means be charged to a mere negligence of thought or a carelessness of expression. Owing to this persistent confusion, the claim that metaphysics poses the question of Being lands us in utter error.Due to the manner in which it thinks of beings, metaphysics almost seems to be, without knowing it, the barrier which keeps man from the original involvement of Being in human nature.What if the absence of this involvement and the oblivion of this absence determined the entire modern age? What if the absence of Being abandoned man more and more exclusively to beings, leaving him forsaken and far from any involvement of Being in his nature,while this forsakenness itself remained veiled? What if this were the case and had been the case for a long time now? What if there were signs that this oblivion will become still more decisive in the future?Would there still be occasion for a thoughtful person to give himself arrogant airs in view of this fateful withdrawal with which Being presents us? Would there still be occasion, if this should be our situation, to deceive ourselves with pleasant phantasms and to indulge, of all things, in an artificially induced elation? If the oblivion of Being which has been described here should be real, would there not be occasion enough for a thinker who recalls Being to experience a genuine horror? What more can his thinking do than to t endure in dread this fateful withdrawal while first of all facing up to the oblivion of Being? But how could thought achieve this as long as its fatefully granted dread seems to it no more than a mood of depression? What does such dread, which is fated by Being, have to do with psychology or psychoanalysis?Suppose that the overcoming of metaphysics involved the endeavour to commence with a regard for the oblivion of Being the attempt to learn to develop such a regard, in order to experience this oblivion and to absorb this experience into the involvement of Being in man, and to preserve it there: then, in the distress of the oblivion of Being, the question "What is metaphysics?" might well become the most necessary necessity for thought.Thus everything depends on this: that our thinking should become more thoughtful in its season. This is achieved when our thinking, instead of implementing a higher degree of exertion, is directed toward a different point of origin. The thinking which is posited by beings as such, and therefore representational and illuminating in that way, mustbe supplanted by a different kind of thinking which is brought to pass by Being itself and, therefore, responsive to Being.All attempts are futile which seek to make representational thinking which remains metaphysical, and only metaphysical, effective and useful for immediate action in everyday public life. The more thoughtful our thinking becomes and the more adequate it is to the involvement of Being in it, the purer our thinking will stand eo ipso in the one action appropriate to it: recalling what is meant for it and thus, in a sense, what is already meant.But who still recalls what is meant? One makes inventions. To lead our thinking on the way on which it may find the involvement of the truth of Being in human nature, to open up a path for our thinking on which it may recall Being itself in its truth-to do that the thinking attempted in Being and Time is "on its way." On this way-that is, in the service of the question concerning the truth of Being - it becomes necessary to stop and think about human nature; for the experience of the oblivion of Being, which is not specifically mentioned because it still had to be demonstrated, involves the crucial conjecture that in view of the unconcealedness of Being the involvement of Being in human nature is an essential feature of Being. But how could this conjecture, which is experienced here, become an explicit question before every attempt had been made to liberate the determination of human nature from the concept of subjectivity and from the concept of the animal rationale? To characterise with a single term both the involvement of Being in human nature and the essential relation of man to the openness ("there") of Being as such, the name of "being there [Dasein]" was chosen for that sphere of being in which man stands as man. This term was employed, even though in metaphysics itis used interchangeably with existentia, actuality, reality, and objectivity, and although this metaphysical usage is further supported by the common [German] expression "menschliches Dasein." Any attempt, therefore, to re-think Being and Time is thwarted as long as one is satisfied with the observation that, in this study, the term "being there" is used in place of "consciousness." As if this were simply a matter of using different words! As if it were not the one and only thing at stake here: namely, to get men to think about the involvement of Being in human nature and thus, from our point of view, to present first of all an experience of human nature which may prove sufficient to direct our inquiry. The term "being there" neither takes the place of the term "consciousness" nor does the "object" designated as "being there" take the place of what we think of when we speak of "consciousness." "Being there" names that which should first of all be experienced, and subsequently thought of, as a place namely, the location of the truth of Being.What the term "being there" means throughout the treatise on Being and Time is indicated immediately (page 42) by its introductory key sentence: "The 'essence' of being there lies in its existence." [Das "Wesen" des Daseins liegt in seiner Existenz.]To be sure, in the language of metaphysics the word "existence" is a synonym of "being there": both refer to the reality of anything at all that is real, from God to a grain of sand. As long, therefore, as the quoted sentence is understood only superficially, the difficulty is merely transferred from one word to another, from "being there" to "existence." In B.&T. the term "existence" is used exclusively for the being of man. Once "existence" is understood rightly, the "essence" of being there can be recalled: in its openness, Being itself manifests andconceals itself, yields itself and withdraws; at the same time, this truth of Being does not exhaust itself in being there, nor can it by any means simply be identified with it after the fashion of the metaphysical proposition: all objectivity is as such also subjectivity.What does "existence" mean in B.&T.? The word designates a mode of Being; specifically, the Being of those beings who stand open for the openness of Being in which they stand, by standing it. This "standing it," this enduring, is experienced under the name of "care." The ecstatic essence of being there is approached by way of care, and, conversely, care is experienced adequately only in its ecstatic essence. "Standing it, experienced in this manner, is the essence of the ekstasis which must be grasped by thought. The ecstatic essence of existence is therefore still understood inadequately as long as one thinks of it as merely "standing out," while interpreting the "out" as meaning "away from" the inside of an immanence of consciousness and spirit. For in this manner, existence would still be understood in terms of "subjectivity" and "substance"; while, in fact, the "out" ought to be understood in terms of the openness of Being itself. The stasis of the ecstatic consists, strange as it may sound-in standing in the "out" and "there" of unconcealedness in which Being itself is present. What is meant by "existence" in the context of an inquiry that is prompted by, and directed toward, the truth of Being, can be most beautifully designated by the word "instancy [Instandigkeit]." We must think at the same time, however, of standing in the openness of Being, of enduring and outstanding this standing-in (care), and of out-braving the utmost (Being toward death); for it is only together that they constitute the full essence of existence.The being that exists is man. Man alone exists. Rocks are, but they do not exist. Trees are, but they do not exist. Horses are, but they do not exist. Angels are, but they do not exist. God is, but he does not exist. The proposition "man alone exists" does not mean by any means that man alone is * real being while all other beings are unreal and mere appearances or human ideas. The proposition "man exists" means: man is that being whose Being is distinguished by the open-standing standing-in in the unconcealedness of Being, from Being, in Being. The existential nature of man is the reason why man can represent beings as such, and why ho can be conscious of them. All consciousness presupposes ecstatically understood existence as the essentia of man - essentia meaning that as which man is present insofar as he is j man. But consciousness does not itself create the openness of beings, nor is it consciousness that makes it possible for man to stand open for beings. Whither and whence and in what free dimension could the intentionality of consciousness move, if instancy were not the essence of man in the first instance? What else could be the meaning if anybody has ever seriously thought about this of the word sein in the [German] words Bewusstsein["consciousness"; literally: "being conscious"] and Selbstbewusstsein ["self-consciousness"] if it did not designate the existential nature of that which is in tho mode of existence? To be a self is admittedly one feature of the nature of that being which exists; but existence does not consist in being a self, nor can it be defined in such terms. We are faced with the fact that metaphysical thinking understands man's selfhood in terms of substance or - and at bottom this amounts to the same in terms of the subject. It is for this reason that the first way which leads away from metaphysics to the ecstatic existential nature of man must lead through the metaphysical conception of human selfhood (B.&T., §§63 and 64).The question concerning existence, however, is always subservient to that question which is nothing less than tho only question of thought. This question, yet to be unfolded, concerns the truth of Being as the concealed ground of all metaphysics. For this reason the treatise which sought to point the way back into the ground of metaphysics did not bear the title "Existence and Time," nor "Consciousness and Time," but Being and Time. Nor can this title be understood as if it were parallel to the customary juxtapositions of Being and Becoming, Being and Seeming, Being and Thinking, or Being and Ought. For in all these cases Being is limited, as if Becoming, Seeming, Thinking, and Ought did not belong to Being, although it is obvious that they are not nothing and thus belong to Being. In Being and Time, Being is not something other than Time: "Time" is called the first name of the truth of Being, and this truth is the presence of Being and thus Being itself. But why "Time" and "Being"?By recalling the beginnings of history when Being unveiled itself in the thinking of the Greeks, it can be shown that the Greeks from the very beginning experienced the Being d beings as the presence of the present. When we translate einai as "being" our translation is linguistically correct. Yet we merely substitute one set of sounds for another. As soon as we examine ourselves it becomes obvious that we neither think einai, as it were, in Greek nor have in mind a correspondingly clear and univocal concept when we speak of "being." What, then, are we saying when instead of einai we say "being," and instead of "being," einai and esse? We are saying nothing. The Greek, Latin, and German word all remain equally obtuse. As long as we adhere to the customary usage we merely betray ourselves as the pacemakers of the greatest thoughtlessness which has ever gained currency in human thought and which has remained dominant untilthis moment. This einai, however, means: to be present [anwesen; this verb form, in place of the idiomatic "anwesend sein," is Heidegger's neology]. The true being of this being present [das Wesen dieses Anwesens] is deeply concealed in the earliest names of Being. But for us einai and ousia as par - and apousia means this first of all: in being present there moves, unrecognised and concealed, present time and duration-in one word, Time. Being as such is thus unconcealed owing to Time. Thus Time points to unconcealedness, i. e., the truth of Being. But the Time of which we should think here is not experienced through the changeful career of beings. Time is evidently of an altogether different nature which neither has been recalled by way of the time concept of metaphysics nor ever can be recalled in this way. Thus Time becomes the first name, which is yet to be heeded, of the truth of Being, which is yet to be experienced.A concealed hint of Time speaks not only out of the earliest metaphysical names of Being but also out of its last name, which is "the eternal recurrence of the same events." Through the entire epoch of metaphysics, Time is decisively present in the history of Being, without being recognised or thought about. To this Time, space is neither co-ordinated nor merely subordinated.Suppose one attempts to make a transition from the representation of beings as such to recalling the truth of Being:. such an attempt, which starts from this representation, must still represent, in a certain sense, the truth of Being, too; and any such representation must of necessity be heterogeneous and ultimately, insofar as it is a representation, inadequate for that which is to be thought. This relation, which comes out of metaphysics and tries to enter into the involvement of the truth of Being in human nature, is calledunderstanding. But here understanding is viewed, at the same time, from the point of view of the unconcealedness of Being. Understanding is a project thrust forth and ecstatic, which means that it stands in the sphere of the open. The sphere which opens up as we project, in order that something (Being in this case) may prove itself as something (in this case, Being as itself in its unconcealedness), is called the sense. (Cf. B.&T., p. 151) "The sense of Being" and "the truth of Being" mean the same.Let us suppose that Time belongs to the truth of Being in a way that is still concealed: then every project that holds open the truth of Being, representing a way of understanding Being, must look out into Time as the horizon of any possible understanding of Being. (Cf. B.&T., §§31-34 and 68.)The preface to Being and Time, on the first page of the treatise, ends with these sentences: "To furnish a concrete elaboration of the question concerning the sense of 'Being' is the intention of the following treatise. The interpretation of Time as the horizon of every possible attempt to understand Being is its provisional goal."All philosophy has fallen into the oblivion of Being which has, at the same time, become and remained the fateful demand on thought in B.&T.; and philosophy could hardly have given a clearer demonstration of the power of this oblivion of Being than it has furnished us by the somnambulistic assurance with which it has passed by the real and only question of B.&T.What is at stake here is, therefore, not a series of misunderstandings of a book but our abandonment by Being.Metaphysics states what beings are as beings. It offers a logos (statement) about the outa(beings). The later title "ontology" characterises its nature, provided, of course, that we understand it in accordance with its true significance and not through its narrow scholastic meaning. Metaphysics moves in the sphere of the on i on: it deals with beings as beings. In this manner, metaphysics always represents beings as such in their totality; it deals with the beingness of beings (the ousia of the on). But metaphysics represents the beingness of beings [die Seiendheit des Seienden] in a twofold manner: in the first place, the totality of beings as such with an eye to their most universal traits (ou katholou koinon;) but at the same time also the totality of beings as such in the sense of the highest and therefore divine being (on katholon, akrotaton, theiou). In the metaphysics of Aristotle, the unconcealedness of beings as such has specifically developed in this twofold manner.Because metaphysics represents beings as beings, it is, two-in-one, the truth of beings in their universality and in the highest being. According to its nature, it is at the same time ontology in the narrower sense and theology. This ontotheological nature of philosophy proper (proti psilosopsia) is, no doubt, due to the way in which the on opens up in it, namely as 8v. Thus the theological character of ontology is not merely due to the fact that Greek metaphysics was later taken up and transformed by the ecclesiastic theology of Christianity. Rather it is due to the manner in which beings as beings have from the very beginning disconcealed themselves. It was this unconcealedness of beings that provided the possibility for Christian theology to take possession of Greek philosophy- whether for better or for worse may be decided by the theologians, on the basis of their experience of what is Christian; only they should keep in mind what is written in the First。

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2. A Brief History of Abrasive TechnologyIt is difficult to say when abrasive technology had a beginning. Abrasive were used by man many thousands of years before he learned to write. Primitive man used abrasives for the sharpening of tools of wood, bone or flint. Later in the period preceding the invention of pottery abrasives were used for grinding out stones to make bowls and dishes.Abrasives were, and still are, used by other forms of life, by birds for the sharpening of beaks, and by some species of antlered animals for the sharpening of their horns.The beginning of the science of abrasives, however, may be taken as that time when man began to select certain rocks for their peculiar properties, and to fashion these into tools for grinding. The earliest record of such activity comes to us from Egypt. Evidence collected there indicates that stones were being sawed by some crude sort of grinding machine as early as 4000 B.C.The real blossoming of the abrasive industry coincided with the beginnings of metallurgy which took place in the near and middle east about 2000 B.C. Abrasives then became a necessity of life and their development has kept pace with the demands of metallurgy from that time until the present day.The earliest record of the use of abrasives for the grinding of metal also comes to us from Egypt.A steel dagger was found there along with a sharpening stone, which has been dated at about 1500B.C.During the following centuries the technique was developed for fashioning grinding wheels from natural sandstones. These were turned by hand at first, but by the 14th century water wheels were being used. These early sand stones were not unlike those still in use.From these early beginnings the modern abrasive industry gradually evolved. The dates of the giant steps toward the present state of the art are often quite obscure, as are the names of the individuals responsible for them. In what follows, in order to put this industry in perspective, it is attempted to list the major advances in chronological order, and to give credit, wherever possible, to the innovators. In doing this three separate categories have been treated individually. These are: the abrasives, the bonded abrasive products, and the machines using abrasive products. The latter category is included because it is this, more than anything else, that has propelled the growth of the industry, gradually replacing by grinding, other fabrication methods.Beginning with the category of abrasives, quartz as sand or flint, was apparently the only abrasive known and used in prehistoric times. After the beginnings of history, but still many centuries B.C., three natural minerals were known and were being used, which were superior to quartz sand and flint in abrasive quality. These were corundum, garnet, and diamond. The corundum, either as such or as emery, was described by THEODORUS in 500 B.C., later by PLINY, but was presumably known much earlier because of plentiful deposits throughout the Greek archipelago and Anatolia. Garnet, because of its natural association with emery and corundum, was probably also known at that time, although its use as a pure material is not recorded until many centuries later.Diamond was known, in India, at least by 800 B.C., and was in use there at that time as a polishing powder.The natural abrasives mentioned above served all purposes for two thousand years or more, until the discovery of the synthetic products. The first of these to reach commercial importance was silicon carbide, first produced by Dr. ACHESON in 1901 and made today by essentially thesame process.Shortly after, in the same year, abrasive grade aluminum oxide was being produced by C.B.JACOBS from bauxite by fusion in an electric furnace. The process had been discovered by him about four years earlier. The production of fused aluminum oxide abrasives became a commercial success in 1904 with the invention of the Higgins furnace which with some modifications is still in use.After the commercialization of silicon carbide and aluminum oxide, these two abrasives, alone with the natural abrasives emery, garnet, corundum, and diamond, satisfied the market for the next thirty years. During this time research on abrasive materials was increasing in an effort to understand their behavior and to synthesize new products of commercial value.In 1934 boron carbide was first produced commercially by R.R.RIDGEW AY of the Norton Company. The first synthesis of boron carbide had been accomplished many years earlier by MOISSAN. This material, although the hardest synthetic material yet produced, proved to be a failure as an abrasive. It did, however, become commercially important by virtue of its wear-resistant properties.Shortly after, in 1938, a process was invented for the electric furnace production of pure, single crystal, alumina in a decomposable matrix. The process was commercialized and resulted in the most successful abrasive for precision grinding that had been produced up to that time.The remaining advances of the non-diamond abrasives up to the present were the use of sintered aluminum abrasives, made directly from bauxite without fusion, and the use of fused mixtures of aluminum and zirconium oxides. Both of these were started in the 1950’s and since have grown rapidly in commercial importance.The large scale industrial use of diamond began in the 1930’s with the production of the first bonded wheels. The use of diamond for grinding increased rapidly thereafter, propelled by the need for an abrasive to grind tungsten carbide which was coming into importance at that time. In 1960 synthetic diamond was produced by the General Electric Company and was soon after available in commercial quantities.The known history of bonded abrasive products, as being distinct from that of the abrasives themselves, goes back to Egypt in 1500 B.C. when there was evidence of the use of natural sandstones. For the next 3000 years, however, there seems to be little evidence that anything but natural sandstone was used in the way of a bonded abrasive product. Its shape and method of use varied but that is all.In 1456 A.D. there is a record that a one VERQUEM in Belgium bonded diamond for use in gem cutting. In 1760 a paper coated with abrasive was being produced in Paris. However, the first real record of a solid bonded abrasive product made by man comes to us from India. Here, at least by 1825, sand, emery, and diamond were being bonded by lac, or shellac, for use in abrasive sticks and wheels. This process came to the West in 1880 with the founding of the Waltham Emery Wheel Company.In 1857 rubber-bonded wheels were introduced by DEPLANCK. Rubber and shellac remained the only organic bonding media until 1923 when synthetic resins, notably phenol-formaldehyde resins, came into use and became by far the most important bonds in the organic field. Since that time others have been added, but none yet threatens the position of this resin.In the bonding of abrasives by inorganic binders repeated attempts had been made through the ages to duplicate the properties of natural sandstones, but it was not until 1868 that a successfulproduct bonded with sodium silicate was introduced. This was followed, in 1872 by a product made by GILBERT HART using hydraulic cement.The first vitrified products were made by WILLIAM RANSOME of Ipswich, Massachusetts, in 1872 and were commercialized by Norton Company of Worcester, Massachusetts, in the 1870’s. Diamond was first bonded with resin and used in wheels by NEVEN in Belgium in 1830. About 1940 diamond wheels with vitrified bonds and with metal bonds were introduced. These three bond types are the ones in use for diamond at the present time.The history of abrasives is, of necessity, intimately associated with the history of the development of the machines which use them. It was only through the development of the machines that the demand for abrasives increased. The demand was not only for increasing amounts of abrasives but also for abrasives modified to suit particular needs.As the machines developed, abrasives assumed a leading role in operations previously performed by metal saws, cutters, and single point tools. Thus abrasive cut off wheels were substituted for hack saws, snagging machines for chippers, cylindrical grinders for lathes, and so on.The important chronology of this revolution probably began in the 1860’s when the first grinding machine worthy of the came into being. At that time the Brown & Sharp Co. of Providence, Rhode Island, made a cylindrical grinder for their own use. Shortly thereafter, this type of machine was available commercially. The precision surface grinder soon followed. Shortly after the turn of the century the principle of the centerless grinder was evolved but was not used to any great extent until the late 1920’s.With the invention of the resin-bonded wheels in 1923 the use of abrasives increased rapidly. Cutting off operations using abrasives became commercial, replacing saws and shears. The resinoid wheels stimulated the development of machines for use in the foundry and the steel mill. Swing frame grinders and portable grinders came into general use.The machine types which have already been intentioned remain the basic types in use today. Since their introduction they have, during the past forty or more years, undergone evolutionary improvement in the direction of specialization, automation, higher speeds, higher pressures, and greater accuracy.At present it appears that further improvement in abrasives and the methods by which they are used will lead to still further adoption of grinding as being the most economical production method. Concurrently, however, newer methods are being introduced which, in some cases, are replacing grinding and in others are making grinding unnecessary. The most important of these are: electro-chemical machining, spark machining, precision casting and the continuous casting of steel.The last aspect of the history of abrasives and their use is that of grinding chemistry. Certainly some aspects of this have been known and used for centuries, such as the use of camphor and turpentine in the grinding of glass. Nevertheless it was not until the 1940’s that this chemistry began to be understood and became an important subject of study. It led almost immediately to the incorporation of active fillers in grinding wheels. This innovation has been responsible for much of the growth of the use of abrasives in rough grinding operations.Since 1940 abrasive research has greatly intensified and should lead to many future advances. The brief summary which has been presented of the history of the abrasive industry has been included only to give an overall picture. More detailed historical information will be included inthe text under the specific topics.8. Making the WheelBECAUSE the accuracy called for in mass production and interchangeability of parts requires that once a user has found the grinding wheel best suited to his particular job he be able to get a wheel of the same properties on re-order, wheel makers must have the closest possible control over their raw materials and processes.The cutting action of a wheel depends upon (1) the kind of abrasive, (2) the size of the abrasive grains, (3) the bond which holds the abrasive grains together, and (4) the spacing of the grains in the bond, that is, the structure.8.1 AbrasiveFor uniform and dependable cutting action the abrasive grains must be free from impurities, of controlled size, and uniformly distributed through the wheel.8.2 BondThe grains are held together by one of six kinds of bond; vitrified or ceramic, which is used in more than half the wheels made, silicate (of soda), resinoid (synthetic resin), shellac, rubber, and oxychloride (of magnesium). Each grain of abrasive is supported in the wheel by a “post” of bond and joined to other grains by a network on it. The strength with which the bond holds the grains is known as the grade or hardness of the wheel and can be varied through wide limits. Note that the hardness of a wheel does not relate the hardness of either the abrasive or the bond but only to the resistance the bond offers against letting the abrasive be torn out of the wheel. Generally speaking, the bond itself has little or no cutting action.8.3 StructureStructure is the relationship of abrasive grain to bonding material and the relationship of these two elements to the spaces or voids that separate them. The precise relationship of these three elements can be controlled, so that grinding wheels can be made dense or open, or in varying degrees of density or openness to suit grinding conditions. Wheels for surface grinding, for example, are made with an open structure or wide grain spacing to provide adequate chip clearance, while wheels for crankshaft grinding are generally made with a closer grain spacing (denser structure) to provide maximum corner strength for the fillets which, generated by a plunge cut, must be of precalculated radius to bear properly on their bushings.8.4 Preparing the AbrasiveIn typical wheel manufacture the lumps of abrasive as they come from the electric furnace are reduced to manageable size in jaw crushers, then further reduced through steel rollers to sizes suitable for grinding wheels and other uses as abrasive. They are washed free of dust, magnetically separated from iron-bearing impurities, and screened to a series of standard sizes.Uniformity of grain size is of prime importance and the human element is eliminated so far as possible in screening. Machines have been developed for the purpose whose bronze and silk screen clothes are made to very close tolerances and constantly checked. Grain standards listed by the Department of Commerce, are coarse to fine:ALUMINUM OXIDE ABRASIVEScreened sizes: 4, 6, 8, 10, 12, 14, 16, 20, 24, 30, 36, 46, 54, 60, 70, 80, 90, 100, 120, 150, 180, 220, 240Unclassified flour: F, 2F, 3F, 4F, XF.Classified flour: 280, 320, 400, 500, 600, 700, 800, 900, 1000.SILICON CARBIDE ABRASIVEScreened sizes: 8, 10, 12, 14, 16, 20, 24, 30, 36, 46, 54, 60, 70, 80, 90, 100, 120, 150, 180, 220, 240.Unclassified flour: F, 2F, 3F, 4F, XF.Classified flour: 280, 320, 400, 500, 600, 800, 1000.No. 20 grain will pass through a screen with 16 meshes per linear inch and will be retained on a 24 mesh screen. Finer then 240 grit the sizes are separated by hydraulic flotation and sedimentation or by air classification.8.5 Making Vitrified Bonded WheelIn vitrified wheels today the bond is made up of feldspar and clays selected for their fusibility and carefully processed. Measured amounts of bond and abrasive are moistened, mixed in power-operated machines, and subjected to high pressure in steel molds under hydraulic rams. The moisture content is just enough to make the mixture pack nicely so the wheels as they come from the press can be handled without crumbling. Wheels other than straight are usually shaved close to specified shape and size on a device resembling a potter’s wheel. Before being fired, smaller wheels are dried in continuous driers; larger ones in humidity controlled, intermittent dry houses.8.6 FiringMost wheels are fired in continuous tunnel kilns, though many large wheels are fired in bell or periodic kilns. In firing, the wheels are brought very slowly to a heat which fuses the clay bond to glass so that each grain is held apart from neighboring grains by posts of glass. Throughout the burning cycle of several days the temperatures is under the closest scrutiny and control; through the use of a number of recording pyrometers. The peak temperature is about 2300 Fahrenheit, at with these friable “green” wheels are converted into tough tools capable of working the hardest materials. From this point onward no further operation will affect the quality and cutting effectiveness of the wheel.8.7 FinishThe wheels after cooling are trimmed to finished dimensions with hardened steel cutters, other abrasive wheels, or diamond tools. The arbor holes are finished by bushing with lead, babbitt or other materials, or sometimes by simply reaming to required size.8.8 Inspection and TestLike cutting tools of other character though in a larger measure the grinding wheel can be have, and should be given, the precise hardness best suited to the job in view, hence special attention is given its inspection. Various tests are resorted to in grading, such as measuring the force necessary for mechanical penetration of the bond by some form of grading device, measurement of vibration frequency with sonic apparatus weight per unit volume, impact abrasive resistance, and the like.In all matters relating to the inspection and testing of grinding wheels as well as the protection of their operators against accident and health hazard wheel manufactures are guided by the America Standard Safety Code for the Use, Care, and Protection of Abrasive Wheels. This code, sponsored by the Grinding Wheel Institute and the International Association of Governmental Labor Officials, has been approved and published by the America Standard Association, the last edition, dated October 26, 1956, being identified as their bulletin B7, 1-1956.Wheels over six inches in diameter get a test of tremendous importance. Each is run on a test spindle at a speed at least fifty percent greater than the recommended operating speed for that wheel. The stresses set up by this over speeding of fifty percent are more than two and a quarter times those to be encountered in service. There is a final visual inspection to guard against errorsin size, shape, grain and grade, and to catch any mechanical imperfections such as cracks or chipped edges.8.9 Marking the WheelThe last operation in the factory is marking the wheel by stencil, or, if it is too small, by tag. The wheel manufacturers and users have worked out a standard system of wheel marking which consists of a line of six letters and numbers with the following meaning.Position I at the left, a letter designating the kind of abrasive grain. A for aluminum oxide, C for silicon carbide, prefixed at the option of the manufacturer by a symbol of his own, which further modifies the abrasive symbol according to his own practices and nomenclature.Position Ⅱ. a number denoting grain size, 6 to 600, coarse to fine.Position Ⅲ. a letter denoting the grade, A to Z soft to hard.Position Ⅳ. a number denoting structure, 0to 16, dense to open.Position Ⅴ. a letter denoting kind of bond, as follows.V=vitrified B=resinoidS=silicate BF=resinoid reinforcedR=rubber E=shellacRF=rubber reinforced O=oxychloridePosition Ⅵ. a symbol peculiar to each manufacturer, to be used by him for any purpose, typically denoting a modification of the bond.In presenting and endorsing this system of marking the Institute wishes to emphasize that identity of markings of two wheels is not a guarantee that wheels will grind alike. There are variables in materials and synthesis too subtle to be coded into a manageable formula. The grinding industry, patron and pioneer in matters of accuracy and interchangeability, has not yet found it possible to achieve those attributes so as to express them adequately in the compass of a six-digit code. Experience and judgment do not always submit to codification.In the appendix will be found text of the resolution which set up this marking system and the reader is referred to it for a closer study of its details.8.10 Silicate WheelsSilicate bond wheels have certain desirable characteristics. The bond releases abrasive grains rather readily and thus gives the wheels a comparatively mild cool cutting action, which makesthem desirable in shops where relatively large, slow wheels are still in vogue for sharpening edged tools. Shop methods in cutlery grinding and in certain finishing operations on gear teeth call for a wheel of larger diameter than can be handled in the usual kiln, whether continuous or periodic.The maintaining for a relatively small market of the extra large kilns and hydraulic presses required in the processing of vitrified wheels is uneconomical in some plants and the fact that silicate bonded wheels need nothing extreme in either pressure or temperature gives them an edge.The earliest recorded patent on the silicate wheel is dated in 1858 and was granted to Frederick Ransom, but it is hard to trace any use of the type until Gilbert Hart, with experience in the production of artificial sandstone for window sills and other trim, turned his attention to the wheel market in 1872.The materials, abrasive grain and silicate of soda, are tamped in, a mold, and the grade depends on the amount of tamping as well as the proportion between bond and abrasive. The wheels need no trimming and after a few hour’s drying are baked at a moderate temperature for one to four days.8.11 Rubber Bonded WheelsRubber as a wheel bond was early in the field, as already stated. It is the probably the material referred to as vulcanite in the following extract from the London Chemical News in an issue of the year 1863, which apparently refers to a bond now extinct in which linseed oil was the main constituent.Some public trials took place last week in the Machinery Department of the international Exhibition of Warne and Co.′s Emery wheel [Coles, Jacques, and Fansh awe’s patent]. The patentees have availed themselves of Walton’s oxidized oil--exhibited in Class 6, 1156-- as a means of consolidating emery; the mixture being formed into wheels, and then subjected to a process analogous to that by which ebonite or vulcanite is produced from India rubber. In this way a material of intense hardness and great durability is produced. The experiments we witnessed showed that a wheel of this material would grind with ease the hardest chilled iron, while steel and cast iron were cut with remarkable facility. The invention will prove of the greatest utility to engineers by saving time and labor in filing and polishing large casting- this kind of work being done with great ease and quickness. One experiment showed that the wheel could to be madeavailable for cutting teeth in circular saws, and many other applications of the material were suggested by practical engineers. We were informed that the wheels are already in use at the North London, Railway Works, Bow, and some other large engineering establishment.Of manufacturing practice in 1863 we have no hint, but today the abrasive grain, crude rubber, and sulphur, pass through the mixer, the abrasive being added from time to time as the state of the batch indicates. Calender rolls deliver the product in an accurately sized sheet from which the wheels are stamped out, and they are heated under pressure to vulcanize them. They make excellent cutting-off wheels when used wet, as will be learned in chapter 20 and they give a high finish to ball races and other parts that want burnishing. The constitute most of the regulating wheels for center less grinders as set forth in chapter12.8.12 Shellac Bonded WheelsIf the wheels used by the Tamils were actually shellac the news never reached this country, for the shellac wheel was re-invented in Waltham in 1880 where it entered into a busy field among the watchmakers, a field which it has expanded with the years. Shellac wheels are appreciated as cut-off wheels and their use imparts a fine finish to camshafts, rolls, and cutlery, the shellac seemingly entering into the grinding operation as a sort of burnishing adjunct.The abrasive grain and flake shellac are mixed in steam heated kettles. Wheels one eighth inch thick or less are made to exact size and consolidated in the mold by a steel roller; thicker ones are baked several hours in quartz sand.8.13 Oxychloride Bonded WheelsThe abrasive grains are added to a mixture of the oxide and chloride of magnesium which combine to form a cold-setting cement. The bond is older then is generally supposed, and has had its moments of triumph in past days. It was exhibited at the Centennial in 1876 and received a medal, and in a British technical journal of that time it is described as “a bond of enormous inherent strength” and referred to as “the most popular bond in America’.While this praise now seems slightly excessive the oxychloride bond has powerful friends and possesses advantages which have reserved for it a special field. It is cool cutting even without a coolant, and is much favored in disc grinders where a good deal of dry grinding dines. It is a cold setting bond and needs no heating whatever, though it does require an aging period before use, ranging from a few days to a month depending on size and type. Ordinary grinding fluids attackthis bond, and it is almost invariably used dry. A typical use is in the squaring of the end of compression springs in the “ferris wheel” type of holder. The chapter on disc grinding describes this use.8.14 Resinoid Bonded WheelsResinoid is the newest bond among the tonnage group, the development work having taken place between 1916 and 1923. The mixture consists of abrasive, synthetic resin, and a plasticizer; molding is done either cold or hot and the baking is in electric ovens. This bond is excellent for cut-off wheels, especially for ultra high speed work where accuracy is not the first consideration. Perhaps its largest and best known field is the foundry, where until its advent the rubber bond was almost unrivaled; foundry work and similar snagging jobs entail a good bit of bumping around, and need a wheel of high strength permits a high speed which is readily translated into rapid removal of metal.8.15 LimitationsResinoid, shellac, and silicate bonds are attacked by alkaline solutions such as soda and rubber by oil, and grinding fluids must be chosen with these limitations in mind. Another limitation is that the three organic bonds, rubber, shellac, and retinoid, are too resilient to yield readily to crush forming. This problem is not accepted as insoluble by the wheel makers, and in fact progress is being made in this direction with resinoid.9. Types of Grinding WheelsWilliam AultIntroductionThe original grinding wheel fashioned of emery and clay and turned and fired by Frank B. Norton in the late 1800s can be characterized as consisting of abrasive, bond, and air. That simple model, while complicated by the special wheel construction of many CBN and diamond wheels and the addition of grinding aids to some wheels, is still generally correct. In this chapter the components of grinding wheels and general guidelines for grinding wheel selection will be discussed.9.1 Types of Abrasives9.1.1 Abrasive CharacteristicsAbrasive are the cutting tools or chip producers in the grinding wheel. The characteristics of abrasives that determine their efficiency in removing material are crystal hardness, crystal structure, grain shape, the friability or durability of the grain, the chemistry of the abrasive, and whether the grain has been treated or coated.The hardness of an abrasive grain relative to the hardness of the material to be ground is 1 factor in the ability of a grinding wheel to remove material. In Fig 2. the Knoop harnesses of various abrasives are shown. Diamond is still the hardest abrasive available, and its hardness makes it extremely efficient in some grinding operations. Other characteristics of diamond, such as its chemistry, make it ineffective in other operations. Obviously, however, an abrasive that is significantly harder than the material to be ground will tend to remove more material before it wears out.The crystal structure of an abrasive grain affects how the grain wears. Abrasive grain that is mono-crystalline tends to wear more consistently than an abrasive particle that may have several crystals fused together. Inclusions in abrasive crystals will affect the integrity of the grain. Abrasive grain varies enormously in microstructure.The shape of an abrasive grain affects both the sharpness of the grain and its wear characteristics. A blocky or spherically shaped grain, when compared with a spindly or jagged shaped grain of otherwise similar properties, will initially need more force to penetrate a material and will fracture or wear more slowly.The abrasive hardness, crystal structure, and grain shape all contribute to the relative friability or durability of the abrasive. A friable grain is defined as a grain that fractures and exposes new sharp points within the same grain. A durable grain can withstand high forces in the grinding operation without catastrophic wear. Those 2 terms are not exact opposites, as some durable grains micro fracture to expose new sharp cutting points.The chemistry of the abrasive affects the ability of the grain to cut in a number of ways. In some wheels (especially vitrified), a chemical bonding occurs between the abrasive and the bond. The chemistry of the abrasive may also affect its ability to grind materials with which it may interact in the locally high-temperature, high-pressure grinding interface. The tendency for diamond to oxidize in high temperatures, for example, as well as its tendency to have low impact resistance, precludes its use for high-temperature, high-force operations.Covering abrasive grain with chemical, metal, or ceramic coatings can affect the ability of the grain to bond with a particular bond type, can be used to carry heat away from the grinding surface, or can make the grain grind more durably.9.1.2 Abrasive TypesAbrasives used in the grinding or sanding process can be subdivided into 3 groups: natural abrasives, conventional abrasives, and superabrasives.Natural abrasives, such as emery, garnet, flint, and iron oxide, are not normally used in grinding wheels. They lack the durability to withstand grinding pressure. Those abrasives are still used in some coated abrasive applications where very light pressures and sharp inexpensive abrasives have utility.Conventional abrasives are primarily furnaced, fused abrasives, although some nonfused abrasives are available. The 3 primary abrasives are aluminum oxide, silicon carbide, and zirconia。

雅思阅读：教你拆分英语长难句

雅思阅读：教你拆分英语长难句Competition is not only good in itself, it is the means by which otherbasic American values such as individual freedom, equality of opportunity andhard work are protected.结构：全句有3个谓语动词：is, is和are protected。

其中主句的是：is,is。

全句由两个有递进关系的单句构成。

其中，which引导的是定语从句，修饰the means。

句子可被拆分为：1. Competition is not only good in itself.2. It is the means.3. Other basic American values such as individual freedom, equality ofopportunity and hard work are protected by these means.翻译：竞争不但本身就是好事，还是其他基本的美国价值观如个人自由，机会平等和勤奋工作等得到保护的手段。

When we talk about someone’s personality, we mean the ways in which he orshe acts, speaks, thinks and feels that make that individual different fromothers.结构：全句有4组谓语动词：talk，mean，acts/speaks/thinks/feels和make。

其中主句的是：mean。

句首是When引导的时间状语从句。

之后which引导的定语从句和that引导的定语从句都是修饰the ways的。

句子可以拆分为：1. We talk about someone’s personality.2. We mean the ways.3. He or she acts, speaks, thinks and feels in these ways.4. These make that individual different from others.翻译：当我们谈到某个人的个性时，我们指的是他/她在行为，言谈和思考以及感觉等方面的方式。

量子身份认证系统

and the distribution of a common secret string is achieved by means of quantum key distribution ͑QKD͒. QKD, based on the Bennett and Brassard 1984 ͑BB84͒ protocol ͓7͔, has recently been proved secure against any collective attack allowed by quantum mechanics ͓8,9͔, and thus it offers unconditional protection even against eavesdroppers possessing unlimited computational and technological power. QKD is capable of providing two users with a random shared secret string, whose secrecy is guaranteed by the fundamental laws of quantum mechanics. Many papers have already been devoted to quantum cryptography.them ͓7,10–15͔ and the survey ͓16͔. A large bibliography may also be found in ͓17͔.
In all these instances, cryptography proves very helpful. One of the basic cryptographic tasks is to certify the identities of the legitimate users of a communications line ͑traditionally called Alice and Bob͒ so that no third party monitoring their identiﬁcation can impersonate either of them. Moreover, the system must be designed in such a way that after a successful mutual identiﬁcation, even Bob cannot later on pretend to someone else to be Alice and vice versa.

这是开始不是最终作文英文

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文档下载后可定制随意修改，请根据实际需要进行相应的调整和使用，谢谢!并且，本店铺为大家提供各种各样类型的实用资料，如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等，如想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copyexcerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!I woke up this morning feeling refreshed and ready to take on the day. The sun was shining brightly through my window, casting a warm glow on my face. I couldn't help but smile as I got out of bed and stretched my arms above my head. It was going to be a great day, I could feel it in my bones.As I made my way to the kitchen, the aroma of freshly brewed coffee filled the air. I took a moment to savor the rich scent before pouring myself a cup. The first sip was like a burst of energy, waking up my senses and putting a spring in my step. I couldn't imagine starting my day without this little ritual.With my coffee in hand, I headed to the living room and plopped down on the couch. I grabbed the remote and turned on the TV, flipping through the channels until I found something interesting to watch. It was a mindless way to start the day, but sometimes a little mindlessness isexactly what I need.After a while, I decided it was time to get dressed and get on with my day. I rummaged through my closet, trying to find the perfect outfit. It's funny how something as simple as choosing clothes can feel like such a big decision. But today, I wanted to feel confident and put-together, so I took my time and carefully selected each piece.Once I was dressed, I grabbed my bag and headed out the door. The fresh air hit me like a wave, filling my lungs with its crispness. I took a moment to appreciate the beauty of the world around me – the vibrant colors of the flowers, the sound of birds chirping in the distance. It was a reminder that there is so much to be grateful for, even in the smallest moments.As I walked down the street, I couldn't help but notice the hustle and bustle of the city. People rushing by, cars honking, the sound of sirens in the distance. It was a symphony of chaos, but somehow it felt comforting. It reminded me that I was a part of something bigger, a smallpiece in the grand puzzle of life.I arrived at my destination, a bustling cafe with the smell of freshly baked pastries wafting through the air. I ordered my usual – a cappuccino and a croissant – and found a cozy corner to sit in. As I sipped my coffee and savored the flaky pastry, I couldn't help but feel a sense of contentment. In this moment, everything felt right.And so, my day began. It may not be the most exciting or eventful day, but it's my day. And I plan to make the most of it, embracing every moment and finding joy in the simplest of things. Life is too short to waste on negativity and stress. So here's to a day filled with laughter, love, and all the little things that make life worth living. Cheers!。

英语演讲死刑因不应该废除省名师优质课赛课获奖课件市赛课一等奖课件

Do not commit crimes, or you will get punished!
The death penalty should be existent in China!
The time to abolish the death penalty is only when people enjoy an universal feeling of happiness!
Do you have this kind of feeling?
of others illegally, your life should be deprived of.
❖ Extremism in the defense of liberty is no vice. And moderation in the pursuit of justice is no virtue.
2023/3/21(Taiwan)
It's a secret in mainland.80%
2、Human rights and the death penalty
❖ Basic right of human ❖ Curb criminalities ❖ Not contradictory ❖ Life is equal, since you deprive of the lives
1)、The abolition of the death penalty is not adapt to the national conditions of China.
❖ Low level of civilization
❖ Economy and reform is not consistent
3)、The religious believes play a great role in the abolition of the death penalty.

这个世界只来一次要活的灿烂英语作文

这个世界只来一次要活的灿烂英语作文全文共3篇示例，供读者参考篇1Living in this world is a once in a lifetime opportunity, and it is important to make the most of it by living a vibrant and fulfilling life. We only get one chance to experience all that life has to offer, so it is essential to seize every moment and make it count.Life is full of ups and downs, challenges and triumphs, but it is how we navigate through these experiences that defines the kind of life we live. It is important to embrace each new day with a positive outlook, and to approach every obstacle with determination and perseverance. Life is too short to dwell on negativity and regret, so it is crucial to focus on the present moment and make the most of every opportunity that comes our way.One of the keys to living a vibrant life is to surround ourselves with people who inspire and support us. Positive relationships and meaningful connections with others can bring immense joy and fulfillment to our lives. It is important tonurture these relationships, and to always show gratitude and appreciation for the people who make our lives better.In addition to fostering strong relationships, it is also important to pursue our passions and follow our dreams. Whether it is through creative expression, physical activity, intellectual pursuits, or helping others, it is essential to engage in activities that bring us joy and fulfillment. By following our passions and staying true to ourselves, we can live a life that is truly vibrant and meaningful.Another key to living a vibrant life is to take care of our physical and mental well-being. Eating healthy, staying active, getting enough rest, and managing stress are all essential components of a healthy lifestyle. By taking care of our bodies and minds, we can ensure that we have the energy and vitality to fully embrace life's opportunities and challenges.In conclusion, life is a precious gift that should be cherished and celebrated. By living a vibrant life filled with positivity, passion, and purpose, we can make the most of our time in this world and leave a lasting impact on those around us. Let's strive to live each day to the fullest, embracing every moment with gratitude and joy. This world only comes once, so let's make it count.篇2In this world, we only come once, and it is important to live our lives to the fullest. Life is short and unpredictable, so we should make the most of every moment, cherish every experience, and strive to live a bright and fulfilling life.First and foremost, we should focus on pursuing our passions and dreams. Whether it is a career goal, a personal project, or a creative endeavor, we should not hold back and instead go after what truly makes us happy and fulfilled. Life is too short to waste on things that do not matter to us, so it is important to seize every opportunity to do what we love.Furthermore, we should surround ourselves with love, positivity, and support. Building meaningful relationships with our friends and family, as well as surrounding ourselves with positive and encouraging people, can significantly impact our happiness and well-being. Life is more enjoyable when we have people to share our experiences with and who lift us up during challenging times.Additionally, we should prioritize our mental, emotional, and physical well-being. Taking care of ourselves should be a top priority, as our health is essential for living a vibrant and fulfillinglife. This includes eating healthy, exercising regularly, getting enough rest, and practicing self-care activities that promote overall wellness.Moreover, we should embrace new experiences and opportunities. Stepping out of our comfort zones, trying new things, and taking risks can lead to personal growth,self-discovery, and a deeper appreciation for life. It is important to push ourselves to explore the unknown and expand our horizons to make the most of our time on this Earth.In conclusion, living a bright and vibrant life is essential in a world where we only come once. By pursuing our passions, surrounding ourselves with love and positivity, prioritizing our well-being, and embracing new experiences, we can make the most of our time here and leave a lasting impact on the world around us. Let us strive to live our lives to the fullest and shine brightly in everything we do.篇3In life, we only get one chance to live, so it is important to make the most of it and live life to the fullest. Each day is a gift, and it is up to us to make the most of it and not take anymoment for granted. We should strive to live a vibrant and colorful life, full of love, joy, and passion.Life is short and unpredictable, so it is important to seize every opportunity and make the most of every moment. We should not let fear or doubt hold us back, but instead, we should embrace life with open arms and a fearless heart. We should take risks, follow our dreams, and do what makes us truly happy. Life is too short to live with regrets, so we should make the most of every opportunity that comes our way.Living a vibrant and colorful life means being true to ourselves and living authentically. We should not be afraid to express ourselves and share our unique gifts and talents with the world. We should surround ourselves with people who uplift us, inspire us, and bring out the best in us. We should seek out new experiences, travel to new places, and try new things. Life is meant to be lived fully and passionately, so we should not hold back but instead, embrace life with open arms and a joyful heart.In the end, what matters most is how we lived our lives and the impact we had on the world around us. We should strive to leave a positive legacy, to make a difference, and to spread love and kindness wherever we go. We should live with gratitude, humility, and compassion, always striving to be the best versionof ourselves. Life is a precious gift, and we should cherish every moment and live each day as if it were our last.So let us live our lives with joy, courage, and passion, embracing every moment and making the most of every opportunity. Let us shine brightly, leaving a lasting impact on the world around us and living a life that is vibrant, colorful, and truly extraordinary. This is our one chance to live, so let's make it count.。

大学英语精读第二册

It is humorous essay. But after reading it you will surely find that the author is most serious in writing it.Is There Life on Earth?There was great excitement on the planet of Venus this week. For the first time Venusian scientists managed to land a satellite on the plant Earth, and is has been sending back signals as well as photographs ever since.The satellite was directed into an area know as Manhattan (named after the great Venusian astronomer Prof. Manhattan, who first discovered it with his telescope 20,000 light years ago).Because of excellent weather conditions and extremely strong signals, Venusian scientists were able to get valuable information as to the feasibility of a manned flying saucer landing on Earth. A press conference was held at the Venus Institute of Technology."We have come to the conclusion, based on last week's satellite landing," Prof. Zog said, "that there is no life on Earth.""How do you know this?" the science reporter of the Venus Evening Star asked."For one thing, Earth's surface in the area of Manhattan is composed of solid concrete and nothing can grow there. For another, the atmosphere is filled with carbon monoxide and other deadly gases and nobody could possibly breather this air and survive.""What does this mean as far as our flying sauce program is concerned?""We shall have to take our own oxygen with us, which means a much heavier flying saucer than we originally planned.""Are there any other hazards that you discovered in your studier?" "Take a look at this photo. You see this dark black cloud hovering over the surface of Earth? We call this the Consolidated Edison Belt. We don't know what it is made of, but it could give us a lot of trouble and we shall have to make further tests before we send a Venus Being there.""Over here you will notice what seems to be a river, but the satellite findings indicate it is polluted and the water is unfit to drink. This means we shall have to carry our own water, which will add even greater weight to the saucer.""Sir, what are all those tiny black spots on the photographs?""We're not certain. They seem to be metal particles that move along certain paths. They emit gases, make noise and keep crashing into each other. There are so many of these paths and so many metal particles that it is impossible to land a flying saucer without its being smashed by one.""What are those stalagmite projections sticking up?""They're some type of granite formations that give off light at night. Prof. Glom has named them skyscrapers since they seem to be scraping the skies.""If all you say is true, won't this set back the flying saucer program several years?""Yes, but we shall proceed as soon as the Grubstart gives us the added funds.""Prof. Zog, why are we spending billions and billions of zilches to land a flying saucer on Earth when there is no life there?"Because if we Venusians can learn to breathe in an Earth atmosphere, then we can live anywhere."A heated discussion about whether men are braver than women is settled in a rather unexpected way.The Dinner PartyI first heard this tale in India, where is told as if true -- though any naturalist would know it couldn't be. Later someone told me that the story appeared in a magazine shortly before the First World War. That magazine story, and the person who wrote it, I have never been able to track down.The country is India. A colonial official and his wife are giving a large dinner party. They are seated with their guests -- officers and their wives, and a visiting American naturalist -- in their spacious dining room, which has a bare marble floor, open rafters and wide glass doors opening onto a veranda.A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era and a major who says that they haven't."A woman's reaction in any crisis," the major says, "is to scream. And while a man may feel like it, he has that ounce more of control than a woman has. And that last ounce is what really counts."The American does not join in the argument but watches the other guests. As he looks, he sees a strange expression come over the face of the hostess. She is staring straight ahead, her muscles contracting slightly. She motions to the native boy standing behind her chair and whispers something to him. The boy's eyes widen: he quickly leaves the room.Of the guests, none except the American notices this or sees the boy place a bowl of milk on the veranda just outside the open doors.The American comes to with a start. In India, milk in a bowl means only one thing -- bait for a snake. He realizes there must be a cobra in the room. He looks up at the rafters -- the likeliest place -- but they are bare. Three corners of the room are empty, and in the fourth the servants are waiting to serve the next course. There is only one place left -- under the table.His first impulse is to jump back and warn the others, but he knows the commotion would frighten the cobra into striking. He speaks quickly, the tone of his voice so commanding that it silences everyone."I want to know just what control everyone at this table has. I will count three hundred -- that's five minutes -- and not one of you is to move a muscle. Those who move will forfeit 50 rupees. Ready?"The 20 people sit like stone images while he counts. He is saying "...two hundred and eighty..." when, out of the corner of his eye, he sees the cobra emerge and make for the bowl of milk. Screams ring out as he jumps to slam the veranda doors safely shut."You were right, Major!" the host exclaims. "A man has just shown us an example of perfect self-control.""Just a minute," the American says, turning to his hostess. "Mrs. Wynnes, how did you know that cobra was in the room?"A faint smile lights up the woman's face as she replies: "Because it was crawling across my foot."Jefferson died long ago, but may of his ideas still of great interest to us. Lessons from JeffersonThomas Jefferson, the third President of the United States, may be less famous than George Washington and Abraham Lincoln, but most people remember at last one fact about him: he wrote the Declaration of Independence.Although Jefferson lived more than 200 years ago, there is much that we learn from him today. Many of his ideas are especially interesting to modern youth. Here are some of the things he said and wrote:Go and see. Jefferson believed that a free man obtains knowledge from many sources besides books and that personal investigation is important. When still a young man, he was appointed to a committee to find out whether the South Branch of the James River was deep enough to be used by large boats. While the other members of the committee sat in the state capitol and studied papers on the subject, Jefferson got into a canoe and made on-the-spot-observations.You can learn from everyone. By birth and by education Jefferson belonged to the highest social class. Yet, in a day when few noble persons ever spoke to those of humble origins except to give an order, Jefferson went out of his way to talk with gardeners, servants, and waiters. Jefferson once said to the French nobleman, Lafayette, "You must go into the people's homes as I have done, look into their cooking pots and eat their bread. If you will only do this, you may find out why people are dissatisfied and understand the revolution that is threatening France."Judge for yourself. Jefferson refused to accept other people's opinions without careful thought. "Neither believe nor reject anything," he wrote to his nephew,"because any other person has rejected or believed it. Heaved has given you a mind for judging truth and error. Use it."Jefferson felt that the people "may safely be trusted to hear everything true and false, and to form a correct judgment. Were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter."Do what you believe is right. In a free country there will always be conflicting ideas, and this is a source of strength. It is conflict and not unquestioning agreement that keeps freedom alive. Though Jefferson was for many years the object of strong criticism, he never answered his critics. He expressed his philosophy in letters to a friend, "There are two sides to every question. If you take one side with decision and on it with effect, those who take the other side will of course resent your actions."Trust the future; trust the young. Jefferson felt that the present should never be chained to customs which have lost their usefulness. "No society," he said, "can make a perpetual constitution, or even a perpetual law. The earth belongs to the living generation." He did not fear new ideas, nor did he fear the future. "How much pain," he remarked, "has been caused by evils which have never happened! I expect the best, not the worst. I steer my ship with hope, leaving fear behind."Jefferson's courage and idealism were based on knowledge. He probably knew more than any other man of his age. He was an expert in agriculture, archeology, and medicine. He practiced crop rotation and soil conservation a century before these became standard practice, and he invented a plow superior to any other in existence. He influenced architecture throughout America, and he was constantly producing devices for making the tasks of ordinary life easier to perform.Of all Jefferson's many talents, one is central. He was above all a good and tireless writer. His complete works, now being published for the first time, will fill more than fifty volumes. His talent as an author was soon discovered, and when the time came to write the Declaration of Independence at Philadelphia in 1776, the task of writing it was his. Millions have thrilled to his words: "We hold these truths to be self-evident, that all men are created equal…"When Jefferson died on July 4, 1826, the 50th anniversary of American independence, he left his countrymen a rich legacy of ideas and examples. American education owes a great debt to Thomas Jefferson, Who believed that only a nation of educated people could remain free.Trying to make some money before entering university, the author applies for a teaching job. But the interview goes from bad to worse...My First JobWhile I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in a suburb of London about ten miles from where Ilived. Being very short money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience in teaching my chances of getting the job were slim.However, three days later a letter arrived, asking me to go to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a ten-minute bus ride and then a walk of at least a quarter to feel nervous.The school was a red brick house with big windows, The front garden was a gravel square; four evergreen shrubs stood at each corner, where they struggled to survive the dust and fumes from a busy main from a busy main road.It was clearly the headmaster himself that opened the door. He was short and fat. He had a sandy-coloured moustache, a wrinkled forehead and hardly any hair.He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone. 'Ah yes,' he grunted. 'You'd better come inside.' The narrow, sunless hall smelled unpleasantly of stale cabbage; the walls were dirty with ink marks; it was all silent. His study, judging by the crumbs on the carpet, was also his dining-room. 'You'd better sit down,' he said, and proceeded to ask me a number of questions: what subjects I had taken in my General School Certificate; how old I was; what games I played; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy's education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing. The headmaster and I obviously had very little in common.The school, he said, consisted of one class of twenty-four boys, ranging in age from seven to thirteen. I should have to teach all subjects except art, which he taught himself. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.The teaching set-up filled me with fear. I should have to divide the class into three groups and teach them in turn at three different levels; and I was dismayed at the thought of teaching algebra and geometry-two subjects at which I had been completely incompetent at school. Worse perhaps was the idea of Saturday afternoon cricket; most of my friends would be enjoying leisure at that time.I said shyly, 'What would my salary be?' 'Twelve pounds a week plus lunch.' Before I could protest, he got to his feet. 'Now', he said, 'you'd better meet my wife. She's the one who really runs this school.'This was the last straw. I was very young: the prospect of working under a woman constituted the ultimate indignity.Seen through the eyes of a young friend Einstein was a simple, modest and ordinary man.The professor and the Yo-yoMy father was a close friend of Albert Einstein. As a shy young visitor to Einstein's home, I was made to feel at ease when Einstein said, "I have something to show you." He went to his desk and returned with a Yo-Yo. He tried to show me how it worked but he couldn't make it roll back up the string. When my turn came, I displayed my few tricks and pointed out to him that the incorrectly looped string had thrown the toy off balance. Einstein nodded, properly impressed by my skill and knowledge. Later, I bought a new Yo-Yo and mailed it to the Professor as a Christmas present, and received a poem of thanks.As boy and then as an adult, I never lost my wonder at the personality that was Einstein. He was the only person I knew who had come to terms with himself and the world around him. He knew what he wanted and he wanted only this: to understand within his limits as a human being the nature of the universe and the logic and simplicity in its functioning. He knew there were answers beyond his intellectual reach. But this did not frustrate him. He was content to go as far as he could.In the 23 years of our friendship, I never saw him show jealousy, vanity, bitterness, anger, resentment, or personal ambition. He seemed immune to these emotions. He was beyond any pretension. Although he corresponded with many of the world's most important people, his stationery carried only a watermark - W - for Woolworth's.To do his work he needed only a pencil only a pencil and a pad of paper. Material things meant nothing to him. I never knew him to carry money because he never had any use for it. He believed in simplicity, so much so that he used only a safety razor and water to shave. When I suggested that he try shaving cream, he said, "The razor and water do the job.""But Professor, why don't you try the cream just once?" I argued. "It makes shaving smoother and less painful."He shrugged. Finally, I presented him with a tube of shaving cream. The next morning when he came down to breakfast, he was beaming with the pleasure of a new, great discovery. "You know, that cream really works," he announced. "It doesn't pull the beard. It feels wonderful." Thereafter, he used the shaving cream every morning until the tube was empty. Then he reverted to using plain water.Einstein was purely and exclusively a theorist. He didn't have the slightest interest in the practical application of his ideas and theories. His E=mc2 is probably the most famous equation in history - yet Einstein wouldn't walk down the street to see a reactor create atomic energy. He won the Nobel Prize for his Photoelectric Theory, a series of equations that he considered relatively minor in importance, but he didn't have any curiosity in observing how his theory made TV possible.My brother once gave the Professor a toy, a bird that balanced on the edge of a bowl of water and repeatedly dunked its head in the water. Einstein watched itin delight, trying to deduce the operating principle. But be couldn't.The next morning he announced, "I had thought about that bird for a long time before I went to bed and it mu st work this way…" He began a ling explanation. Then he stopped, realizing a flaw in his reasoning. "No, I guess that's not it," he said. He pursued various theories for several days until I suggested we take the toy apart to see how it did work. His quick expression of disapproval told me he did not agree with this practical approach. He never did work out the solution.Another puzzle that Einstein could never understand was his own fame. He had developed theories that were profound and capable of exciting relatively few scientists. Yet his name was a household word across the civilized world. "I've had good ideas, and so have other men," he once said. "But it's been my good fortune that my ideas have been accepted." He was bewildered by his fame: people wanted to meet him; strangers stared at him on the street; scientists, statesmen, students, and housewives wrote him letters. He never could understand why he received this attention, why he was singled out as something special.A famous surgeon tells about the importance of self-confidence from his own experience.The Making of a SurgeonHow does a doctor recognize the point in time when he is finally a "surgeon"? As my year as chief resident drew to a close I asked myself this question on more than one occasion.The answer, I concluded, was self-confidence. When you can say to yourself, "There is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon" - then, and not until then, you are indeed a surgeon. I was nearing that point.T ake, for example, the emergency situations that we encountered almost every night. The first few months of the year I had dreaded the ringing of the telephone. I knew it meant another critical decision to be made. Often, after I had told Walt or Larry what to do in a particular situation, I'd have trouble getting back to sleep. I'd review all the facts of the case and, not infrequently, wonder if I hadn't made a poor decision. More than once at two or three in the morning, after lying awake for an hour, I'd get out of bed, dress and drive to the hospital to see the patient myself. It was the only way I could find the peace of mind I needed to relax.Now, in the last month of my residency, sleeping was no longer a problem. There were still situations in which I couldn't be certain my decision had been the right one, but I had learned to accept this as a constant problem for a surgeon, one that could never be completely resolved - and I could live with it.So, once I had made a considered decision, I no longer dwelt on it. Reviewing it wasn't going to help and I knew that with my knowledge and experience, any decision I'd made was bound to be a sound one. It was a nice feeling.In the operating room I was equally confident. I knew I had the knowledge, the skill, the experience to handle any surgical situation I'd ever encounter in practice. There were no more butterflies in my stomach when I opened up an abdomen or a chest. I knew that even if the case was one in which it was impossible to anticipate the problem in advance, I could handle whatever l found. I'd sweated through my share of stab wounds of the belly, of punctured lungs, of compound fractures. I had sweated over them for five years. I didn't need to sweat any more.Nor was I afraid of making mistakes. I knew that when I was out in practice I would inevitably err at one time or another and operate on someone who didn't need surgery or sit on someone who did. Five years earlier - even one year earlier - I wouldn't have been able to live with myself if I had had to take sole responsibility for a mistake in judgment. Now I could. I still dreaded errors - would do my best to avoid them -- but I knew they were part of a surgeon's life.I could accept this fact with calmness because I knew that if I wasn't able to avoid a mistake, chances were that no other surgeon could have, either.This all sounds conceited and I guess it is - but a surgeon needs conceit. He needs it to encourage him in trying moments when he's bothered by the doubts and uncertainties that are part of the practice of medicine. He has to feel that he's as good as and probably better than any other surgeon in the world. Call it conceit - call it self-confidence; whatever it was, I had it.In this article the author describes what happened to her one night and what happened to her one night and her feelings about it.There's Only LuckMy mind went numb when I saw the gun pointing against the car window as we pulled out of the garage: This can't be happening to me. Then I felt the gun, cold, against my head, and I heard my friend Jeremy saying, "What do you want? Take my wallet," but at the time I thought of nothing.I remember being vaguely annoyed when the gunman pulled me from the car by the hair. I remember the walk to the house - Jeremy, me, the two men with two guns. I remember the fear and anger in the gunmen's voices because Jeremy was being slow, and I remember wondering why he was being slow. I did not realize that Jeremy had thrown the keys into the shrubbery. But I remember that sound of the gun hitting Jeremy's head and the feeling as the man who had hold of my hair released me. And I remember the split second when I realized he was looking at Jeremy, and I remember wondering how far I could run before he pulled the trigger. But I was already running, and upon reaching the car acrossthe street, I didn't crouch behind it but screamed instead.I remember thinking there was something absurdly melodramatic about screaming "Help, help!" at eight o'clock on a Tuesday evening in December and changing my plea to the more specific "Help, let me in, please let me in!" But the houses were cold, closed, unfriendly, and I ran on until I heard Jeremy's screams behind me announcing that our attackers had fled.The neighbors who had not opened their doors to us came out with baseball bats and helped Jeremy find his glasses and keys. In a group they were very brave. We waited for the cops to come until someone said to someone else that the noodles were getting cold, and I said politely, "Please go and eat. We're O.K."I was happy to see them go. They had been talking of stiffer sentences for criminals, of bringing back the death penalty and how the President is going to clean up the country. I was thinking, they could be saying all of this over my dead body, and I still feel that stiffer sentences wouldn't change a thing. In a rush all the rage I should have felt for my attackers was directed against these contented people standing in front of their warm, cozy homes talking about all the guns they were going to buy. What good would guns have been to Jeremy and me?People all over the neighborhood had called to report our screams, and the police turned out in force twenty minutes later. They were ill-tempered about what was, to them, much ado about nothing. After all, Jeremy was hardly hurt, and we were hopeless when it came to identification. "Typical," said one cop when we couldn't even agree on how tall the men were. Both of us were able to describe the guns in horrifying detail, but the two policemen who stayed to make the report didn't think that would be much help.The cops were matter-of-fact about the whole thing. The thin one said, "That was a stupid thing to do, throwing away the keys. When a man has a gun against your head you do what you're told." Jeremy looked properly sheepish.Then the fat cop same up and the thin one went to look around the outside of the house. "That was the best thing you could have done, throwing away the keys," he said. "If you had gone into the house with them…" His voice trailed off. "They would have hurt her" - he jerked his head toward me - "and killed you both." Jeremy looked happier. "Look," said the fat cop kindly, "there's no right of wrong in the situation. There's just luck."All that sleepless night I replayed the moment those black gloves came up to the car window. How long did the whole thing last? Three minutes, five, eight? No matter how many hours of my life I may spend reliving it, I know there is no way to prepare for the next time - no intelligent response to a gun. The fat cop was right: There's only luck. The next time I might end up dead.And I'm sure there will be a next time. It can happen anywhere, anytime, to anyone. Security is an illusion; there is no safety in locks or in guns. Guns make some people feel safe and some people feel strong, but they're fooling themselvesEver thought about cheating on a test? Of course not. But some students are not qu ite so honest …Honesty: Is It Going Out of Style?According to a recent poll, 61 percent of American high school students have admitted to cheating on exams at least once. It can be argued such a response my not mean much. After all, most students have been faced with the temptation to peek at a neighbor's test paper. And students can be hard on themselves in judging such behavior. However, there are other indications that high school cheating may be on the rise.More and more states are requiring students to pass competency tests in order to receive their high school diplomas. And many educators fear that an increase in the use of state exams will lead to a corresponding rise in cheating. A case in point is students in New York State who faced criminal misdemeanor charges for possessing and selling advance copies of state Regents examinations.Cheating is considered to be a major problem in colleges and universities. Several professors say they've dropped the traditional term paper requirement because many students buy prewritten term papers, and they can't track down all the cheaters anymore.Colleges and universities across the nation have decided to do more than talk about the rise in student cheating. For instance, the Department of Psychology at the University of Maryland launched a campaign to stop one form of cheating. As 409 students filed out of their exam, they found all but one exit blocked. Proctors asked each student to produce an ID card with an attached photo. Students who said they'd left theirs in the dorm or at home had a mug shot taken. The purpose of the campaign was to catch "ringers," students who take tests for other students.The majority of students at the University of Maryland applauded the campaign. The campus newspaper editorial said, "Like police arresting speeders, the intent is not to catch everyone but rather to catch enough to spread the word."We frequently hear about "the good old days", when Americans were better, happier, and more honest. But were they more honest? Maybe yes, a long time ago when life was very different from what it is today.School children used to know the story of how Abraham Lincoln walked five miles to return a penny he'd overcharged a customer. It's the kind of story we think of as myth. But in the case of Lincoln, the story is true … unlike the story of George Washington and the cherry tree. Washington's first biographer invented the tale of little George saying to his father, "I cannot tell a lie. I did it with my ax." What is important in both stories, however, is that honesty was seen as an important part of the American character.。

自考Unit4 TextB

14
Privileged
• be privileged to do something
– I was privileged to lead the team. – I feel extremely privileged to work in your company.
15
Motivation
• somebody's motivation
6
Entrepreneur
• 他是个航运企业家。 • He is a shipping entrepreneur. • 这位企业家变成了新闻人物。
– The entrepreneur has become a news figure.
7
Exclude
• The army should be excluded from political life. • exclude something from something
8
Tragic
• The parents were not to blame for the tragic death of their son. • Lillian Board's death at 22 was a tragic loss for British athletics. • --tragedy • a very sad event, that shocks people because it involves death:
– He spoke with considerable passion about the importance of art and literature. – The issue arouses strong passions.

必修五知识点练习及答案

高中英语新课标必修五unit 1知识点Great scientists一、知识点1. Which scientist discovered that objects in water are lifted up by a force that heips them float?哪位科学家发现了水里的东西被帮助以浮动的力举起？in water定语，修饰objects, a force之后又跟了个that引导的定语从句lift up 拿起，举起，升起He lift up his little son, and mounted him on the horse. 他把小儿子举起来，让他骑在马背上To call back the boy from a distance, the father had to lift up his voice.为了把儿子从远处叫回来，父亲不得不提高嗓子喊2. Who used peas to show how physical characteristics are passed from parents to their children? 谁用豌豆显示了身体特征是如何从父母传延到孩子的？A characteristic of the camel is its ability to live for a long time without water.骆驼的特点是不喝水也能活很长时间with his characteristic enthusiasm 以他特有的热忱The letter passed from one to another until everyone had read it. 那封信逐一传阅，直到每个人都看过为止According to her will, when the old lady dies, her money will pass to her grandson. 根据老太太的遗瞩,她去世时,她的钱将遗留给她的孙子3. Who put forward a theory about black holes? 谁提出了关于黑洞的理论？put forward提出建议，拨快(钟等) ...They put forward some new ideas on the subject.他们对这个问题提出了一些新的见解put的常用词组有：put aside节省（钱、时间）；储蓄；把……放在一边put away储存（钱）；放好put back拨慢；搁置put down放下；记下；击败；使（飞机）着陆；put off延期；推迟put on上演；穿上；戴上put out熄灭；关掉；扑灭put through接通电话；完成put up with忍受；忍耐put into action/effect/practice实施；实行4. What do you know about infectious diseases such as cholera?关于传染病你了解什么，比如霍乱？Colds are infectious, and so are some eye diseases. 感冒是传染的,有些眼病也是传染的It's more useful to learn modern languages, such as English and German. 学习英语和德语等现代语言有用5. …so famous, indeed, that he attended Queen Victoria to ease the birth of her babies…….他的确医术精湛，因而成为照料维多利亚女皇的私人医生…Which doctor is attending you? 哪一个医生为你看病?attend a meeting [lecture]出席会议[听演讲, 听课]attend a wedding [a funeral]参加婚礼[葬礼]attend school [church]上学[教堂]ease用作动词，意思是“减轻；消除；舒缓；放松”，表示消除某人的痛苦时用结构“ease sb. of sth.”；也可以用作名词，意为“舒适；自在；不拘束；容易”These pills will ease the headache. 这些药丸会减轻头疼Walking helped to ease him of his pain. 他散了散步减轻了一些痛苦Her words gave ease to my distracted mind. 我心神不宁，她的话使我宽心ease作名词时的常见搭配：at ease放松；自如；不拘束be/feel at ease感到舒适ill at ease不自在；感到拘束put/set sb. at one’s ease使某人感到舒适、不拘束with ease容易地；无困难地The doctor gave him some painkillers to ease the pain. 医生给了他一些止疼片以减缓疼痛I don't feel at ease in the strange place.在这个陌生的地方，我觉得很不自在6. …people exposed to cholera. 得了霍乱的老百姓expose的意思是“暴露；揭露；使曝光”，常与介词to连用，表示“使暴露于（日光、风雨等）；受到风险；使面临”的意思The soil was washed away by the flood, exposing bare rock. 泥土被洪水冲走，露出光秃秃的石头The baby was left exposed to the wind and rain.婴儿被弃于风雨之中The soldiers in the open field are exposed to the enemy’s fire. 空地里的士兵暴露于敌人的火力之下7. the most deadly disease in its day.在当时是最致命的疾病deadly adj.致命的, 势不两立的, 死一般的, 极度的, 必定的adv.如死一般地, 极度地；非常地Fog is the sailor's deadly enemy. 雾是航海者最致命的敌人deadly serious.极其严重8. So many thousands of terrified people died every time there was an outbreak. 每当（疾病）突发时，总有成千的人死去本句是一个复合句，every time引导的是一个时间状语从句，意思是“每当……”，相当于“when”另外，此状语从句中还有一个“there be”结构类似用法的副词和短语有“directly（一……就）, immediately（一……就）, instantly（一……就）, the minute（一……就）, the moment（一……就）, the second（一……就）, each (every) time（每当）, next time（下次……时）, the last time（上次……时）等She went to see him directly she got the letter. 她一收到信就去他了Immediately the meal was over, he switched on the radio.饭一吃完他就把收音机打开She came to the scene the moment she heard of the accident.她一听说发生了事故，就立刻到现场来了The last time we talked he said he needed another two days.上次我们谈话时他说他还需要两天9. The second suggested that people absorbed this disease into their bodies with their meals.第二种看法是在吃饭的时候人们把这种病毒引入体内的I suggest that you did not catch the 8 o'clock train, but that you caught the 8.25 train. 你没有搭8点钟的火车,而是搭的8点25分的车He suggested going out for a walk.= He suggested that we (should)go out for a walk. 他建议出去走走absorb的意思是“吸收；吸引；使专心；合并；吞并”，常用be absorbed in sth.表示“专心于某事”Clever children absorb knowledge easily. 聪明孩子容易吸收知识Aspirin is quickly absorbed by /into the body. 阿司匹林很快被身体吸收了He is absorbed in his business. 他专心致志的处理业务be absorbed by被……吞并；为……所吸收absorb …into吞并；吸……到……absorb one’s attention吸引某人注意absorb one’s time占用某人的时间10. the affected person 患者be affected by heat [cold] 中暑[着凉]He was deeply affected by my words. 他听了我的话很受感动11. So when another outbreak hit London in 1854, John Snow was ready to test these two theories.因此，在1854年伦敦再次爆发霍乱的时候，约翰斯诺着手准备对此进行调研be ready to do sth 乐于做，准备做We were all hit by the depression. 我们都受到了不景气的影响Price increases hit everyone's pocket. 物价上涨冲击了每个人的钱袋Strike waves hit several Western European countries. 罢工的浪潮袭击了好几个西欧国家12. …the cholera outbreak was so severe that more than 500 people had died in 10 days.霍乱流行得很严重，在10天之内就死去了500多人severe 用作形容词，当它的意思为“严重的；严肃的”时，和serious相近；当它的意思为“严厉的；严格的”时，与strict 相近，常用结构be severe on(upon)/with sb.表示“对某人严厉或严格”；此外它还有“剧烈的；尖锐的；朴素的”的意思The drought is becoming increasingly severe. 旱灾日趋严重He is severe with his children. 和对子女很严格You are too severe on (upon) the boy. 你对那个男孩太严厉了I felt a severe pain in the chest. 我感到胸口剧烈疼痛表示“伤势严重”要用severe，不用serious；但指“疾病严重”时，两者都可与illness连接I was laid up for six weeks with a severe/serious illness.由于重病，我卧床六个星期13. The map gave a valuable clue about the cause of the disease.这张地图提供了一条说明霍乱起因的很有价值的线索valuable 的意思是“贵重的；有很大价值的；有用的；有帮助的”，其名词形式为valueI have a valuable collection of painting. 我有一批很有价值的画This book is valuable to /for students of English. 这本书对学英语的学生很用valuable, valueless, invaluable, priceless与worthless的用法区别：(1)valuable, priceless, invaluable这三个词意思一样，都表示“贵重的；无价的”的意思priceless意思为“无价的；价值连城的”，用于加强语气，加深程度等情况；比valuable的程度更强invaluable的意思是“无法估价的；无价的”，不用于形容价值或金钱，而是指质或品质(2)valueless, worthless这两个词意思一样，表示“无价值的，无用的”的意思，worthless是个常用词，valueless 很少用The jewel is of great value, and it is priceless. 这珠宝很有价值，是无价之宝This ancient gold coin isn’t just valuable, it’s priceless.这枚古代金币不仅贵重，而且价值连城Your advice is invaluable to us. 你的建议对我们来说是非常珍贵的The drawing is of no value, and it is worthless. 这画没有价值，它没有用It looked like gold, but in fact it was worthless (valueless). 这看起来像金子，其实毫无价值14. It seemed the water was to blame. 看来水是罪魁祸首blame用作动词，意为“责备；责怪；归咎于”的意思常用结构为blame sb for sth./blame sth on sb (把某事归咎于某人)，be to blame for sth(应受责备；对某坏事应负责任)，此句就使用这种结构Don't blame it on him, but on me. 别怪他，该怪我They blamed the secretary for the delay of the plan. 他们怪罪秘书造成计划延误The driver was not to blame for the traffic accident.那次交通事故不应该责怪司机blame也可用作名词，意为“责任；责怪”常见搭配有：bear/take/accept/get the blame for sth.（对某事承担责任），lay/put the blame for sth on sb（把某事归咎于某人）We should take the blame for our failure. 我们应该承担失败的责任We shouldn’t lay the blame for our failure on him. 我们不应该把失败归咎于他15. …look into the source of the water…调查水源look into 调查，观察16. slow down （使）慢下来，放慢速度，减速17. in addition 另外,加之,此外，可以用在句子开头，可以用于句末和besides意思相同，但besides不能用在句尾In addition, there was a crop failure in many provinces.此外，许多省份粮食歉收The man worked him sixteen hours a day and beat him in addition. 那人让他每天工作16小时，而且还打他(2)in addition to的意思是“除了……外（还有）”，可用于句首，也可置于句子后部，相当于besides, apart fromIn addition to giving him some advice, I gave him thirty dollars. 我向他提出忠告，又给了他30美元He can get twenty dollars’extra income every month in addition to his salary.除工资外，他每月还可得到20美元的收入18. be linked to …与……有关联link 在此句中用作动词,意为“连接；联系”，常用结构link…to/with意思是“将……和……连接或联系起来”，link up意为“连接或连接起来”；也可用作名词，意为“环；连接；联系；纽带”The highway links Shanghai to/with Beijing. 这条公路连接上海和北京A railway links up the two towns.这两个城镇由一条铁路连接起来Your story links up with his. 你所说的和他所说得能联系的起来A lot of links fitted together form a chain. 许多链环连在一起组成链条Old friends are a link with the past. 老朋友是连接往事的纽带(1)join指的是任何事物的直接连接，连接的程度可紧可松，还能分开之意常用结构join…to, join up(2)connect指的是通过某种媒介物把事物连接起来，事物的特征还保持，常表示与技术有关的连接和火车、飞机等实行联运常用结构connect…with/to(3)combine着重指两个或两个以上的人或事物为了共同目的而结合在一起，结合后原来部分可能仍不改变或失其(4)unite强调紧密地结成一体，含极难分开之意,常用结构unite…withPlease join this pole to that one. 请把这根竿子和那根竿子接起来`This flight connects with New York one. 这班飞机在纽约可接上另一班机We should combine theory with practice. 我们应该理论联系实际The two big companies plan to unite. 两家大公司计划联合起来19. …she had had it delivered from the pump to her house 她派人从水泵打水运到家里deliver sth. to sb. 把某物交付给某人deliver a message 带信, 传话20. With this extra evidence, John Snow was able to announce with certainty that polluted water carried the disease. 有了这个提别的证据，约翰斯诺就能够肯定地宣布，这种被污染了的水携带着病菌The captain announced that the plane was going to land. 机长宣布飞机就要着陆了It can be said with certainty that English is pretty important nowadays.可以肯定地说，英语在当今社会里相当重要21. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found. 为了防止这种情况的再度发生，约翰斯诺建议所有水源都要经过检测并且要找到处理污水的新方法To prevent为表示目的的不定式短语；prevent…(from) doing sth 意为“阻止……做某事”，其中prevent可与stop, keep互换；suggest表示“建议”的，其宾语从句的谓语用“should +动词原形”，句中的should被省略了22. The water companies were also instructed not to expose people to polluted water anymore.自来水公司也接到指令，不能在让人们接触被污染的水了instruct意思为“命令；指示；嘱咐；吩咐；教导（教授知识或技术）；训练”其名词形式为instructor（教员；教练）和instruction（命令；指示；说明）The teacher instructed him to start early. 老师命令他早动身I've been instructed to wait here until the lecturer arrives.我得到指示在这儿等到讲课老师到来He instructs a class in history. 他教授一个班的历史（instruct …in…）Read the instructions on the pocket. 看一下袋子上的说明辨析instruct, order, demand 和direct ：instruct 指出正确的方式以教导；order 意为“命令”；demand 指强烈地“要求”；direct 表示“指示；期望；服从”23. be similar to 与……相似，类似What I am going to say to you would be similar to what you are going to tell me. 我想对你说的话，类似于你想对我说的话.24. conclude用作动词，意为“结束；推论；推断”，常用conclude by doing/with sth. 表示“以……而结束”；conclude from 表示“从……推出结论”的意思，to conclude表示“最后”的意思，相当于意思名词短语in conclusionHe concluded his speech with/by reading a poem.他朗诵一首诗结束了他的演讲What do you conclude from these facts.从这些事实中你得出什么结论？The doctor concluded that the patient's disease was cancer.医生断定病人患的是癌症To conclude/in conclusion, I wish you all good health and a long life.最后,祝大家健康长寿draw( arrive at/come to /reach )a conclusion “得出结论”，jump to a conclusion 意为“草率地得出结论”，conclusion后可接that从句25. contribute的意思是“捐赠；贡献；投稿；提供”常用短语contribute to意思是“有助于；有益于；促成”其名词为contribution意思是“捐献：贡献：投稿”，常用make a contribution to/towards…，表示“对……作贡献”的意思Everyone should contribute three dollars to the Red Cross. 每位工人捐了3美元给红十字会Everyone should contribute what he or she can afford. 人人都应该尽自己的能力做贡献I’ve been asked to contribute an article to the language magazine. 有人请我给那份语言杂志撰篇稿Fresh air and exercise contribute to good health. 新鲜空气和锻炼有益与健康Does smoking contributed to lung cancer？吸烟会导致肺癌吗？He made an outstanding contribution to science. 他对科学作出了卓越的贡献26. apart from除……以外(except for)；除……外，还有(besides)Apart from being short, Tom is smart. 除了个子矮了点，Tom还是挺帅气的27. 由make构成的词组1）be made up of组成Two thirds of the earth’s surface is made up of vast ocean．2）make a bargain with sb : 与某人成交3）make a decision 做出决定We must look ahead before we make a decision.4）make a difference 有影响,起(重要)作用5）make a dive for向……猛冲The dog made a dive for the bone．6）make a face 做鬼脸The student made a face when the teacher turned back.7）make a fire 生火8) make a living 谋生He began to make a living by himself when he was ten．9）make a promise许诺言Father made a promise to buy me a new computer10）make an apology to向……道歉He apologized／made an apology to her．11）make for走向，前往They set off by car and made for the nearest town．12) make friends 交朋友13) make it成功，及时达到After hard-working．we made it at last．14) make money赚钱To make money in the new era, follow the flow of information.15) make one’s way排除困难前进After the film ended we made our way out of cinema．16)make out认出，理解We made out a figure in the darkness．It’s difficult to make out his ideas．17）make progress进步With the teacher's help，I have made much progress．18) make repairs修理They are making repairs in that building19) make room for给……腾地方Would you like to make room for the old lady?20) make sure21) make the bed22)make the best of尽量利用Mother didn’t enjoy his job，but she made the best of it23）make up组成；化妆；打扮；补充；弥补；编造；捏造Great Britain and Northern Ireland make up the United Kingdom．It took her more than one hour to make up for the partyOur losses have to be made up with more loans．The whole story is made up 24）make up for弥补We must make up for the time wasted before．25）make up one’s mind下决心I have made up my mind to work harder than before．26）make use of利用28. …all his mathematical calculations led to the same conclusion…他所有的数学计算都得出了相同的结论lead to导致；引向；通往The road leads to the foot of the hill.这条路通往山脚下29. Only if you put the sun there did the moments of the other planets in the sky make sense.只有你把太阳放在那儿，天空中其它行星的运动才能说地清楚以only引导的短语作状语或状语从句放在句首时，为了加强语气，句子需要部分倒装Only by working hard can we succeed.只有通过努力工作，我们才能取得成功make sense讲得通；有道理Your story doesn’t make sense to me.你编的故事我听不明白如果想表示某人所说的话或提议，没道理、行不通我们经常说：It doesn’t make any sense.30. The problem arose because astronomers had noticed that some planets in the sky seemed to stop, move backward and then go forward in a loop. 问题产生了，因为天文学家以前发现过，天上有些行星停顿下来，往后移动，然后再成环状向前移动arise vi 出现；发; 生起来；站起That question did not arise. 那个问题没有出现I arose early in the morning.我每天早上起得很早Accidents arise from carelessness. 疏忽大意往往会引起事故的发生arise from 由...而引起, 由...而产生; 从...中产生arise out of 由...而引起, 由...而产生; 从...中产生31. Others appeared brighter at times and less bright at others. 其它行星有时看上去亮些，有时又不怎么亮第一个others表示other planets, 第二个others表示other timesat times有时；不时I do feel a little nervous at times.我有时的确感到有点紧张与time相关的词组at one time意为“一度；过去曾经”，用于一般过去时态；at a time意为“一次；每次；在某个时候”；at all times意为“一直；无论何时”，相当于at any time;always32. So between 1510 and 1514 he worked on it, gradually improving his theory until he felt it was complete. 于是，他在1510至1514年期间从事这项研究，逐步修改他的理论，直到他感到完善时为止work on 对…起作用；对…发生影响；向…做工作；使兴奋；左右His work on the cause of the diseases is of premier importance to the whole world.他的病理研究工作对全世界至关重要33. He also suggested that the earth was spinning as it went round the sun…他还提出地球在围绕太阳转的同时，它本身还自转，……34. His friends were entusiastic and encouraged him to publish his ideas, but Copernicus was cautious. 他的朋友都热情地鼓励他把他的思想公诸于世，而他却小心谨慎The retired worker is very enthusiastic about neighbourhood affairs. 这个退休工人对里弄工作非常热心The schoolboys are more cautious not to make any mistakes in spelling than ever before. 男学生们在拼写时比以前更加小心,以避免发生错误35. Yet Copernicus’theory is now the base on which all our ideas of the universe are built. 然而哥白尼的理论却是我们宇宙观赖以建立的基础36. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? 如果你是哥白尼，你会把你的力量掩藏很多年么？37. He has done many years of observations to prove his new theory is true. 他做了多年的观察工作来证实他的新理论是真的a man of no observation 没有观察力的人carry out observations 进行观察38. somebody else’s point of view 别人的观点39. hold discussions 进行讨论40. make choices 做出选择41. You may argue with them and try to persuade them 你可以和他们争辩并且尽力说服他们高中英语新课标必修五unit 1练习及参考答案二、练习一）单词拼写1. My computer is infected with som e sort of v______ and does’t work.3. Will you a______ the wedding ceremony tomorrow?4. Be careful. Don’t e_______ it to the rain or wind.5. It’s very dangerous to be e________ to SARS patients without any protection.6. Everyone should c________ what he or she can afford to helping the poor.7. The teacher gave me v________ advice on how to learn English well.8. It is you not I am to b_____ for breaking the window.9. The doctor e_________ the boy and found there was nothing the matter with him.10. Kindness is one of the prime minister's__________________(特征).11. He became ____________________(狂热的) about classical music.12. You should not r_________________the invitation from your old friend.13. Be c_________________when you cross the street.14. He finished his work in a __________________(积极的) way.15. Water and salt are _____________(吸收) into our blood stream everyday.二）英汉互译1. The soil was washed away by the flood, exposing bare rock.2. 我们得研究一下罢工的原因.3. From his appearance we may conclud that he is a heavy smoker4. 那次交通事故不应该责怪司机5. 我们的英语老师对我们要求严格6. 感冒是传染的,有些眼病也是传染的7. We must take a scientific approach to the problem.8. 只有通过努力工作，我们才能取得成功9. Immediately the meal was over, he switched on the radio.10. 我想对你说的话，类似于你想对我说的话.三）单项选择1. The building _____in our school is for our teachers, though there is noise most of the day, we still feel happy about it.A builtB having been builtC to be builtD being built2. The old man,_______ abroad for 20 years, is on the way back to his mother land.A to workB workingC to have workedD having worked3. Who are these people with banners? -A group _____ itself the league for Peace.A callingB calledC callsD is called4. It was unbelievable that the fans waited outside the gym for three hours _____a look at the sports stars.A hadB havingC to haveD have5. The meeting ______ tomorrow will be of great importance. All of us should attend it.A heldB to be heldC being heldD is going to be held6. You must do everything _________you ______.A as; are told toB as; are told B like; are told D when ; are told7. The purpose of technology is to make things easier ,______ them more difficult.A not makeB not to makeC making notD do not make8. The mother did not know ____ to blame for the broken glass as it happened while she was out.A whoB whenC howD what9. A man is questioned in relation to the _____ murder last night.A advisedB attendedC attemptedD admitted10. -George and Lucy got married last week. Did you go to their wedding.-No, I _____.Did they have a big wedding.A was not invitedB have not been invitedC hadn’t been invitedD didn’t invite11. ______ to sunlight for too much time will do harm to one’s skin.A ExposedB having exposedC Being exposedD after being exposedA 20 dollars remainedB 20 dollars to remainC remained 20 dollarsD remaining 20 dollars13. Has someone suggested there _______ be an international language all could understand and use ______?A can; itB /;/C would; itD may;/14. European football is played in 80 countries, ___ it the most popular sport in the world.A. makingB. makesC. madeD. to make15. Unless ___ to speak，you should remain silent at the conference．A．invited B．inviting C．being invited D．having invited16. ---You were brave enough to raise objections at the meeting. ---Well, now I regret ____ that.A. to do b. to be doing C. to have done D. having done17. I can’t imagine_____ that with such a famous author.A. workB. to workC. to be workingD. working18. ____ a letter from her parents, Lily is now looking forward to ___ from them.A Having not received; hear B. Not received; hearC. Not having received; hearingD. Receiving not; hearing19. The police had to ____ the evidence in order to arrest the thief.A examineB checkC testD prove20 My heart was filled with gladness because I was able to ____ my parents.A intendB careC concernD attend21. This medicine will ____ him of his cough.A recoverB cureC treatD heal22. He always brings me a pretty gift ____ he comes to visit me.A by the timeB sometimesC every timeD at times23. To our surprise, the man, who was looked down upon by others in the past, is now ____ the whole project.A beyond controlB in control ofC out of controlD losing control of24. Finally he got the ___________from her eyes; she didn’t love him any longer.A. newsB. messageC. explanationD. expression25. ----- Where was I ?------ You _________you didn’t like your father’s job.A. had saidB. saidC. were sayingD. had been saying26. Professor Jordan gave us _______ lecture this afternoon and most of us were confused.A. a more confusingB. more confusing aC. a most confusingD. the most confusing参考答案：（一）1. viruses2. Apart3. attend4. expose5. exposed6. contribute7. valuable 8. blame9. examined10. chacteristics11. enthusiastic12. reject13. cautious14. positive15. absorbed（二）1. 泥土被洪水冲走, 露出光秃秃的岩石.2. We must try to analyse the causes of the strike.3. 从他的外表，我们可以有断定他烟抽得很凶4. The driver was not to blame for the traffic accident.5. Our English teacher is very strict with us.6. Colds are infectious, and so are some eye diseases.7. 我们必须科学处理这个难题8. Only by working hard can we succeed.9. 饭一吃完他就把收音机打开10. What I am going to say to you would be similar to what you are going to tell me.高中英语新课标必修五unit 2知识点V---II The United Kingdom一、知识点1. How many countries does the UK consist of?联合王国是由多少个国家所组成？consist of 由…组成,包括(注意:不能用于被动语态和进行时态)= be made up ofThe group consists of 4 students. 这个小组由4名学生组成The United Kingdom consists of Great Britain and Northern Ireland. 联合王国包括大不列颠与北爱尔兰consist in 存在…之中Happiness consists in freedom. 幸福存在于自由consist with 与……相符合，相一致Theory should consist with practice. 理论应与实践相一致2. How long does it take to fly from Beijing to London? 从北京到伦敦坐飞机需花费多长时间？3. England can be divided into three main areas. 英格兰可以被划分为三个主要地区divide…into 把整体分成若干部分separate…from 把原来连在一起的或靠近的部分分隔开来.1) Please _______ the good apples ____ the bad ones.2) The teacher _______ the class ____ seven groups.(separate …from; divided …into)divide sth. in half/into halves 把某物分两半4. You can clarify this question if you study British history. 如果你研究英国历史，你就会弄清这个问题clarify one's position 澄清某人的立场The explanation in the footnote clarified the difficult sentence. 注脚的解释使这一难句容易明了His mind suddenly clarified.他的脑子突然清醒过来5. Wales was linked to England in the 13th century AD. 威尔士于13世纪同英格兰联合了起来The new bridge will link the island to the mainland. 新的桥梁将把该岛与大陆连接在一起6. Now when people refer to England you find Wales included as well.现在只要有人提起英格兰，你就会发现威尔士总是包括在内refer to 参考，查阅；涉及，提到；指的是Don't refer to this matter again, please. 请不要再提这件事了.The United kingdom includes Northern Ireland and Wales. 联合王国包括北爱尔兰和威尔士Price $14.90, postage included. 价格14.90美元，邮资包括在内Price $14.90, including postage. 价格14.90美元，邮资包括在内7. Happily this was accomplished without conflict …庆幸的是这没有发生冲突就完成了accomplish one's object 达到目的accomplish one's mission 完成使命He can accomplish more in a day than any other boy in his class. 他一天所完成的工作比他班上其他的孩子都多conflict between the two countries 两国间的冲突class conflict 阶级斗争a hand -to-hand conflict 短兵相接All these actions by the NA TO conflicted with the universally accepted international laws. 北约的这些行动都与公认的国际法相抵触8. break away逃走；逃脱；断裂；开裂The robbery suspect broke away from the lockup.抢劫嫌疑犯从拘留所逃脱了A large piece of ice broke away from the main block. 一大块冰从整个大冰块上断裂开来break away from 挣脱…break out (战争,灾难,疾病)爆发break down (机器)出故障,(谈判)失败,(身体)垮了break up 打碎,解散,结束break into 闯入break in 插话break off 中断break the record 打破记录take a break 休息9. join with, join to结合, 联合, 相遇join in 参加，加入join in a game [conversation] 参加游戏[谈话]Your mother joins with me in congratulating you on your wonderful scholastic attainments.你母亲和我一道祝贺你学业上的巨大成就In this point I join with you. 这一点我跟你一致10. To their credit the four countries do work together in some areas (eg, the currency and international relations), but they still have very different institutions. 值得赞扬的是，虽然这四个国家的确在一些方面共同合作，例如在货币和在国际关系上，但他们在制度上仍存在很大差别to sb.'s credit值得赞扬; 对某人有利；在某人贷方; 属于某人；使某人感到光荣a man of high credit 极有名望的人His success brings credit to his family.他的成功使全家增光One must give credit where it is due.该赞许的就得赞许He is credited with the invention. 那发明该归功于他11. …and for convenience it is divided roughly into three zones. 为了方便，它大致可以划分为三个地区为了方便at one's (own) convenience 在方便时for the convenience of 为...方便起见There were roughly 500 people. 大约有500人I had roughly four kilometers to go. 我还要走大约4公里He played roughly with the baby. 他粗鲁地与这个婴儿玩耍12. It is a pity that the industrial cities built in the nineteenth century do not attract visitors.很遗憾，这些建于19世纪的工业城市对游客没有吸引力It is a pity that you cannot come. 您不能来真是遗憾It is a pity that we lost the game. 多可惜又输掉了这场比赛!attract attention引起注意The film attracts a large audience. 这部电影吸引很多观众13. art collections 艺术珍品14. If you look around the British countryside you will find evidence of all these invaders. 如果你到英国乡间去看看，你就会找到所有这些入侵者的痕迹We went to look around the town.我们去参观这个小镇15. You must keep your eyes open if you are going to make your trip to the Kingdom enjoyable and worthwhile.如果想使你的英国之旅不虚此行又有意义，你就必须留心观察Thank you for a most enjoyable evening. 今天晚上过得很愉快，非常感谢It is worthwhile to consider this point more closely.更严密地考虑这一点是值得的16. the countries that make up Great Britain 组成大不列颠的国家be made up of …由……构成；由……组成17. leave out省去,遗漏leave alone 听其自然,不管leave for 动身去..leave sb. doing sth. 听任某人做某事leave sth undone 留下某事未完成leave sb. with sth= leave sth. to sb.(把某物留给某人)leave behind 留下18. What three countries does Britain Airways represent? 英国航空公司代表哪三个国家？She represented her fellow-workers at the union meeting. 她在工会会议上代表她的同事19. The countries are alike in wanting their own systems to continue.这些国家在想让他们自己的制度延续这方面相似alike adj. [常作表语]同样的, 相似的These twins are very much alike. 这对双胞胎非常相象20. take the place of sb = take one’s place 替代某人take place 发生，举行（无被动语态）。

issue大全[224篇](提纲翻译)

1、"W e can usually learn much more from people whose views weshare than from people whose views contradict our own; disagreement can cause stress and inhibit learning." 1．我们通常从和我们意见统一的人那里学到的东西比从和我们意见相悖的人那里学到的东西多的多；意见分歧阻碍了学习。

Although we can learn knowledge from people whose views we share, the knowledge is limited, since the sphere of knowledge of the people who share the same opinion are confined to same level of cognition with us.It will be quite different if we communicate with people whose views contradict to ours.Admitted that, it is little harder or even bitter to accept opposite views for us due to our self-assertion is impaired caused by other’s challenge.2、"Competition is ultimately more beneficial than detrimental to society." 2．竞争对社会的好处大于坏处。

Through competing, the one who is most eligible is put on the right place, and then will produce much more values than those who are not competent as he or she.While, on the other hand, if a competition is fraught with adulteration and illegality, it will bring deterioration to the society rather than progress. A case in point is related to market economics.3."It is more important to allocate money for immediate, existing social problems than to spend it on long-term research that might help future generations." 3．我们应该把更多的钱用在当前的问题上，而不是用在可能有助于我们后代的长期的研究项目上。

《新编跨文化交际英语教程》复习资料U1

Unit 1 Communication across CulturesSome Ideas Related to Globalization and Intercultural Communication 1. What is globalization?Globalization refers to the increasing unification of the world’s economic order through reduction of such barriers to international trade as tariffs, export fees, and import quotas. The goal is to increase material wealth, goods, and services through an international division of labor by efficiencies catalyzed by international relations, specialization and competition. It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence. However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors. The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized.2. The Challenge of Globalization1) Globalization poses four major challenges that will have to be addressed by governments, civil society, and other policy actors.2) The second is to deal with the fear that globalization leads to instability, which is particularly marked in the developing world. 3) The third challenge is to address the very real fear in the industrial world that increased global competition will lead inexorably to a race to the bottom in wages, labor rights, employment practices, and the environment.4) And finally, globalization and all of the complicated problems related to it must not be used as excuses to avoid searching for new ways to cooperate in the overall interest of countries and people. Several implications for civil society, for governments and for multinational institutions stem from the challenges of globalization.3. What Makes Intercultural Communication a Common Phenomenon?1) New technology, in the form of transportation and communication systems, has accelerated intercultural contact. Trips once taking days, weeks, or even months are now measured in hours. Supersonic transports now make it possible for tourists, business executives, or government officials to enjoy breakfast in San Francisco and dinner in Paris — all on the same day.2) Innovative communication systems have also encouraged and facilitatedcultural interaction. Communication satellites, sophisticated television transmission equipment, and digital switching networks now allow people throughout the world to share information and ideas instantaneously. Whether via the Internet, the World Wide Web, or a CNN news broadcast, electronic devices have increased cultural contact.3) Globalization of the economy has further brought people together. This expansion in globalization has resulted in multinational corporations participating in various international business arrangements such as joint ventures and licensing agreements. These and countless other economic ties mean that it would not be unusual for someone to work for an organization that does business in many countries.4) Changes in immigration patterns have also contributed to the development of expanded intercultural contact. Within the boundaries of the United States, people are now redefining and rethinking the meaning of the word American. Neither the word nor the reality can any longer be used to describe a somewhat homogeneous group of people sharing a European heritage.4. Six Blocks in Intercultural CommunicationAssumption of similaritiesOne answer to the question of why misunderstanding and/or rejection occurs is that many people naively assume there are sufficient similarities among peoples of the world to make communication easy. They expect that simply being human and having common requirements of food, shelter, security, and so on makes everyone alike. Unfortunately, they overlook the fact that the forms of adaptation to these common biological and social needs and the values, beliefs, and attitudes surrounding them are vastly different from culture to culture. The biological commonalties are not much help when it comes to communication, where we need to exchange ideas and information, find ways to live and work together, or just make the kind of impression we want to make.Language differencesThe second stumbling block —language difference —will surprise no one. Vocabulary, syntax, idioms, slang, dialects, and so on all cause difficulty, but the person struggling with a different language is at least aware of being in trouble.A greater language problem is the tenacity with which some people will cling to just one meaning of a word or phrase in the new language, regardless of connotation or context. The variations in possible meaning, especially when inflection and tone are varied, are so difficult to cope with that they are often waved aside. This complacency will stop a search for understanding. Even “yes” and “no” cause trouble. There are other language problems, including the different styles of using language such as direct, indirect; expansive, succinct; argumentative, conciliatory;instrumental, harmonizing; and so on. These different styles can lead to wrong interpretations of intent and evaluations of insincerity, aggressiveness, deviousness, or arrogance, among others.Nonverbal misinterpretationsLearning the language, which most visitors to foreign countries consider their only barrier to understanding, is actually only the beginning. To enter into a culture is to be able to hear its special “hum and buzz of implication.” This suggests the third stumbling block, nonverbal misinterpretations. People from different cultures inhabit different sensory realities. They see, hear, feel, and smell only that which has some meaning or importance for them. They abstract whatever fits into their personal world of recognition and then interpret it through the frame of reference of their own culture.The misinterpretation of observable nonverbal signs and symbols — such as gestures, postures, and other body movements —is a definite communication barrier. But it is possible to learn the meanings of these observable messages, usually in informal rather than formal ways. It is more difficult to understand the less obvious unspoken codes of the other cultures, such as the handling of time and spatial relationships and the subtle signs of respect of formality.Preconceptions and stereotypesThe fourth stumbling block is the presence of preconceptions and stereotypes. If the label “inscrutable” has preceded the Japanese guests, their behaviors (including the constant and seemingly inappropriate smile) will probably be seen as such. The stereotype that Arabs are “inflammable”may cause U.S. students to keep their distance or even alert authorities when an animated and noisy group from the Middle East gathers. A professor who expects everyone from Indonesia, Mexico, and many other countries to “bargain”may unfairly interpret a hesitation or request from an international student as a move to get preferential treatment. Stereotypes are over-generalized, secondhand beliefs that provide conceptual bases from which we make sense out of what goes on around us, whether or not they are accurate or fit the circumstances. In a foreign land their use increases our feelingof security. But stereotypes are stumbling blocks for communicators because they interfere with objective viewing of other people. They are not easy to overcome in ourselves or to correct in others, even with the presentation of evidence. Stereotypes persist because they are firmly established as myths or truisms by one’s own culture and because they sometimes rationalize prejudices. They are also sustained and fed by the tendency to perceive selectively only those pieces of new information that correspond to the images we hold.Tendency to evaluateThe fifth stumbling block to understanding between persons ofdiffering cultures is the tendency to evaluate, to approve or disapprove, the statements and actions of the other person or group. Rather than try to comprehend thoughts and feelings from the worldview of the other, we assume our own culture or way of life is the most natural. This bias prevents the open-mindedness needed to examine attitudes and behaviors from the other’s point of view.The miscommunication caused by immediate evaluation is heightened when feelings and emotions are deeply involved; yet this is just the time when listening with understanding is most needed.The admonition to resist the tendency to immediately evaluate does not mean that one should not develop one’s own sense of right and wrong. The goal is to look and listen empathetically rather than through the thick screen of value judgments that impede a fair and total understanding. Once comprehension is complete, it can be determined whether or not there is a clash in values or ideology. If so, some form of adjustment or conflict resolution can be put into place.High anxietyHigh anxiety or tension, also known as stress, is common in Cross-cultural experiences due to the number of uncertainties present. The two words, anxiety and tension, are linked because one cannot be mentally anxious without also being physically tense. Moderate tension and positive attitudes prepare one to meet challenges with energy. Too much anxiety or tension requires some form of relief, which too often comes in the form of defenses, such as the skewing of perceptions, withdrawal, or hostility. That’s why it is considered a serious stumbling block. Anxious feelings usually permeate both parties in an intercultural dialogue. The host national is uncomfortable when talking with a foreigner because he or she cannot maintain the normal flow of verbal and nonverbal interaction. There are language and perception barriers; silences are too long or too short; and some other norms may be violated. He or she is also threatened by the other’s unknown knowledge, experience and evaluation.Reading IIntercultural Communication：An Introduction Comprehension questions1. Is it still often the case that “everyone‟s quick to blame the alien”in the contemporary world?This is still powerful in today‘s social and political rhetoric. For instance, it is not uncommon in today‘s society to hear people say that most, if not all, of the social and economic problems are caused by minorities and immigrants.2. What‟s the difference between today‟s intercultural contact and that of any time in the past?Today‘s intercultural encounters are far more numerous and of greater importance than in any time in history.3. What have made intercultural contact a very common phenomenon in our life today?New technology, in the form of transportation and communication systems, has accelerated intercultural contact; innovative communication systems have encouraged and facilitated cultural interaction; globalization of the economy has brought people together; changes in immigration patterns have also contributed to intercultural encounter.4. How do you understand the sentence “culture is everything and everywhere”?Culture supplies us with the answers to questions about what the world looks like and how we live and communicate within that world. Culture teaches us how to behave in our life from the instant of birth. It is omnipresent.5. What are the major elements that directly influence our perception and communication?The three major socio-cultural elements that directly influence perception and communication are cultural values, worldview (religion), and social organizations (family and state).6. What does one‟s family teach him or her while he or she grows up in it?The family teaches the child what the world looks like and his or her place in that world.7. Why is it impossible to separate our use of language from our culture? Because language is not only a form of preserving culture but also a means of sharing culture. Language is an organized, generally agreed-upon, learned symbol system that is used to represent the experiences within a cultural community.8. What are the nonverbal behaviors that people can attach meaning to? People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions, eye contact and gaze, touch, etc.9. How can a free, culturally diverse society exist?A free, culturally diverse society can exist only if diversity is permitted to flourish without prejudice and discrimination, both of which harm all members of the society.Reading IIThe Challenge of GlobalizationComprehension questions1. Why does the author say that our understanding of the world has changed? Many things, such as political changes and technological advances, have changed the world very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no longer prevails in the world. Thus, all people are faced with the challenge of understanding this changed and still fast changing world in which we live.2. What a “global village” is like?As our world shrinks and its inhabitants become interdependent, people from remote cultures increasingly come into contact on a daily basis. In a global village, members of once isolated groups of people have to communicate with members of other cultural groups. Those people may live thousands of miles away or right next door to each other.3. What is considered as the major driving force of the post-1945 globalization?Technology, particularly telecommunications and computers are considered to be the major driving force.4. What does the author mean by saying that “the …global‟ may be more local than the …local‟”?The increasing global mobility of people and the impact of new electronic media on human communications make the world seem smaller. We may communicate more with people of other countries than with our neighbors, and we may be more informed of the international events than of the local events. In this sense, “the‘ global’may be more local than the ‘local’”5. Why is it important for businesspeople to know diverse cultures in the world?Effective communication may be the most important competitive advantage that firms have to meet diverse customer needs on a global basis. Succeeding in the global market today requires theability to communicate sensitively with people from other cultures, a sensitivity that is based on an understanding of cross-cultural differences.6. What are the serious problems that countries throughout the world are confronted with?Countries throughout the world are confronted with serious problemssuch as volatile international economy, shrinking resources, mounting environmental contamination, and epidemics that know no boundaries.7. What implications can we draw from the case of Michael Fay?This case shows that in a world of international interdependence, the ability to understand and communicate effectively with people from other cultures takes on extreme urgency. If we are unaware of the significant role culture plays in communication, we may place the blame for communication failure on people of other cultures.8. What attitudes are favored by the author towards globalization?Globalization, for better or for worse, has changed the world greatly. Whether we like it or not, globalization is all but unstoppable. It is already here to stay. It is both a fact and an opportunity. The challenges are not insurmountable. Solutions exist, and are waiting to be identified and implemented. From a globalistic point of view, there is hope and faith in humanity.Case StudyCase 1In this case, there seemed to be problems in communicating with people of different cultures in spite of the efforts made to achieve understanding. We should know that in Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard‘s mistake might be that he chose to praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host and hostess it was as if he had attended an art exhibit and complimented the artist by saying, What beautiful frames your pictures are in.In Japan the situation may be more complicated. Japanese people value order and harmony among persons in a group, and that the organization itself－be it a family or a vast corporation－is more valued than the characteristics of any particular member. In contrast, Americans stress individuality as a value and are apt to assert individual differences when they seem justifiably in conflict with the goals or values of the group. In this case: Richard‘s mistake was in making great efforts to defend himself. Let the others assume that the errors were not intentional, but it is not right to defend yourself, even when your unstated intent is to assist the group by warning others of similar mistakes. A simple apology and acceptance of the blame would have been appropriate. But for poor Richard to have merely apologized would have seemed to him to be subservient, unmanly.When it comes to England, we expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the values expressed in this gesture: for Americans, ―Help yourself; for the English counterpart, ―Be my guest. American and English people equally enjoy entertaining and being entertained but they differ somewhat in the value of the distinction. Typically, the ideal guest at an American party is one who ―makes himself at home, even to the point of answering the door or fixing his own drink. For persons in many other societies, including at least this hypothetical English host, such guest behavior is presumptuous or rude.Case 2A common cultural misunderstanding in classes involves conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn‘t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 4It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. TheAmerican rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendships are warm, but casual, and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner --- not because youdon‘t think she could handle a fork and a knife, but because you have seen her that morning. Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reverse this --- see the second friend in the mornings for informal coffee meetings, and the first one you will invite more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends easily, and they don‘t feel it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no one is hurt. But in similar circumstances people from many other cultures would be hurt very deeply.。

五年级上册英语书第四页课文读书

五年级上册英语书第四页课文读书全文共3篇示例，供读者参考篇1Reading the Book on Page 4: A Student's PerspectiveHey there! It's me again, your friendly neighborhood 5th grader. I have to tell you about this really neat book we're reading in English class. It's the one on page 4 of our textbooks and boy, is it a doozy!The book is called "The Fantastic Space Adventure" and it's all about these two kids, Sam and Sophia, who stumble upon a secret rocket ship hideout. From what we've read so far, Sam is this super curious, always getting into trouble kind of kid. He's constantly driving his parents crazy with his wacky experiments and ideas. Sophia is the more level-headed, responsible one of the two. She's always having to reign Sam in before he gets them into too much trouble.Anyway, one day Sam and Sophia are out exploring in the woods near their house when they come across this crazy hidden door in the side of a hill. Being the intrepid adventurers that they are, they just have to check it out. So they open up the door andwouldn't you know it, there's this massive rocket ship sitting inside!At this point, I was already hooked. A secret rocket ship hideout? In the woods? That's every kid's dream come true! I couldn't wait to find out what happened next.Well, it turns out the rocket ship belongs to a brilliant scientist who has been working on a top-secret space expedition. When Sam and Sophia sneak on board, they accidentally get blasted off into outer space! That's where we left off in our reading for today.I have so many questions about what's going to happen next. Where exactly in space did they end up? Are they going to run into aliens or explore new planets? What kind of crazy space adventures are Sam and Sophia going to get themselves into? I can't wait to read more and find out!From what I've seen so far, this book has a little bit of everything - adventure, science, humor, you name it. Sam is basically me in book form - always looking for excitement and constantly finding himself in peculiar situations. I have a feeling he and me would get along great. Sophia seems really cool too, with her smarts and quick thinking. I could use someone like that to get me out of the jams I so often find myself in!The writing is really engaging and easy to understand, with just the right amount of details to paint a vivid picture in your mind as you're reading. The authors did a great job of setting up this outrageous premise of two kids accidentally blasting themselves into space. It's equal parts laughable and intriguing at the same time.I'd definitely recommend this book to any of my friends or classmates who are looking for an exciting, imaginative read. Even though it's a chapter book, the chapters are pretty short and digestible. And with all the twists, turns, and cliffhangers, it'll keep you hooked until the very last page.I'm really looking forward to continuing our reading of "The Fantastic Space Adventure" in class. I have a feeling Sam and Sophia's stellar journey (see what I did there?) is only just beginning. Whatever is in store, I know it's going to be out of this world!Those are just my thoughts after reading the first few chapters in our English book. What did you all think of it so far? Do you have any predictions for what's going to happen to our accidental space explorers? Class discussions are always so much fun when we're reading an awesome book like this one. I can't wait to hear your takes!Okay, that's all from me for now. I'll catch you all on the flip side (the idiom fits giving the whole space theme, right?). Until next time, happy reading, stellar explorers!篇2Reading Books is the Best!Hey friends! I'm super excited to tell you all about the awesome reading we just did in English class. It was this really cool story called "A Book for All Seasons" on page 4 of our textbooks. At first, I wasn't sure if I'd like it, but it ended up being so interesting and fun!The story is about this kid named Lee who absolutely loves reading books. Reading is pretty much his biggest passion and hobby. He reads all kinds of different books - fiction, non-fiction, poetry, you name it! The passage describes how Lee reads books for every season and any mood he's in.In the spring, Lee likes reading adventure stories that take him to faraway places. He imagines himself hiking through jungles and exploring ancient ruins with the characters. In the summer, he goes for funny books that make him laugh out loud. He says a good comedy is like a bright sunny day for his mind. How cool is that?!When fall comes around, Lee is into books about sports, games, and competitions. I guess those kinds of stories just seem to fit with back to school season and all the activities starting up again. And in the wintertime, Lee cuddles up with his favorites - fantasy tales from long ago about dragons, wizards, and magical worlds. The passage says he loves being transported to those enchanting realms when it's cold outside.But you know what the coolest part was? Lee doesn't just read for fun and entertainment. He finds so many interesting facts and learns new things from books too! According to the story, non-fiction books about space, history, and science are some of his favorites during any season.I can totally relate to Lee and his love for books. Just like him, some of my favorite childhood memories are of my parents reading bedtime stories to me when I was little. Books have this amazing power to fire up your imagination and teach you about how other people think and live. It's like you get to walk in someone else's shoes for a little while, or travel anywhere your mind wants to go - from outer space, to the depths of the ocean, to a magical made-up world.I think the big lesson the passage wanted us to take away is that reading really is a joy for all seasons. Books have somethingto offer no matter what time of year it is or what mood you're in. Whether you want to be dazzled by make-believe places, or just learn new facts about our real world, reading can take you on an adventure like no other.This passage honestly inspired me to read even more than I already do. I have a huge stack of books I want to dive into over our next break. At the top are the next few Harry Potter books (I've only read the first two so far and they were EPIC!). I also got this vintage sci-fi anthology from the 1960s that looks super neat. And if we get some nice spring days, I'm definitely going to read outside under a tree like Lee does.I hope reading this essay got you as fired up about books and reading as I am after studying that awesome story! Lee's passion for devouring books of all kinds every season is just so inspiring and relatable. We're really lucky that our school libraries and classrooms are filled with so many amazing stories and worlds waiting for us to explore between those covers. A really good book lets you escape your ordinary life for a little while and see things from a totally new perspective.So that's the scoop on the passage we read last class! Let me know if any of you are looking for good book recommendations, because I've got plenty. Who knows, maybe by this time nextyear I'll be as much of a year-round reading fanatic as Lee is. Here's to many MORE bookworm adventures ahead!篇3Reading is Fun!I really like the reading passage we studied on page 4 of our new 5th grade English textbook. It's all about the joys and benefits of reading books. The passage is called "The Magic of Reading" and it talks about how reading can take you on exciting adventures to different worlds and times without even leaving your chair! How cool is that?The passage starts by describing a girl named Amy who absolutely loves getting lost in the pages of good books. Amy's favorite time is cuddling up with a book in her cozy reading nook by the window after school. As she reads, Amy feels herself being whisked away from her ordinary surroundings into strange new realms filled with brave heroes, evil villains, talking animals, and magical beings. Books allow Amy's imagination to soar!I can totally relate to how Amy feels when she's engrossed ina captivating story. Some of my favorite books are fantasy novels where the main characters go on epic quests and have to use their wits to overcome obstacles and fight fierce monsters. Myheart races with excitement reading those intense action scenes! Other times I get just as absorbed in books about friendly animals and their mischievous adventures. I start caring about the characters so much that I laugh and cry right along with them.The passage explains that reading isn't just fun and entertaining, but also incredibly beneficial. It helps expand our knowledge by teaching us new facts about different topics like history, science, and cultures around the world. Reading also improves our vocabulary and writing skills. Books introduce us to more descriptive words that we can then use to express ourselves better.I've definitely noticed my vocabulary getting stronger thanks to all the reading I do for school and pleasure. Sometimes I'll come across an interesting new word in a book and then try using it in my writing assignments. My parents and teachers are always impressed and encouraging me to keep exploring the magic of language found in books.Another way reading helps us, according to the passage, is by building our critical thinking abilities. When we read stories, we constantly have to analyze the narrative, understand the characters' motivations, and make inferences about cause andeffect. Reading provides a fun, engaging way to exercise our brains and become sharper problem solvers.I think most of my classmates would agree that reading the novels we discuss in literature circles has definitely gotten our wheels turning more. We're always dissecting the deeper meanings and life lessons embedded in the text. Being an active reader takes concentration but it's rewarding.The passage reinforces the idea that reading opens up our minds and allows us to step into other people's shoes to gain new perspectives. We come to appreciate how people from different backgrounds and cultures view the world. Reading stories about kids growing up in other countries has increased my cultural awareness and made me more understanding of differences.Overall, the message of "The Magic of Reading" passage is that reading books is not only fun and entertaining, but also great exercise for our brains. Books educate us, boost our thinking skills, and expand our horizons in life-enriching ways. Reading can even help us cope during difficult times by providing an escape and inspiration when we need it most.That's why I'm really glad our English teacher had us read this passage. It motivated me to pick up reading as a hobby andmake more of an effort to read for pleasure outside of school. Over the summer I joined the town library's reading club for kids to get access to more awesome book recommendations. I checked out a bunch of cool sci-fi novels, mythology tales, and classic adventure stories that I can't wait to dive into.My personal goal is to read at least 10 new books by the end of next month. Reading really is magical - it unlocks wonderful new worlds and transports our minds to incredible places, both real and imagined. I'm so excited to embark on more literary journeys and reap the amazing benefits of reading. Maybe I'll even become a celebrated author myself one day and create magical stories to captivate readers! For now though, it's time to cozy up with a good book...。

2006年英语专业八级考试真题及解析

2006-1
2006年
5. How did Miss Green react to a heavier workload in the new job? [A] She was willing and ready.
[B] She sounded mildly eager. [C] She a bit surprised. [D] She sounded very reluctant.
READING COMPREHENSION
[30 MIN]
In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your colored answer sheet.
2. Which of the following is NOT part of her job with the Department of Employment? [A] Doing surveys at workplace. [B] Analyzing survey results. [C] Designing questionnaires. [D] Taking a psychology course.
Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.

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