Submitted as a REGULAR paper to the IEEE Transactions on Image Processing EDICS IP 1.5 segm

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caie的igcse英语成绩计算方法

caie的igcse英语成绩计算方法

caie的igcse英语成绩计算方法全文共3篇示例,供读者参考篇1CAIE (Cambridge Assessment International Education) is a renowned examination board that offers the IGCSE (International General Certificate of Secondary Education) program. The IGCSE English exam is a crucial subject for students as it tests their language proficiency and communication skills. Understanding how the IGCSE English grades are calculated is essential for students to have a clear idea of their performance and work towards improving their scores.The CAIE IGCSE English exam is divided into two components: Core and Extended. The Core paper is designed for students of all abilities, while the Extended paper is intended for students aiming for higher grades. Each paper consists of four components: Reading, Writing, Speaking, and Listening. To calculate the final grade for IGCSE English, CAIE uses a combination of raw marks, UMS (Uniform Mark Scale), and weighted percentages.For the Reading and Writing components, CAIE calculates the raw marks obtained by the student in each paper. The total raw marks for Reading and Writing are added together to give a combined total raw mark. This total raw mark is then converted to a UMS score using a predetermined scale. The UMS score indicates the student's performance in the Reading and Writing components.Similarly, for the Speaking and Listening components, CAIE calculates the raw marks obtained by the student in each paper. The total raw marks for Speaking and Listening are added together to give a combined total raw mark. This total raw mark is then converted to a UMS score using a separate predetermined scale. The UMS score indicates the student's performance in the Speaking and Listening components.To calculate the final grade for IGCSE English, CAIE combines the UMS scores obtained in the Reading and Writing components with the UMS scores obtained in the Speaking and Listening components. The weighted percentages for each component are as follows: Reading - 40%, Writing - 40%, Speaking - 10%, and Listening - 10%. CAIE uses these weighted percentages to calculate the final grade for IGCSE English.In addition to the weighted percentages for each component, CAIE also takes into account the overall performance of the student across all components. This means that a student who performs exceptionally well in the Reading and Writing components but struggles in the Speaking and Listening components may still achieve a high grade, as long as their overall performance meets the required standards.Overall, understanding how CAIE calculates IGCSE English grades is crucial for students to gauge their performance accurately and work towards achieving their academic goals. By familiarizing themselves with the calculation method and focusing on improving their skills in each component, students can strive for success in the IGCSE English exam.In conclusion, CAIE's method of calculating IGCSE English grades is a comprehensive and transparent process that takes into account the performance of students across all components of the exam. By understanding how their scores are calculated, students can identify their strengths and weaknesses, set realistic goals, and work towards achieving their desired grades in the IGCSE English exam.篇2Cambridge Assessment International Education (CAIE) offers the International General Certificate of Secondary Education (IGCSE) in English. This qualification is recognized by universities and employers worldwide and is a popular choice for students looking to further their education or enter the workforce.Calculating IGCSE English grades can be a complex process, as there are several components that contribute to the overall mark. The grading system for IGCSE English consists of four main components: Reading Passages, Extended Writing, Directed Writing, and Speaking and Listening. Each component is weighted differently and contributes to the overall grade.The Reading Passages component tests students' ability to understand and analyze written texts. This component is worth a maximum of 30 marks and is usually assessed through multiple choice questions or short-answer questions.The Extended Writing component assesses students' ability to write in different styles and for different purposes. This component is worth a maximum of 40 marks and is usually assessed through essay questions or longer writing tasks.The Directed Writing component tests students' ability to write formal letters, reports, or articles. This component is wortha maximum of 20 marks and is usually assessed through structured writing tasks.The Speaking and Listening component assesses students' ability to communicate effectively in English. This component is worth a maximum of 10 marks and is usually assessed through a speaking test or a group discussion.Once all four components have been assessed, the marks are combined to calculate the overall grade for IGCSE English. Typically, grades are awarded on a scale from A* to G, with A* being the highest grade and G being the lowest.In order to achieve a high grade in IGCSE English, students should focus on developing their reading, writing, speaking, and listening skills. Practice tests and past papers can help students familiarize themselves with the format and style of the exam, and regular practice can improve their overall performance.Overall, the CAIE IGCSE English grading system is designed to assess students' proficiency in the English language and prepare them for future academic and professional endeavors. By understanding the components of the exam and the weighting of each component, students can better prepare themselves and work towards achieving their desired grade.篇3Cambridge Assessment International Education (CAIE) is one of the leading examination boards in the world, offering the International General Certificate of Secondary Education (IGCSE) qualification. The IGCSE English subject is a core component of the curriculum, and students are required to achieve a certain level of proficiency in order to successfully complete the course.When it comes to calculating IGCSE English grades, CAIE follows a specific method that takes into account a variety of factors, including coursework, assessments, and examinations. In this document, we will explore the details of how CAIE calculates IGCSE English grades, and provide a step-by-step explanation of the process.1. Coursework:One of the components of the IGCSE English course is coursework, which allows students to demonstrate their writing and analytical skills in a controlled environment. CAIE assigns a certain percentage of the overall grade to coursework, which is typically completed over the course of the academic year. The coursework is assessed by teachers and moderators, and thegrades are submitted to CAIE for inclusion in the final grade calculation.2. Assessments:In addition to coursework, students are required to complete assessments throughout the year to test their reading, writing, and comprehension skills. These assessments can take the form of essays, short answer questions, and multiple-choice tests. The results of these assessments are also submitted to CAIE for evaluation.3. Final examinations:The final component of the IGCSE English course is the final examinations, which are typically held at the end of the academic year. These examinations cover a range of topics and test students on their ability to communicate effectively in written and spoken English. The results of the final examinations are used to determine a significant portion of the final grade.4. Grade boundaries:CAIE uses grade boundaries to determine the final grades for IGCSE English. These boundaries are set by a panel of examiners and are based on the overall performance of students in the course. The grade boundaries outline the minimumnumber of marks required to achieve each grade, ranging from A* to G.5. Calculation of final grade:Once all of the components of the IGCSE English course have been completed, CAIE calculates the final grade for each student based on a combination of coursework, assessments, and final examinations. The grades are then awarded according to the grade boundaries, with students receiving a grade that reflects their overall performance in the course.In conclusion, CAIE follows a comprehensive method for calculating IGCSE English grades, taking into account a variety of factors such as coursework, assessments, and final examinations. By following this method, CAIE ensures that students are assessed fairly and accurately, and are awarded grades that reflect their true abilities in the subject.。

报刊投稿英文作文模板

报刊投稿英文作文模板

报刊投稿英文作文模板英文:When it comes to submitting an article to a newspaper, there are a few things to keep in mind. Firstly, it's important to research the newspaper you're submitting to and make sure your article fits their audience and style. Secondly, you should have a clear and concise message in your article and make sure it's well-written and free of errors.Another important aspect is the timing of your submission. Many newspapers have specific submission deadlines, so you should be aware of these and submit your article in plenty of time. It's also a good idea to follow up with the newspaper after you've submitted your article to ensure they received it and to ask about the status of your submission.In terms of the content of your article, it's importantto have a strong opening that grabs the reader's attention and a clear conclusion that summarizes your message. It's also helpful to include relevant quotes and statistics to support your argument and make your article more credible.中文:当涉及到向报纸投稿时,有几件事情需要牢记。

how_to_write_res_paper

how_to_write_res_paper

HOW TO WRITE A RESEARCH PAPERThis introductory guide is aimed at researchers at the beginning of their careers intending to write papers for publication in APEX and JJAP. It will provide a few tips for writing papers on your research results.1. Where to submit your paperIt is beneficial to decide on a target journal (APEX or JJAP) and type of paper (Letters for APEX; Regular Paper (RP), Rapid Communication (RC), and Brief Note (BN) for JJAP) at very beginning of your writing. This is useful because different journals and paper types have different scientific scopes and aims and different manuscript requirements in terms of length, style, and format. By directly targeting your journal and paper type, you can ensure the right approach and speed up the manuscript preparation.2. How to construct your paperA full length paper published in JJAP comprises the following components, and the main text is sectioned accordingly. Although Letters in APEX and Rapid Communications and Brief Notes in JJAP are not sectioned, the essential flow of presentation is usually the same in all types of paper.TitleThe title should be brief, but must be appropriate for the content, informative and clear. If the work is of interest in a limited area of research, indicate it in the title. Many people will read the title, but papers with poor or improper titles may never be actually read by the intended audience.AuthorsAll your coworkers who have made significant scientific contributions to the research and have agreed to submitting the paper should be included as coauthors. Every coauthor should be aware of the content of the paper and share appropriate responsibility for the work. The affiliation at which the research work was conducted must be provided for each of the authors.AbstractThe abstract concisely states the objectives and scope of research, and summarizes the results and principal conclusion gained in your research work. A well-written abstract, together with the title, enables potential readers to determine whether your paper isinteresting and worth reading in full. Abstracts must be concise, generally presented as one paragraph, and the length should not exceed 150 words for JJAP regular papers, 100 words for APEX letters and JJAP short papers.IntroductionThe introduction is a critical part of your paper because it introduces the reasons behind your paper’s existence. It must state the objectives and scope of your work, present what problem or question you address, and describe why this is an interesting or important challenge. It is important to introduce appropriate and sufficient references to prior works so that readers can understand the context and background of the research and the specific reason for your research work. Having explored those, the objectives and scope of your work must be clearly stated. The introduction may explain the approach that is characteristic to your work, and mention the essence of the conclusion of the paper.MethodsThe Methods section provides sufficient detail of theoretical and experimental methods and materials used in your research work so that any reader would be able to repeat your research work and reproduce the results. Be precise, complete and concise: include only relevant information. For example, provide a reference for a particular technique instead of describing all the details.ResultsThe Results section presents the facts, findings of the study, by effectively using figures and tables. This section must present the results clearly and logically to highlight potential implications. Combine the use of text, tables, and figures to digest and condense the data, and highlight important trends and extract relationships among different data items. Figures must be well designed, clear, and easy to read. Figure captions should be succinct yet provide sufficient information to understand the figures without reference to the text.DiscussionIn the Discussion section, present your interpretation and conclusions gained from your findings. You can discuss how your findings compare with other experimental observations or theoretical expectations. Refer to your characteristic results described in the Results section to support your discussion, since your interpretation and conclusion must be based on evidence. By properly structuring this discussion, you can show how your results can solve the current problems and how they relate to the research objectives that you have described in the Introduction section. This is your chance to clearly demonstrate the novelty and importance of your research work.ConclusionsThe Conclusion section summarizes the important results and impact of the research work. Future work plans may be included if they are beneficial to readers.AcknowledgmentsThe Acknowledgments section is to recognize financial support from funding bodies and scientific and technical contributions that you have received during your research work.ReferencesThe References section lists prior works referred to in the other sections. It is vitally important from an ethical viewpoint, to fully acknowledge all previously published works that are relevant to your research. Whenever you use previous knowledge, you must acknowledge the source. Readers benefit from complete references as it enables them to position your work in the context of current research. Ensure that the references given are sufficient as well as current, and accessible by the readers.3. Writing and editingThe following tips may be useful in writing the paper.- You need not start writing the text from the Introduction. Many authors actually choose to begin with the results section since all the materials that must be described are available.This may provide good motivation for carrying out the procedure most effectively.- Your paper must be interesting and relevant to your readers. Consider what your readers want to know rather than what you want to write. Describe your new ideas precisely in an early part of your paper so that your results are readily understood. Otherwise, do not use lengthy descriptions of the details. For example, writing too many equations and showing resembling figures or too much detailed tables should be avoided. Clarity and conciseness are extremely important.- During and after writing your draft, you must edit your writing by reconsidering your starting plan or original outline. You may decide to rewrite portions of your paper to improve logical sequence, clarity, and conciseness. This process may have to be repeated over and over.- When editing is completed, you can send the paper to your co-authors for improvement.When all the co-authors agree on your draft, it is ready to be submitted to the journal. It is worth performing one final check of grammatical and typographical errors.- English correction of the manuscript by a native speaker is highly recommended before your submission if you are not a native speaker. Unclear description prohibits constructive feedback in the review process.4. Peer review processWhat is peer reviewA paper submitted to the Journal is reviewedanonymously by independentexperts in the field (peers) todetermine whether the paper issuitable for publication. In thereview process, the originality,technical quality, and impact ofthe research work are criticallyevaluated, and the editors ofthe journal then make apublication decision on thebasis of reviewers’ reports. The peer review process helpseditors to decide what topublish, and it ensures the quality and credibility of thepapers. The reviewer willidentify any fault in your paper and provide constructivefeedback to you so that you canimprove your work beforepublication. Other experiencedresearchers in the field provide this service to you, and as a good member of the scientific community, you are expected to reciprocate by reviewing papers when you become experienced in your research field.A simplified flowchart of peer review is illustrated in the figure.Roles of the editor and reviewerWhen your paper is submitted to the journal office, a general check of the paper’s suitability, such as the manuscript format and length, and the matching of research scope is conducted at the journal office. If it is judged to be suitable, the editor will ask a reviewer to evaluate your paper.The reviewer is asked to evaluate your paper from a variety of aspects such as the novelty and originality of research, the importance and impact of results, the logic, style, length, and clarity of presentation, and the completeness of references. The reviewer provides a report including various comments and recommendations for improvement.On the basis of the reviewer’s report, the editor will make one of the following decisions on your.Review process Received Rejected Rejected Accepted forpublication Editor ReviewerAuthor’srevision- Accept for publication without revision-Ask for minor revision for likely acceptance - Request major revision for another review process- Reject outrightNotification of review resultThe corresponding author will be notified of the results of the review through an e-mail that will prompt the author to log onto the JJAP&APEX Online Submission System to view the detailed comments and further suggestions. If a minor or major revision is required or suggested, you are requested to complete it by the specified date. If you are notified of the unacceptability of your paper, you are welcome to submit a new manuscript to JJAP or APEX after making major improvements or rewriting the paper in line with the reviewer's and editor's comments. Should you disagree with the decision of rejection, you can make one appeal against rejection in writing.5. Manuscript revision and response to reviewer reports When a revision is required, you should consider each reviewer’s report very carefully and respond to each comment by adding new data or making editorial changes. If you disagree with the reviewer, you are not obliged to do what is asked, but you must provide a convincing explanation in your response. To maintain the journal’s policy of timely publication, you are encouraged to finish your revision as promptly as possible. In particular, for APEX papers, you are requested to complete the revision within two weeks. If the revision cannot be finished within the journal’s time limit, the manuscript will be regarded as having been withdrawn. On submitting the revised manuscript, you are advised to attach a detailed point-by-point reply to all the reviewer’s recommendations and comments together with a list of the manuscript changes you have made. The simplest procedure is to copy each of the reviewer’s comments and present your response immediately after. It will be helpful to the reviewer if the locations of manuscript changes are indicated, for example, in the attached second copy of the manuscript with the changes highlighted. These documents will normally be forwarded to the reviewer. It is recommended that you start a reply by thanking the reviewer for their insightful and helpful comments. Then you should always be respectful in explaining the details of and reasons behind the revisions you have or have not made. Your revised manuscript will be checked by the editor. If major amendments were requested, your paper will be sent to the original reviewer for another evaluation. If the reviewer is satisfied with your revision, the paper will be accepted for publication by the editor. If yourrevision is unsatisfactory, the reviewer and editor may request further improvement. Letters submitted to APEX are allowed only a single revision because of the strict policy of prompt publication, and Letters judged to require major revisions will be rejected.6. Ethical issues in paper writingCo-authorshipAll individuals who made significant scientific contributions to the research work should be given the opportunity to be included as coauthors. Other persons who contributed to the study should be acknowledged, but need not be identified as coauthors. Every coauthor should be aware of the content of an article to be submitted, agree to its submission, and share appropriate responsibility for the work. Any individual unable to take appropriate responsibility for the article should not be included as a coauthor.Duplicate or multiple submissionDuplicate or multiple submission is the most common ethics violation encountered. It is unethical for authors to publish articles describing essentially the same research result in more than one journal. It is also unacceptable for authors to submit the same manuscript concurrently to more than one journal.Fabrication or falsification of dataThe fabrication or falsification of data or reporting of intentionally selective data to mislead or deceive the readers is a serious departure from professional conduct. Authors should strive to prevent mispresentation of their data and the inclusion of the data or research results of other works without permission from the original authors or publishers.Plagiarism and self-plagiarismAuthors should not use, without attribution, text, concepts, data, figures, or tables from another work published either by others or by themselves. Plagiarism of others’ works and self-plagiarism are serious breaches of ethics and are not tolerated. If a direct quotation is appropriate, the original source should be properly cited. Figures, tables, and other images reproduced from another source normally require the publisher’s permission.Conflict of interestAny potential conflicts of interest (e.g., employment, stock ownership, patent licenses, etc.) should be reported to the editorial office. These include personal, academic, political, financial and commercial gains.Released May 2013© 2013 The Japan Society of Applied Physics。

2025版高考英语一轮总复习第一部分模块知识复习选择性必修第三册Unit1Art

2025版高考英语一轮总复习第一部分模块知识复习选择性必修第三册Unit1Art

Unit 1 ArtⅠ.阅读理解A(山东省临沂市2024届高三下学期2月一模考试)Writer’sDigestAnnualWritingCompetitionWriter’sDigest has been shining a spotlight on up and coming writers in all genres(体裁) through its Annual Writing Competition for more than 80 years. Enter our 89th Annual Writing Competition for your chance to win and have your work be seen by editors and agents!Prizes·One Grand Prize winner will receive:$5, 000 in cash and an interview with them in Writer’sDigest(Nov./Dec.2024 issue) and on WritersDigest .A paid trip to the Writer’sDigest Annual Conference, including special recognition at the keynote.·All top winners will receive:Their names and the title of their winning piece listed in Writer’sDigest and on WritersDigestA one-year subscription(new or renewal) to Writer’sDigest magazineA one-year subscription to Writer’sDigestTutorials20% discount off of purchases made at Writer’s Digest University PricingandDeadlines·Early-Bird Deadline:May 6Poetry entry —$20 for the first entry; $15 for each additional poetry entry.Manuscript entry —$30 for the first entry;$25 for each additional manuscript entry.·Regular Deadline:June 6Poetry entry —$25 for the first entry; $20 for each additional poetry entry.Manuscript entry —$35 for the first entry; $30 for each additional manuscript entry.PreparingYourEntry·Please submit text only; illustrations are not accepted.·Cover pages are optional; titles are not requested or necessary.·Word counts are not to include entry title.·Accepted file formal:pdf. Do not attach zipped files, or documents stored on the web.HowtoEnterCreate your free Submittable account by clicking the SUBMIT button. If you already have a Submittable account, simply log in!1.What will all top winners receive?A.Their winning piece published in Writer’sDigest.B.A paid trip to the Writer’s Digest Annual Conference.C.Free permanent subscription to Writer’sDigest magazine.D.Purchases at a 20% discount at Writer’s Digest University.2.If someone submits two manuscript entries on May 22nd, how much should he pay?A.$65.B.$55.C.$45.D.$35.3.Which of the following must be submitted in an entry?A.Titles.B.Cover pages.C.Texts in pdf.D.Illustrations.【语篇解读】这是一篇应用文。

2025高考英语步步高大一轮复习讲义人教版必修第二册——选择性必修第四册进阶写作答案精析

2025高考英语步步高大一轮复习讲义人教版必修第二册——选择性必修第四册进阶写作答案精析

2025高考英语步步高大一轮复习讲义人教版必修第二册——选择性必修第四册进阶写作答案精析进阶写作答案第一章应用文写作一、实战演练Dear Glen,I am Li Hua, monitor of Class 1, Senior 3. I am writing to invite you to join us to climb a mountain next Friday,which is the Double Ninth Festival.Mountain climbing serves as a traditional activity on that day.Standing on the top of the mountain,we can enjoy broader horizons.We will gather at the school gate at 4:00 p.m.on that day.The school bus will take us to the Qingyun Mountain.Bottled water and snacks will be offered.And there are stone steps up to the mountaintop,so it won’t be so challenging and tiring.We would appreciate it if you could join us.Yours sincerely,Li Hua 二、实战演练Dear Sir or Madam,I have read your advertisement for a junior reporter at the “Campus V oice” section in the English school newspaper and I show great interest in it.I feel quite qualified for the position so I am writing to apply for it.I have been learning English for more than 10 years with a good command of oral and written English,which enables me to communicate with others fluently.Moreover,not only am I good at researching and presenting information in a compelling and informative way but I am also experienced in interviewing and st but not least,I’m outgoing as well as warm­hearted,which makes me get along well with others.If given the chance,I plan to fully utilize my skills and work diligently to contribute to the “Campus V oice” section.I am looking forward to your reply.Yours sincerely,Li Hua 三、实战演练Dear Mr Smith,I’m glad to provide you with some suggestions on your upcoming trip to Beijing during the Mid­Autumn Festival.Beijing,as the capital of China,offers a rich cultural experience.The Palace Museum showcases Chinese history.The Tian’anmen Square is a symbol of China.The Great Wall offers breathtaking views.You can also explore hutongs(traditional alleyways) to experience traditional Chinese culture.As for fine food,you can try Beijing Roast Duck,Zhajiangmian and Bingtanghulu.By the way,use the subways,buses or taxis to get around.Renting a bike or using shared bicycles is also convenient.I hope these suggestions will be helpful.Enjoy your trip to Beijing during the Mid­Autumn Festival!Yours sincerely,Li Hua 四、实战演练Dear Anne,I’m writing to convey my sincere appreciation for your kind help and care during my stay in London,without which I wouldn’t have enjoyed it so much.During the week,the comfortable room,delicious meals and especially your friendly family members all made me feel at home,leaving me lasting memories.Moreover,guided by you,I was honored to have a chance to visit those tourist attractions in London and be exposed to such an amazing culture as well as beautiful scenery.It was your generous help that enabled me to have a better understanding of your country and culture.Thanks again for your kind help and I will be more than pleased if I have the opportunity to repay your kindness by showing you around Beijing.Yours,Li Hua 五、实战演练Dear Wilson,How’s everything with you? I’m excessively sorry to tell you that I can’t attend your lecture concerning Internet Plus.I’m writing you this letter of apology to show my deep regret.The reason for my being absent is that my mother is seriously ill,so I will take her to hospital tomorrow since my father is on a business trip for an urgent matter.I will care for my mother.To be frank,I am extremely interested in the topic of Internet Plus.Therefore,it is really a pity that I will miss it.I wonder if there are any relevant materials of the lecture.If so,I can learn it by myself when it’s convenient.I want to extend my apology to you once again.I hope it won’t cause you much trouble.I sincerely hope you can understand my situation/think in my position and accept my apology.Yours,Li Hua 六、实战演练Dear Mr Green,How is everything going? I am writing in sincerity to ask you a favor regarding a play we adapted for the upcoming English Evening.The play is based on the story of Hua Mulan who,after disguising herself as a man,joined the army instead of her father in the Northern Wei Dynasty.To us,however,the adaption of such an epic is quite challenging and we don’t want anything inappropriate to spoil the play.So would you please spare some time to revise the draft script attached to this email? If possible,may I pay you a visit at your office next Tuesday to give you more details?Any of your professional advice would be highly appreciated.Best wishes.Yours truly,Li Hua 七、实战演练Dear Michael,Learning that a study trip will be held,I’d like to recommend a wonderful destination:Nanjing.Here are the reasons.As an ancient capital of six dynasties and a modern city with high­quality development,Nanjing has much to provide for a study trip.For example,the grand museums and solemn monuments will undoubtedly educate us students not to forget history and motivate us to cherish the present.Meanwhile,efficient and convenient transportation adds attraction and vitality to this charming city.A study trip to Nanjing promises to be fruitful!Yours,Li Hua 八、实战演练Dear Li Jin,I’m going to study Chinese in Tianjin this summer vacation.I’m writing to see if it is possible for you to provide me with information regarding relevant courses in your school.First of all,I want to know how many students there will be in each class and if the courses focus on listening and speaking practice.Besides,I wonder whether I’ll have the opportunity to communicate with Chinese students,which will surely be a good chance for me to learn more aboutChina.At last,I would be grateful if you could tell me whether accommodations are included.I’m looking forward to your early response.Yours faithfully,Chris 九、实战演练Dear Terry,I’m glad to know you desire to be a volunteer of the Sunshine V olunteer Club.As a member,I do think it is worthwhile to be engaged in voluntary work.I’m writing to share with you the details concerning it.A wide variety of regular activities are scheduled on a weekly basis,such as visiting the nursing home and organizing events to raise people’s awareness of environmental st weekend we collected books for the children in remote areas who have little access to them.We make great efforts to spread warmth and care,and it does pay off.Once you decide,please fill in the attached application form and send it to me.Eagerly looking forward to your participation.Yours,Li Hua 十、实战演练Dear Australian friends,On behalf of our school,I feel greatly privileged to convey warm welcome to you.We are delighted to have you with us.To make your stay here memorable,various activities will be arranged to enhance our mutual understanding and experience different culture.As planned,we will hold a talent show where everyone can show their outstanding performances.Classes on traditional Chinese culture are also scheduled,such as paper­cutting,Chinese opera,calligraphy,etc.,followed by a gift­exchanging activity.Additionally,you’re invited to pay a visit to surrounding tourist attractions.I sincerely hope that you can enjoy yourselves and wish you a pleasant journey.Thank you!Yours,Li Hua 十一、实战演练NOTICETo promote our traditional Chinese culture,“Tang Suit Design Contest” will be held in the school hall next Friday.Every participant is allowed to hand in only one entry,which must be designed on your own.Besides,each piece is required to be displayed with a brief introduction of your designphilosophy.All entries will be submitted to the Students’ Council before next Tuesday.Those that stand out as the top ten will be awarded.Pictures of the winners’works will be posted on our school website.Every student studying in the International Department is welcome to take part in the competition.The Students’ Council十二、实战演练World Environment Day on CampusJune 5th,2023 marked the 50th anniversary of World Environment Day,with the slogan “Beat Plastic Pollution”.In honor of this occasion,our school organized various activities to sensitize students about the urgent need to combat plastic pollution and promote sustainable practices.The event started with an engaging presentation by environmental experts,who highlighted the detrimental impact of plastic and emphasized the importance of reducing,reusing,and recycling plastic.Then a plastic collection drive was held so as to encourage everyone to bring in their plastic waste for proper disposal.Additionally,students participated in a poster­making competition,creating thought­provoking artworks that showcased the importance of sustainable alternatives.The response to these activities was overwhelming.It is through such collective efforts that we can hope to “Beat Plastic Pollution”and create a cleaner,healthier environment for future generations.English Club 十三、实战演练Last week,I participated in our school sports meeting,competing in the 400­meter race—a thrilling and unforgettable experience.On hearing the sharp whistle,I dashed out,the wind rushing against my face and the crowd’s cheers echoing around me.My attempts to match the pace of fellow runners proved challenging,but I did not give up.I pushed myself to the limit and crossed the finishing line with all my strength.I was glad that I took part in the sports meeting,which not only pushed my limits but also made me realize the importance of persistence.十四、实战演练Dear schoolmates,V olunteering is playing a crucial role in students’ overall development.With the approach of winter vacation, it’s high time that we took up volunteering.A willing heart to volunteer provides us with massive benefits.V olunteering not only makes us feel connected with the community but also is beneficial to our well­being.Blessed with a sense ofpurpose in life,we are offered an amazing opportunity to learn valuable skills.There are different ways of serving people,ranging from volunteering at children’s home or libraries to virtual volunteering,such as helping pupils with schoolwork online.Why not throw ourselves into volunteering? It makes us a better person and creates a better world.Yours sincerely,Li Hua 十五、实战演练The Person I Admire MostWhen it comes to the person I admire most,I can’t help thinking of Fan Jinshi who is an archaeologist and a guard of Dunhuang.After graduating from Peking University,Fan Jinshi chose to work in Mogao Caves,Dunhuang.Although the living environment was terrible,she was deeply attracted by the works of art and desired to protect them for the future generations.She and her team overcame difficulties,explored scientific concepts and built a “digital Dunhuang”,which has balanced the relationship between cultural relics protection and tourism.Fan Jinshi is called the daughter of Dunhuang.She deserves the respect of all at home and abroad.第二章读后续写第2节技法指导技法三A few weeks later,when I almost forgot the contest,there came the news.To everyone’s surprise,I,an immigrant,won first place in the writing contest.Hearing the good news,I felt a sense of joy surging through me.I leapt into the air and shouted out loud,“I made it!”During the award presentation ceremony,I was invited to deliver a speech.Patiently and confidently,I told the audience how I once didn’t love writing and now enjoyed writing and how I realized the value of perseverance with the help of my teacher.I went to my teacher’s office after the award presentation.With the trophy in hand,I entered the office.My teacher rose from the seat and came up to me.“Congratulations!” he said,slapping me on the back.He grinned from ear to ear as I showed him the trophy.“I owe my success to you,” I said sincerely.“Without your encouragement and belief,I wouldn’t have succeeded.”He laughed,his eyes shining with excitement.“I knew you had it in you.I’m proud of you for notgiving up.” Whenever looking back on this incident,I feel extremely grateful to him.It was my social studies teacher who encouraged me to realize my potential and thus changed the course of my life.技法四实战演练Ⅰ.1.Relieved,Jenny told the truth to everyone.2.Feeling scared and helpless,Jane sat beside a tree and held her shoulders in her arms to make herself warm.3.They hugged and kissed with tears rolling/pouring/streaming down their cheeks. 4.“I...I don’t know,” he stammered, his voice trembling with fear.5.If she had not quarreled with Tom, they would have enjoyed a great time near the lake. 6.Mother hugged the twins tightly,whose faces were glowing with excitement.7.Since he continued speaking about wanting to share his paintings with the world, I knew what had to be done.8.I thanked him,saying that not only did he mend my shirt with his craftsmanship but he also repaired my dream with sportsmanship.9.It was at that moment that I was overwhelmed with gratitude to my teacher.10.A cold feeling crept over his heart and made him shiver.11.Drowned in happiness,Jimmy dashed out of the school gate like a free bird.12.Seeing such extraordinary beauty, I think every cell in my body woke up.Ⅱ.But Molly insisted that they should wait and keep the book.She didn’t place the illustrated book on the bookshelf,hoping Rick would show up soon.A kid might make all kinds of promises and fail to keep them.But Rick was so sincere and eager that Molly believed he wouldn’t break his promise.A kid’s promise is more valuable than the cost of the book.The book would rest in the drawer still until Rick showed up.Then on one sunny morning,Molly found a little boy running all the way towards her bookstore holding something.The little boy was exactly Rick.Rick pushed the door open and rushed to the counter holding his money box.Molly excitedly pulled the drawer open,took out the illustrated book and walked out from the counter immediately.She knelt with one leg and smiled at Rick,handing the book to Rick.Rick’s eyes were shining looking at the book,and he put the box on the floor and held the book.“I think you guys had better make your deal here at the coffee table,”said Rex.Molly winked at him delightedly.The sunlight came through the glass window and cast on the little customer and the nice lady.第3节语料素材一、实战演练1.Her face lit up with happiness as she received the presents prepared by the children.2.They jumped to their feet at the news, with their eyes filled with joy.Hearing the news, they jumped to their feet with joy in their eyes.3.Overwhelmed with gratitude, I couldn’t say a word.4.I was so deeply moved that tears welled up in my eyes.5.Hearing the news that his father passed away, his eyes welled up with tears.6.She got lost and it began to rain, a deep sense of despair overwhelming her.7.Her face turning pale, she stood there, tongue­tied.8.My heart was in my mouth when I walked into her office.9.At the thought of the frightening bear, a sense of fear welled up in him.10.He was half dead with fear when he found he was surrounded by wolves.实战演练1.Having known others’ attitude, he shook/trembled with anger, holding his clothes firmly. 2.Filled with anger, Mike was unable to speak a word.3.I was about to explode and waved my fist at him.4.I was ashamed of my bad performance in the contest.5.I stared at him in shock, with a small sound of disappointment escaping my throat.6.What surprised me was that there was a path here.7.A look of surprise crossed her face but she soon calmed down.8.Uncontrollably, a wave of regret washed over me as I heard the bad news.9.If only I had not left the farm alone!10.If I had followed his advice, we would be having fun together.二、实战演练Ⅰ.1.She jumped up,dashed forward and hugged the boy tightly.2.Standing beside the empty road,they looked up into the sky, feeling the precious peace. 3.As night was beginning to fall, Jane sat on the grass, staring at the vast sky, frightened and hungry.4.With a bunch of flowers in her hands,Mindy stood beside the sea and looked down at the flowers with a smile,wondering what to do tomorrow.5.She crept along the path,bent over swiftly and cupped her hands around the butterfly gently. 6.With her heart beating wildly,the innocent girl,held by her mom and screaming withexcitement,unwrapped her delicate gift box which she had been looking forward to without any hesitation.7.Every one of us on the bus looked on and laughed crazily.Ryan struggled to his feet,dusted the jacket and made his way to an empty seat.8.Looking straight into my eyes,Mike stroked my hair, whispering,“You are the most beautiful girl I’ve ever met.”Ⅱ.1.the twins got up early, tiptoed to the kitchen and scooped some flour out of the bag their father slid into the kitchen,patting the twins’ shoulders and comforting them in a soft voice they carried the breakfast,advanced upstairs and woke up their mother2.I signaled to him with a thumbs­up, feeling proud of him He smiled, took a deep breath and got ready for the race,eyes brimming with determination every runner shot like an arrow三、实战演练1.The gentle breeze stroked his head,as if comforting all his tiredness.2.I closed my eyes and daydreamed in the speeding car.Winding rivers, lofty mountains, deep alleys and sunny beaches held me entirely in their fascination.3.The sun looked at her with a glowing smile and the flowers nodded merrily towards her. 4.The wind was howling dreadfully and the rain was pouring from the heaven,whipping against the branches of lined trees.5.On the day back to school,dark clouds hung low in the sky.The rain poured down,with cold drops and angry winds slapping my face.I was drowned in floods of warm tears and freezing rain.四、实战演练1.Festivals let us enjoy life,be proud of our customs and forget our work for a little while. 2.The precious tricycle not only helped me through that tough period,but also carried Father’s love forward into the far,far future.3.Seeing the paper bag,I felt as if it had been reminding me that I should pass on the kindness that the Mexican family offered me every time I meet someone in need.4.No matter how ordinary a job is,it plays a part in society and therefore deserves our respect. 5.Cold as the rain was,great warmth filled his heart like never before.6.It dawned on me that we should always be an honest person whatever situations we are in.7.I am firmly convinced that the slight power of every person can make our country more prosperous.8.All the students came to realize that everyone wants and deserves to be treated with respect,dignity and warmth.9.It is not how much we do but how much love we put into what we do that benefits our work most.10.The gift you give is not something your loved one keeps,but a voluntary contribution towards the people who really need it in their lives.第4节分类集训一、When my Monday came,I again took the bus to KMTV alone and waited.Everything was familiar this time.But hearing the musical sounds and applause from time to time,I felt my heart was pounding with excitement and nervousness.Eventually,it was my turn.Taking a deep breath,I calmed down.Confident,I went to the piano and began to play.Easy,so easy! Fun almost...right up to the coda at the end.I suddenly realized I should not be at the end! My heart jumped to my mouth.I had skipped a part.A huge part.How did that happen?Somehow my brain went to work and I continued playing.I tried to smile at the camera and played the rest smoothly as if no skipping had happened.After what seemed an eternity,I stopped playing.However,it turned out that my performance had probably lasted barely a minute.Surely the result was as expected—I wasn’t the winner.On my way home,I surprised myself by feeling more relieved than disappointed.I could not pretend that my performance was best.In truth,the other three were far superior.When I came back home to talk about “The Big Skip”,Daddy smiled,“It may not have been noticed by someone who doesn’t know Schubert’s ‘Ave Maria’.Your movement was smooth.You didn’t fall apart.All in all,a worthwhile experience.”二、No sooner had I picked up my phone than Lisa called me.“Belle,how is it going? Do you still need my help?” Lisa asked.“Thanks,Lisa.Everything is OK.And I’d like to tell you about it,” I said.I told her exactly what had happened,and specifically described how I had solved the problem.Lisa praised me for my quick wit.Then I asked her to teach me German in case I needed it later.She promised.By the end of the holiday,I could have already communicated with her in some simple German words.So I was ready for the new term with confidence.When the German teacher entered the classroom in the new term,I felt I’d seen her somewhere before.What amazed me was that she came over to me,saying,“Glad to see you again!I’m Florence.” I was surprised to find that she was the daughter of the lady that I had helped during the holiday.What a fantastic fate! As our new foreign teacher,Florence was patient and considerate.We all respected her and took every lesson seriously.I even made friends with her mother,so I had more opportunities to practise speaking German.I was resolved to visit Germany the next summer holiday.三、Giving or keeping? I struggled with myself.Giving it? Hardly could I imagine life without the model car! After all,it was my most precious treasure,which I had been proud of.My heart kept aching at the prospect of giving it away.Nope! I shook my head determinedly.Glancing at mymother’s expectant eyes,I couldn’t help sobbing.Keeping it? Definitely,it would otherwise upset Alex.Torn between the two tough choices,I was totally at a loss.Nevertheless,deep down,I could feel my affection for Alex.Yep! I resolved to do the right thing.In the moment of parting,my model car went with Alex.Though I was crushed to see it go,my heart sang when I saw his beaming face as he tightly clutched it.Seeing the thumbs­up from my mother and sister,I did swell with relief,pride and joy,for I knew it was not a gift;to some extent,it was our concern and love for him.Plus,sharing the model car also strengthened our bond,which,I was fully convinced,would always uplift him.An effort made for the happiness of others lifted us above ourselves as well.四、Then came the final testing day.The whole class gathered in the science classroom,watching breathlessly as Jeff carefully loaded their self­made robotic hand onto Sergio’s right arm.It fitted quite well! So excited was Sergio that his arm trembled slightly.Having put a baseball on the desk,Jeff signed to Sergio to pick it up.Slowly,Sergio extended his right hand and reached for the ball.Successfully he caught hold of it and everyone present broke into cheers! Holding the ball,Sergio couldn’t contain his tears.Never in his life did he expect to catch something with his right hand!The life­changing gift for Sergio drew huge attention.Jeff and his students became an instant hit and various media competed to cover the news.When interviewed about the intention of the project,Jeff said,“I intended Sergio’s robotic hand to show our support for him.Meanwhile,I hope to foster students’ scientific spirit through this hands­on operation.” His students stated that Jeff challenged them to transform abstract concepts into reality,from which they benefited greatly.Soon voluntary donations poured in,which would go to the school’s scientific research and help students develop better.五、Ruby walked over to my mother,we girls holding our breath.We waited to see who would shout first and what terrible things would be said.“We are sorry about the flowers.The girls will fix them and help weed the roses,” said Mom.My sisters and I looked at each other in horror,but Ruby smiled through her tears.“I know we’re particular about these roses,but they’re very special because they remind me of my mother.”Soon both women were down on their knees examining the damaged bushes together.A few weeks later,the plants all came back to life.My mother and Ruby worked together on the roses all summer and many summers to follow.So did my sisters and I.A friendship was formed between the families.Ruby became part of our family,spending many happy hours at our house,especially during countless birthdays,graduations and weddings.And the rose fence wasn’t a fence any longer.My mother had turned it into a bridge.六、Suddenly,I remembered the door to the basement.I dashed to the door and opened it withoutany hesitation.There she sat on the top step,quiet as a mouse,head down,ears hanging down.She had been following me,as she always did,and I had casually closed the door on her.So she had to wait quietly for me to find her.I don’t know whether she assumed that she was being punished,but it was clear that she was hurt,for she behaved differently this time.I held her in my arms tightly,telling her how sorry I was.I touched her head and rubbed her belly gently,telling her that she was not making trouble.She let me hold her for exactly one minute and then suddenly ran off,returning with a toy for me to throw.At that very moment,Dottie taught me a valuable lesson:Forgive quickly because forgiveness is to light a lamp not just for others but also for ourselves.Life is short.There is so much love to offer and receive and so many toys to chase.。

高中英语学术研究单选题30题

高中英语学术研究单选题30题

高中英语学术研究单选题30题1.In an academic discussion, it is important to be clear and concise. We should avoid using words that are too _____.A.vagueB.preciseC.explicitD.definite答案:A。

本题考查词汇辨析。

选项A“vague”表示模糊的;选项B“precise”表示精确的;选项C“explicit”表示明确的;选项D“definite”表示确定的。

在学术讨论中,要避免使用模糊的词汇,所以选A。

2.When writing a research paper, we need to cite reliable sources to make our arguments more _____.A.credibleB.incredibleC.doubtfulD.suspicious答案:A。

本题考查词汇辨析。

选项A“credible”表示可信的;选项B“incredible”表示难以置信的;选项C“doubtful”表示怀疑的;选项D“suspicious”表示可疑的。

写研究论文时,引用可靠的来源能使我们的论点更可信,所以选A。

3.During an academic seminar, participants should express their views in a(n) _____ manner.A.ambiguousB.unambiguousC.confusedD.muddled答案:B。

本题考查词汇辨析。

选项A“ambiguous”表示模棱两可的;选项B“unambiguous”表示明确的;选项C“confused”表示困惑的;选项D“muddled”表示混乱的。

在学术研讨会上,参与者应该以明确的方式表达观点,所以选B。

4.In academic writing, it is essential to use language that is _____.A.colloquialB.technicalrmalD.slang答案:B。

现场主文件编写指南

现场主文件编写指南

附件14Annex 14WHO现场主文件编写指南1WHO guidelines for drafting a site master file11. 介绍Introduction2. 目的Purpose3. 范围Scope4. 现场主文件的内容Content of site master file附件Appendix现场主文件的内容Content of a site master file1. 介绍Introduction1.1 现场主文件是由药品制药商编写的,应当包含下列具体的信息:生产厂区的质量管理方针及活动、在指定的生产厂区实行的对药品生产操作的生产和/或质量控制以及在与其相邻的建筑物内所进行的任何紧密的完整的操作。

如果只有一部分药品生产操作在此厂区内进行,那么在现场主文件中只需要描述这些操作,例如分析、包装等。

The site master file (SMF) is prepared by the pharmaceutical manufacturer and should contain specific information about the quality management policies and activities of the site, the production and/or quality control of pharmaceutical manufacturing operations carried out at the named site and any closely integrated operations at adjacent and nearby buildings. If only part of a pharmaceutical operation is carried out on the site, an SMF need only describe those operations, e.g. analysis, packaging, etc.1.2 当提交给监管机构时,现场主文件中应当包含对常规监督、有效计划及进行GMP检查有用的、关于制造商与GMP相关的活动的清晰信息。

最新研究生学术英语写作教程Unit-2-Initiating-Research

最新研究生学术英语写作教程Unit-2-Initiating-Research

Unit 2 Initiating ResearchObjectives- Understand what a research is- Become aware of two language features of academic writing- Initiate your researchContents- Reading and discussion: What is a research?- Language focus: personal pronoun and nominalization- Writing practice: topic selection; focus formulating; a working title; outlining- Research practice: start the research1.Reading ActivityThis unit aims to describe what a research is, bring you an awareness of two language features of academic writing, and finally help you initiate a research of your own.1.1 Pre-reading TaskBefore you learn the detailed steps to initiate a research, please discuss the following questions:What is the purpose of initiating a research?How do you select the topic?What kind of topic can be studied?Do you often encounter first personal pronoun in academic writing? And why or why not?1.2 Reading PassageWhat is a research?A research is a systematic investigative process employed to increase or revise current knowledge by discovering new facts. It is divided into two general categories: (1) basic research is inquiry aimed at increasing scientific knowledge, and (2) applied research is effort aimed at using basic research for solving problems or developing new processes, products, or techniques. You may use "PPP" to describe the whole process of researching, which stands for Purpose (questions), Process (a systemic approach) and Product (answers) in the following figure.Purpose Process Product(Questions) (Systemic approach) (Answers)You can initiate a research in the following steps.Step1: Selecting a TopicSelect a topic that interests you.Selecting a topic is possibly the most difficult part of doing research. Is it too big? Is it too narrow? Will you be able to find enough on it? Start by choosing a topic that you like or are curious about. You are going to be working on it for quite a while, so try and find one that is interesting and that you can reasonably cover in the time and space available.Focus on a broad research topic.If you have a topic in mind, you still have to fine-tune your selection and narrow the focus. For example, by selecting the subject "Medical Care," you will discover reports relating to dozens of more narrow subjects, such as "Managed Care," "Medical Malpractice," and "Medical Mistakes." You will have to limit your topic, so that the research questions can be significant, original and answerable.Step 2: Formulating a thesis statementWrite your topic as a thesis statement, which may be the answer to your research question and/or a way to clearly state the purpose of your research. Your thesis statement will usually be one or two sentences that state precisely what is to be answered, proven, or what you will promise to your audience about the scope, purpose, and direction of your paper. It i s generally located near the end of the introduction; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph. And remember, the development of a thesis assumes that there is sufficient evidence to support the thesis statement.A thesis statement is supposed to be specific. Here is an example of a too broad statement:The Catholic Church’s influence on the formation of labor unions in the nineteenth century was extremely significant.Revision:The Catholic Church, by means of the pulpit and the purse, greatly influenced the labor movement in the United States during the final decades of the nineteenth century. Step 3: Writing a titleA good title is defined as the fewest possible words that adequately describe the contents of the paper. All words in the title should be chosen with great care, and their association with one another must be carefully managed.The title of your paper may not be exactly the same as your research question or your thesis statement, but the title should clearly convey the focus, purpose and meaning of your research.In terms of the structure of a title, it is mainly a noun phrase, gerund phrase, or a prepositional phrase. Sometimes, it can be a complete sentence. But for beginners, sentences are not recommended. The followings are some acceptable titles.Juvenile delinquency as the result of televisionDeath penalty – is it beneficial or unfavorable?The TV impact on the modern societyThe controversial character of Napoleon BonaparteFrank Lloyd Wright: Key Principles of Design For the Modern HomeAbnormal muscular tension caused by paspertin: report of 12 casesStep 4: OutliningUsing an outline can help you organize your material and can also help you discover connections between pieces of information.A Working Outline might be only an informal list of topics and subtopics which you are thinking of covering in your paper. Sometimes, however, an instructor might require that a working outline be submitted at the beginning of your work; then your instructor might suggest ways in which the work needs to be further developed or cut back. The working outline can be revised as you discover new material and get new ideas that ought to go into your paper.A Final Outline enhances the organization and coherence of your research paper. The outline organization should suit well to your purposes. Are you attempting to show the chronology of some historical development, cause-and-effect relationship, comparison and contrast between one phenomenon and another, the process by which something is accomplished, or the logic of some position?A final outline can be written as a topic outline, in which you use only short phrases to suggest ideas, or as a sentence outline, in which you use full sentences (even very brief paragraphs) to show the development of ideas more fully. The following is a template outline of research, which may not reflect all of the research you will be including in your final paper, but it should show that you have done enough research that you know the main topics and subtopics that you will be using.∙Title∙Complete the sentence "The Purpose of this Paper is . . ."Introductiono Describe the problemo Why is this analysis appropriate?o Importance of the problemo The scope of the reviewo Gaps in the previous studyo How the results of the review will be applied.o Identify the research questions you hope to answerMethodologyo Identify the method used to identify and locate sources;o Explain the rationale used for selecting the sources to analyze;o Explain the procedures to be used for analyzing the sources;o Identify the criteria for evaluating the information found.Analysis and Discussion (General points to consider)o Evidence and ideas are presented from sourceso Concepts are organized by sub-topicso Sources are grouped by concepts instead of individual entitieso Grouping may be related to research questions.o Validity of sources is stated to support your ultimate answers to yourquestions.o Each of your statements is cited by placing the number(s) identifyingthe reference(s) which support your statement.Conclusions and Recommendationso Identify and synthesize findingso Systematically answer your research questionso Provide recommendations for▪Future research▪Classroom applications▪Educational policies and procedures,▪Program revisions, or▪Other warranted situationsReferenceso L ist each of your references using APA format (or as close to it as youcan get.)o N umber each of your references so you can cite your evidence in theAnalysis and Discussion section1.3 Reading Comprehension1.3.1 Summarize the procedure of initiating a research based on the text in a few key words and fill in the following table.1.3.2 Read the following topics and please decide what the theme is and in what way the topic is limited for each proposal based on Step 1.nguage Focus2.1Person PronounsFirst person pronounsYou can usually strengthen your impersonal tone by removing first person pronouns.Second person pronounsWhen considering an audience, you establish credibility by avoiding secondperson pronouns to decrease closeness and informality.2.1.1 Turn the following sentences into academic ones by avoiding first and second personal pronouns.1. I think that doctors should be required to complete communication skill courses.2. When you read Hamlet, you should notice clear foreshadowing of events to transpire.3. I chose this method because it was less complex.4. My reading has shown that there are several reasons why plants are dispersed by ants.5. The one I have found the most agreement for is that ant nests are nutrient enriched sites and therefore it may be advantageous for seeds to germinate from within ant nests .6. I also found that the results of this study concurred with Berg's (1975) hypothesis that seeds are protected from fire through their burial in ants nests.2.1.2 Check for the appropriate person for the following text. First and second person pronouns are sometimes applicable to the consultative voice, but not in the formal one. Be sure that you are consistent with your usage throughout the paper.For our project we decided to check out the impact of two simple actions aimed at getting more female employees to use the stairs at a five floor worksite. The first thing we did was that we put up a health sign that linked stair use to health and fitness. And the second thing was an E-mail which we asked the worksite doctor to send out. We asked him to point out how regular stair use could be really good for general fitness. We did the research by checking things out in four states: a baseline week, the week after the sign, the week after the E-mail and then 3 weeks after that.We were really pleased that stair use went up a lot in the week after the sign, from a baseline of 69% to 77%, and then up again to 89% after the E-mail. Unfortunately, 4 weeks after the E-mail was sent out, stair use had gone down to 67% and we were very disappointed about that, we had expected these simple actions to lead to more stair use but we didn’t think the positive effect would’ve vanished after amonth. So it’s really difficult to make any recommendations based on our evidence. 2.2 NominalizationIn the text, we read:“A Final Outline enhances the organization and coherence of your research paper. The outline organization should suit well to your purposes.”Do you find anything particular about structural features of these two sentences above? If yes, why do we use the structure?Nominalization: The word nominalization defines itself, since it is itself an example of a nominalization. When you turn a verb into a noun, you nominalize it, creating a nominalization. Nominalization types differ according to the level of organization at which the nominalization takes place Three types of nominalizations can be distinguished: nominalizations at the level of word (e.g. reject, rejection), nominalizations which nominalize a structure that lies in between a verb and a full clause (e.g. Sa m’s rejection of the budget) and, finally, nominalizations consisting of full clauses (e.g. Failure could result in rejection of the budget.)2.2.1 Try to write the nominal forms of the following words.Verb NominalizationDiscoverImpairAllowRefuseStudyProposeIndicateRemoveAssumeIntendLiableNegligentExtensiveLegalCarelessProficient2.2.2 The following sentences do not sound academic. Rewrite them with nominalization.1. We walked for charity. We raised money for the Leukemia Foundation.2. Crime was increasing rapidly and the police were becoming concerned.3. Germany invaded Poland in 1939. This was the immediate cause of the Second World War breaking out.4. We need to know which parts of our library are being used most extensively so that we can project what resources are most needed.5. I know English well. I worked for three years in a factory in Shanghai. I think I am good enough for your job.2.2.3 The following text sounds colloquial. Rewrite it into an academic passage with nominalization.Because only a few people have most of the money and power in Australia, I conclude that it is not an equal society. Society has an Upper, Middle and Lower class and I think that most people, when they are born into one class, end up staying in that class for their whole lives. When all three classes are looked at more closely, other things such as the differences between the sexes and people's racial backgrounds also add to the unequal nature of Australian society. Women earn less than men and own less than men. Why is this so?3. Writing Practice3.1 Topic SelectionThe following is a list of topics that you may be interested in. Choose three topics and discuss their possibilities as subjects for research with your teammates. If you find none of the following interesting, you can propose your own.3.2 Focus FormulationPlease formulate focus for the three topics that you are most interested in chosenfrom 3.1 by limiting them to some aspects, e.g., a certain population, theory, or methodology.1.___________________________________________________________________.2.___________________________________________________________________.3.___________________________________________________________________.3.3 Establishing a Working TitleA working title is a title which you initially think of in order to establish a focus for your research and writing. As you read and become more involved in the subject of your project, your viewpoint may change. This isa partof the process of developing your ideas, and thus a part of fine-tuning your research skills. You may decide to go back and change your plan, and your final title may differ somewhat from your working title.The following are James' working title, and the process of refinement.Please write down three acceptable titles for the three topics that you have narrowed down in the previous task 3.2.1._______________________________________________________________2._______________________________________________________________3._______________________________________________________________3.4 OutliningThe following passage is an abstract of a research paper. Please write an outline and a title for this passage.ABSTRACT: Hunger during school may prevent children in developing countries from benefiting from education. Although many countries have implemented school feeding programs, few programs have been rigorously evaluated. We conducted a randomized, controlled trial of giving breakfast to undernourished and adequately nourished children. The undernourished group comprised 407 children in grades 2–5 in 16 rural Jamaican schools (weights-for-age 21 SD of the National Center for Health Statistics references) and the adequately nourished group comprised 407 children matched for school and class (weights-for-age >21 SD). Both groups were stratified by class and school, and then randomly assigned to breakfast or control groups. After the initial measurements, breakfast was provided every school day for 1 school year. Children in the control group were given one-quarter of an orange and the same amount of attention as children in the breakfast group. All children had their heights and weights measured and were given the Wide Range Achievement Test before and after the intervention. School attendance was taken from the schools’ registers. Compared with the control group, height, weight, and attendance improved significantly in thebreakfast group. Both groups made poor progress in Wide Range Achievement Test scores. Younger children in the breakfast group improved in arithmetic. There was no effect of the nutritional group on the response to breakfast. In conclusion, the provision of a school breakfast produced small benefits in children’s nutri tional status, school attendance, and achievement. Greater improvements may occur in more undernourished populations; however, the massive problem of poor achievement levels requires integrated programs including health and educational inputs as well as school meals. (Am J Clin Nutr 1998;68:873–9.)4. Writing Project4.1 You have decided on a topic for research in this semester. Please write it down.4.2 Please narrow down your topic to one or more research questions.4.3 Please write down your thesis statement and list the key words that best describe your topic.4.4 Please make an outline of your research, and exchange your outlines within your team for peer correction mainly in inner logic and coherence.5. Final ChecklistHere is a checklist for you to initiate a research. Please make sure that your potential project meets the criteria for a good research.。

Paper Accepted as a Regular Paper

Paper Accepted as a Regular Paper

Informing Science InSITE - “Where Parallels Intersect” June 2003 Paper Accepted as a Regular PaperUtilising Equipment Matrices for Information Technologyin Primary School Education PolicyAnita GreenhillUniversity of Salford, GreaterM anchester, EnglandGordon Fletcher Griffith University, Brisbane, Australia A.G.Greenhill@ G.Fletcher@.auAbstractThis paper is a reflective discussion on the use of equipment matrices to determine infrastructure requirements in an education context. This position was originally presented within the wider framework of a government-funded research project to initiate national policies for implementing IT within primary schools. Equipment matri-ces were seen by the policymakers funding this reasearch as an appropriate method for representing the needs of a school.Equipment matrices represent a systematised and regularised understanding of the relationships between social practices and technological tools (Curriculum Materials Information Services, 1997). The users of these tools are enmeshed within the matrix through a complex combination of meanings and interaction. However, the cor-relation of variables within a two-dimensional matrix produces a ‘simple’ representation of the available informa-tion that is heavily abbreviated. Lost among this condensation are the needs and presence of the user, either in-dividually or collectively. The ‘snapshot’ of information that matrices present is, however, refined by the direct inclusion of volatile information such as contemporary equipment and sofware specifications.In this paper we argue that the range of factors beyond technical specifications that influence the use and under-standing of information technology are necessary elements within any consideration of IT infrastructure require-ments. These, however, can only be simultaneously included in the equipment matrix representation with more expansive incorporation of multiple parameters. Simplification, we advocate, should not be the aim of the meth-ods that determine educational infrastructure requirements but rather, in its place, is the need for sensitivity to the learners and their needs.Keywords : Education Policy, Infrastructure, Student-Focussed EducationIntroductionThis paper reflects upon the use of equipment matrices by government and other education policy-makers to determine the infrastructure requirements of schools and classrooms. This discussion was originally presentedwithin the wider framework of a government-fundedresearch project to initiate national policies for incor-porating IT facilities within primary schools in Austra-lia. The brief for this academic research was broad. The researchers involved felt that this reflected an open attitude by the government commissioning the work to be receptive to new angles and positions. In light of this assumed receptiveness it was seen as cu-Material published as part of these proceedings, either on-line or in print, is copyrighted by Informing Science. Permission to make digital or paper copy of part or all of these works for personal orclassroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full cita-tion on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specificpermission from the publisher at Publisher@Utilising Equipment Matrices for Information Technologyrious that the project was required to include a discussion of equipment matrices. The insistence for a discussion of this type appeared somewhat incongruous with other aspects of the research project that specifically ac-knowledged the significance of students, their teachers, their families and their principals in relation to the use of IT in the education environment. The educational philisophy of this research specifically sought to enhance the facilitation of lifelong learning capabilities and generic skills. The research advocated the need for acknowledge-ment and understanding of cultural differences, cultural capital, professional development requirements and computer usage outside the formal education setting as integral points for consideration in the policy making process. The requirement to include what is primarily a method for representing physical technological require-ments in the classroom was apparently at odds with discussions of the role and actions of stakeholders in the IT education debate. Equipment matrices were, and still remain, one of the few ways in which policy-makers rep-resent, understand and associate the technology requirements of stakeholders and their schools.The equipment matrix takes a variety of forms in policy documents. Some are presented as graphical matrices while others are incorporated in the body of the policy. With regular occurrence these matrices focus upon the equipment in isolation from the theoretical foundations, practical considerations and cultural conditions acknowl-edged and presented by these policies or the schools that are the subject of the discussion.The Kansas State Department of Education offers guidance for schools in its Local Technology Planning Guide (2000). This includes the suggestion to, “Define the minimum capabilities to meet the student outcomes (e.g., do not list a computer with a 1000 MB hard drive and 16 MB RAM when a 500 MB hard drive and * MB RAM is sufficient). The same situation applies to software needs.” Graphical matrices convey even more powerful representations of the technology situation in the classroom that can over-emphasize its importance in the context of the policy. The Education Technology: A Guide for School Districts (2001) developed and adopted by the California Department of Education offers a matrix within its planning documentation examples (Table 1). This matrix reduces the focus of concern to the number of physical machines in a school with or with-out an Internet connection. While this matrix is part of a larger Technology Planning Toolkit the graphical nature of the representation and the seeming cultural neutrality of this matrix offers what appears to be a simplistic solu-tion to the complexities of information technology in schools.The danger of equipment matrices, and the concern of this paper, is in their application to the learning environ-ment. It is clear from the authors’ recent personal experiences that despite equipment matrices representing only part of the complexity of the IT in schools debate their attention to the tangible aspects of technology, the ven-dor-supplied hardware and software, subtlely and silently becomes too easily the entire solution to this contem-porary social problem. Schools are outfitted with hardware and software to a specification determined by a single education authority with little or no regard to regional variations, skill levels amongst students and teach-ers, ongoing training or support. In some extreme cases, schools are left with incorrectly installed or dysfunc-tional systems. A debate that is currently receiving attention in the United Kingdom (which was not the location of the original research) is the argument that high bandwidth Internet access for schools, and more generally, should be treated as a utility in the same context as electricity or water. There are already indications that the central government may accept this argument by pursuing policies that support this claim (Arnott 2002, 4). However, this remains a policy in potentia without a clearly stated rationale. Providing schools with high speed access to the Internet solely provides high speed access to the Internet for schools. This, in itself, does not en-hance the student's education experience or improve learning outcomes.748Greenhill & FletcherTable 1: Sample Equipment Matrix (California Department of Education 2001, 62)The Purpose of MatricesThe equipment matrix, as a representational method, is part of the planning process for information technology in schools. The matrix is both a powerful and dangerous representation as it can apparently be interpreted in its own right, in a manner disconnected from the body of research and knowledge of which it forms a part. Within the context of a larger text, the matrix also assumes a particular emphasis with its generally graphical presenta-tion. The combination of power and danger that a matrix holds is, also, a consequence of the relationship that connects the matrix with the actual experience of the stakeholders that it purports to represent. Matrices are the extrapolations of particular sets of data that have, in turn, been drawn from a wider accumulation of information and experience (Curriculum Materials Information Services 1997). In the context of information technology, equipment matrices represent certain ‘key’ features of that experience. This is a focus upon the observable and material features of the equipment in question and particularly ‘hardware’ and ‘software’. This combination of parameters within equipment matrices reflects the power of this form of representation (Tilley, 1989). It com-bines the simplicity of a data-grid, such as the Cartesian plane, with an apparently meaningful connection of as-sociated and tangible parameters of experience. However, this is an artificial disentangling of what is generally experienced and purchased as a single, albeit somewhat complex, ‘thing’.Utilising equipment matrices in relation to the development of policy concerning information technology in schools requires a minimisation of the dangers found in these representations and a maximisation of their power to present information as coherent snapshots of current experience. These dual requirements present contradic-tory conditions upon the matrix. The representational power of the matrix decreases as it accommodates an in-creasing range of parameters. This, in itself, is arguably a commendable means to diminish the political power of the tangible aspects of technology in favour of the less readily represented intangible influences and needs of the stakeholders themselves. A more expansive matrix that represents the intersections of numerous influencing pa-749Utilising Equipment Matrices for Information Technologyrameters approaches an increasingly comprehensive picture of the experience in the classroom and school. As Tufte (1990, 37) claims in relation to graphic design, “to clarify, add detail”. The ultimate aim for an equipment matrix in the context of schools’ IT policy is to enable a model which facilitates rapid self-assessment of a school’s current situation and provides a representation that offers means for comparison at inter-school, re-gional, state and national levels. An equipment matrix developed within this environment will inevitably still re-main a representation of actuality although this does not necessarily invalidate its purpose. Even with the neces-sity to compromise and be characteristic, the equipment matrix requires a range of parameters that extends it beyond 'merely' technical specification in order to model the relationships of technology to human actions and knowledges for the ultimate purpose of policy development.Two Dimensional MatricesA matrix of two dimensions is a particularly restrictive representation of information. As an extrapolation of the variety of human experience with information technology, various classes of information are discarded. Informa-tion is disregarded from the individual cases that inform the matrix. This ‘simplifies’ the matrix by removing variations within each point of analysis that are considered less significant. Within such this narrowed and stan-dardised framework the selection of parameters for each axes in the matrix becomes significant. The seemingly ‘obvious’ choice for equipment matrix axes is to plot ‘hardware’ against ‘software’. The data that drives these two axes can be quickly defined and collated with little need for detailed consultation with stakeholders. The relationships found at the intersections of the axes of a matrix can later be identified in the machines installed in an education environment after the practical application of policy. The relative experiences of users gathered to inform the design of the system, however, can only be inferred in this form of equipment matrix as it is ultimately ‘discarded’ in the generalisations of planning. Concern for the intersections of users with technology is subsumed to become a tangent of the relationship between two inter-related parts of what is effectively the same material artefact.The plot of ‘hardware’ to ‘software’ represents a double failure to adequately represent the situation ‘on the ground’ — in the classroom — beyond enumeration. The ‘software’ axis does not present a continuum of co-herent or sequential data. Where software is first incorporated into a taxonomy that is then introduced en masse into the matrix it is inevitably based upon the intended purpose claimed by its publisher or simplistically catego-rised by broad computer-oriented tasks, e.g. database, word-processing or spreadsheet. This approach, how-ever, only partially identifies the way software is utilised and understood by learners or their teachers. Produc-tion-driven taxa do not present, for example, the possibilities that are available when many separate software packages are used on a single machine. Irrespective of these possibilities, the consideration of software in rela-tion to its capabilities and advantages is generally not predicated on the presence of other software in the sys-tem. The primary exception to this situation is found with the advent of the ‘Office’ suites of software offered by vendors. The advantages of this integration must, however, be offset by the manner in which these suites have traditionally been developed. The majority of vendors offering these suites did not create them ‘from the ground up’ as integrated packages. The suite is more appropriately assessed as a marketing tool in which a vendor bundles together a collection of software packages that have initially been developed independently of one an-other in order to claim that it represents the entirety of a user's software requirements.By incorporating software as a defining axis of an equipment matrix the ability to represent the relationships be-tween software is effectively lost. This loss, at a minimal level, prohibits understanding of the range of software on a specific machine that may, in turn, indicate a general-purpose usage or a specific ‘lab’ or task context. More importantly, separating software as a distinct unit of specific functions prevents consideration of the inter-actions that are possible with a mix of software installed on the same machine through mutually readable files 750Greenhill & Fletcher and ‘clipboard’ transfers. It is the suite of software found on a particular machine that renders a machine useful or otherwise for a user’s particular purpose. A small example of the dangers that the narrow classification of software can produce is found with Microsoft's Word application. While the increasing size of the application and the introduction of arcane features with each new version is a source of criticism for some commentators it does offer some advantages to the student and their teachers. The desktop publishing features of newer Word versions present opportunities for creativity and extension activities in a software environment that is increasingly familiar to many students. However, Microsoft's own classification of this software may actually impede students and their teachers from realising this potential.Importantly, the significance of particular software and its impact on education can also be demonstrated with Microsoft Word. It is increasingly common for words that have traditionally had alternative spellings in English to be seen as either exclusively US or UK English. This is true, for example, of the ‘s’ or ‘z’ alternative. This can be traced, at least in part, to the spell-checker in Word that determines the ‘z’ alternatives are US English and ‘s’ variations to be UK English. However, dictionaries with longer heritages and greater veracity offer a more liberal interpretation without nationalistic parochialism. While this example appears to be a superficial and minor observation it is indicative of the general assumptions made regarding the cultural neutrality of information tech-nology.Spelling and grammatical differences reflect a wider set of cultural beliefs and understandings that are important to those who use those dialects. Fandrych (2001) has systematically studied the responses to differing language styles made by word processors. The paper concludes, in part, “many first language users even switch off the grammar and spell check options of their word-processors because they do not want to be bothered by the numerous less helpful - and frequently even wrong - suggestions and/or corrections made by the programmers.” Longmire (1998) acknowledges the significance of these small observations in a course called, “Language and Cultural Differences: British and American English.” In seeking to understand these differences she asks her stu-dents to realise the wider importance of language use and what it reveals about two ostensibly similar cultures.A ‘hardware’ axis, in contrast, acknowledges a particular historical and economic relationship between ma-chines. However, this relationship is, again, largely external to the technical requirements of an individual user. The relatively low level of relationship between each point along the axes in a software/hardware equipment ma-trix maximises the lack of meaning found at the intersections on the matrix. The separation of hardware from software at a policy level of what is treated in the classroom as a single machine, also, creates an artificial repre-sentation of meaning that is only abstractly understood and is remote to the classroom environment. Richardson (1989, 172-173) uses Mead’s concept of the collapsed act to position and understand artefacts in relationship to its surrounding cultural milieu. The object is not simply ‘there’ but an integral part of our cultural experience. Richardson (1989, 174) claims that, “The stone defines the hand, as surely as the hand defines itself.” Richard-son presses a claim for the meaningfulness and meaning-ladedness of artefacts. These issues are equally appli-cable in terms of the hardware of information technology and stresses that these additions to the classroom are as thoroughly enculturated as dictionaries, workbooks, lesson plans and the students themselves. Barns (1991, 897) similarly claims that, “When we talk about 'technologies' it is insufficient to talk only about the manner in which a computer becomes integrated into the practices and discourses of students and lectures. Such artefacts are products of much larger and complex systems involving processes of production, distribution, coordination and so on, which are sedimented within the artefacts themselves.”The hardware/software equipment matrix is not the only two-dimensional representation of a classroom’s IT needs — many others are possible. Each combination of factors and the manner of their representation high-lights a particular aspect of the classroom experience with information technology. The limitation of these repre-sentations, that have been discussed here, emphasises the need to connect the expectations of the user in the751Utilising Equipment Matrices for Information Technologyclassroom with the technical capabilities of IT. This requires a multi-dimensional representation of the factors that impact upon the use of IT equipment that does not solely catalogue the equipment within the classroom. Equipment represented within a matrix that is sensitive to users’ needs in a classroom is connected to other fac-tors on the learning process as meaningful and single ‘things’. The equipment represented in the equipment ma-trix, in this way, becomes only one axis of the overall picture. This representation remains an equipment matrix though, as its purpose is to identify the range of material requirements necessary to support the acquisition of appropriate IT skills by learners within the classroom. These skills are, in turn, acquired in order to improve the individual learning experience in the context of the curriculum not in the context of the technology itself.The Consequences of Applying a Two-dimensionalMatrices to PolicyDeveloping indications of the number of tools, such as computers or video cameras, that a school owns does not, in itself, represent more than a prior financial commitment to specific technology. The presence of equip-ment within a more sophisticated multi-dimensional matrix, however, implies that it is used in the classroom envi-ronment and supports the acquisition of knowledge and skills by students. Education benchmarks derived, at least in part, from matrix-based information must accept these implications and project them forward as the ba-sis for advocacy and planning activities. However, in order to achieve optimum learning outcomes that are sup-ported by supportive information technology policy, the limitations of these representational models must also be acknowledged. The readily interpretable matrix does not itself and in isolation present sufficient context on which to base policy decisions. The policy and the matrix are, in many respects, parallel responses to the same information. Each can assume multiple forms and pursue different directions depending upon what data is incor-porated and what is discarded. The matrix can, in this respect, form a graphical representation to the advocacy of policy. More actively, the matrix presents a map on which the significant issues within a policy can be charted for later comparison.The form and content of the matrix itself determines the extent to which these comparisons can be conducted. A matrix that represents specific equipment information may only offer limited opportunities for extended analysis. Historical comparisons, for example, in the same classroom or school environment may provide indications of the shifting levels of financial support allocated to IT within a school. The basis for this comparison is restricted, however, as it is an almost coincidental aspect of the representation and not the original purpose for the devel-opment of a matrix. The limits to analysis within a matrix can be further blurred by differing understandings of what the matrix should represent, what it does represent and the manner in which this representation is applied within the classroom.The two dimensional representation of IT equipment specification within the classroom and school is capable of one significant capacity — defining the limits of activity without a particular tool. For example, the Internet can-not be accessed without modem, computer and telephone line. The equipment matrix beyond this general ob-servation can only indicate which combinations of equipment fulfil this minimum requirement. These combina-tions within a matrix can only imply that employed staff and students within a classroom environment also under-stand the purpose of the equipment and possess the skills to operate it in its intended manner. The use and role of the equipment is influenced by other social factors that are not represented through a ‘simple’ equipment ma-trix. This wider complexities not presented in a specifications-oriented matrix is evidenced by the problems schools have experienced connecting to the World Wide Web (see Kapiolani Community College, 1997). The emphasis upon possessing the equipment — an emphasis perpetuated by the specifications-oriented matrix — necessary to access the Web is only a small aspect of the continual cost, support and training necessary to en-sure an ongoing virtual presence. Regional factors also prevent a ‘simple’ representation of equipment to learn-752Greenhill & Fletcher ing outcomes. The cost of long distance telephone connections is an issue for schools in the Highlands of Scot-land, rural areas of the United States and central Australia. Concerns such as these may be hidden within an equipment matrix that seeks to indicate the presence or otherwise of a modem and telephone line in a school environment. Funding allocations and policy decisions that utilise general specifications and per student ratios may only accommodate a generalised need and fail to accommodate specific differences. Similarly, schools gain access to the Internet with a variety of telecommunications constraints for example, ‘noisy’ lines, congested servers and low bandwidth are not so readily represented within an equipment matrix in contrast to the single tabulation of an ‘available telephone socket’. However, the need for the clarity of individual specifications within the equipment matrix approaches the same level of significance for the classroom environment as its actual pres-ence. Congested modem banks at an Internet Service Provider's point of presence can negate the meaning of possessing a modem, telephone line and computer in the classroom. Contemporary aprocryphal stories in the United Kingdom suggest that having ‘a broadband connection’ can mean, in actuality, having a connection to the Internet that is slower than that available with a conventional modem (George 2002, 28). Similarly, lack of ca-pacity on a hard disk drive can rapidly render a sufficiently fast computer with video-editing software useless for the task implied in its specifications.At least two factors influence the assessment of a particular technology’s relevance and utility to the conduct of specific tasks; how the task is achieved technically (speed, efficiency, system load) and how familiar the se-quence of actions needed to successfully undertake the task are to the user’s own abilities. In this way, the exis-tent skills, knowledges and capabilities of users must, in some manner, be acknowledged within the equipment matrix to the same degree of significance as ‘purely’ technical factors. Recommendations and policy decisions cannot solely be based on a catalogue of tools that are available to a school as these provide no contextual indi-cation of who, how or where the tools are to be utilised or for what purpose they are present in the school envi-ronment.Two-dimensional matrices that focus upon technical specifications only, provide a baseline indication of a poten-tial capacity to undertake a given activity within the learning environment. This baseline offers little more support to the decision making and policy-making process than the various cliches used by computer salespeople; “The higher the numbers the better” or “Buy the biggest you can afford”. Applied in conjunction with the advice of cynical computer users, “It will all be out-of-date in a couple of years anyway” it is clear that the ad hoc and continuous upgrade cycle that the computer industry heavily encourages is not necessarily the best, or judicious, path for most schools. California's Department of Education (1995) specifically identified the development of ad hoc responses to the implementation of information technology in the classroom and sought in its 1994/95 to specifically address this problem by advocating 'across the board' standardisation. The policy's chapter, “Tech-nical Model for School Networks” consequently reduced the problem of allocating infrastructure to the detailed discussion of specific technologies including Token Ring, Gopher and the Mosaic browser. This chapter lacks any discussion of the education theory driving this development or the rationale for the development of this infra-structure, leaving these issues for other chapters and effectively divorcing the specifics of implementation from the motivations for this investment.The two-dimensional equipment matrix that focuses upon the ‘numbers’ encourages and perpetuates this cycle, albeit in a slightly more reserved fashion. A more expansive model that combines other factors influencing the usage of IT within schools can avoid some of the ‘snake-oil sale’ elements of IT marketing to focus upon the relationship IT to classroom practice and the learning experience.Leach (1976, 41) provides a similar perspective, and caution, regarding isolating and focussing on specific parts of a phenomenon.753。

IEEE论文中文提交指南

IEEE论文中文提交指南

Author Final Paper Preparation and Submission Instructions论文定稿准备与提交指南Congratulations on having your paper accepted for publication in the proceedings of the 2009 First International Workshop on Education Technology and Computer Science (ETCS 2009)to be held7-8 March 2009 in Wuhan, Hubei, China您的论文在2009年3月7-8日于中国湖北省武汉市举办的首届教育技术与计算机科学国际研讨会上通过审核并发表,特致祝贺。

The proceedings production editor for this project is:该项目制作编辑是:BOB WERNER Bob Werner CPS Production Editor 大会出版服务 Conference Publishing Services (CPS)大会出版服务IEEE Computer Society IEEE 计算机协会10662 Los Vaqueros CircleLos Alamitos, California 90720-1314E-MAIL: bwerner@PHONE: +1 714 821 8380 Ext. 3102FAX: +1 714 761 1784The following information is provided to help you in the preparation and submission of your final paper as it will be published in the proceedings. Please follow all STEPs to insure the submission process is completed successfully.下列信息提供给您以帮助您准备并提交论文定稿。

2023国际贸易专业英语考点

2023国际贸易专业英语考点

2023国际贸易专业英语考点English for International Trade一、名词解释parative advantage (the ability to produce a good at a lower cost ,relative toother goods, compared to another country)2.protectionism (a policy of protecting domestic industries from foreign-madecompetition)3.copyright (a legal right (usually of the author or composer or publisher of a work)to exclusive publication production ,sale ,distribution of some work)4.acquisition(the securing of ownership or controlling interest in a property or otherobject through either purchase or a merger )5.official reserve(the change in stock of reserve assets at the country’s monetaryauthority)mercial paper(a ,money-market security issued by large banks andcorporations)7.dumping(the sale of merchandise to a foreign country at less than the fair value inthe exporting country)8.quota(the quantity of goods of a specific kind that a country permits to beimported without restriction or imposition of additional duties )9.regionalism (loyalty to the interests of a particular region.)ernment procurement (public tendering.)11.freight (all merchandise, goods, products, or commodities shipped by rail, air,road, or water other than by baggage, express mail, or regular mail.)12.customs duty (a tax levied and collected by custom officials in discharging thetariff regulations on imports.)13.strategic alliance (strategic union or association formed for mutual benefit,especially between countries or organizations.)14.franchise (authorization granted to someone to sell or distribute a company’sgoods or services in a certain area.)15.clearance (the completion of customs entry formalities resulting in the release ofgoods from customs custody to the importer.)16.open account (credit extended that is not supported by a note, mortgage, or otherformal written evidence of indebtedness.)17.honour (accept as pay.)18.default (failure to meet legal obligations in contract, such as the failure to makethe monthly mortgage payment.)19.cumulative (accumulative; increasing by successive addition.)20.Freight All Kinds (FAK) (This kind of freight is based on the volume or weightonly, and does not consider the attribute, type and other factors.)二、选词填空1.The theory of comparative costs suggested that country will specialize inproducing goods and services in which they have a comparative advantage2.The domestic consumers benefit from international trade because it lowers theprices of goods and makes available goods that cannot be produced at home.3.Licensing involve granting a license to a foreign firm to produce and market aproduct for which the foreign firm pays royalties to the parent firm4.This may draw down gold reserves5.The most notable drawback of protective tariffs is that they increase the price ofthe good subject to the tariff, disadvantaging consumers of that good.6.Many observers argue that the purpose of agricultural subsidies is in the end toprotect farmers so that they will continue to vote for the politicians that vote for these subsidies7.For the WTO”s procedure to succeed, countries must (adhere to) its decisions,even when they disagree with them.ernment procurement (accounts for) a substantial part of the global economy.9.If the seller is to pay the cost and bear the risk of unloading and clearing customsand (make delivery) on the dock thereafter, the term is DEQ or delivered ex-quay, duty paid.10.Once delivery is made to the carrier, the buyer is in essentially the same positionas the buyer who (takes delivery) ex works.11.Joint ventures frequently provide a means to avoid restrictions on foreignownership that many countries (have incorporated into) their legal systems.12.The L/C must (comply with) the terms and conditions in the contract.13.Whether we place a large order with you will depend on (subsequent) marketcondition.14.Revolving credits is rather a credit of fixed amount, which has to be increased (bymeans of) amendment instructions after each drawing or, alternatively, a credit of fixed total amount is payable by specific installments.15.It is(in the company’s best interest)to make effective use of the process and toensure that costs are kept to a minimum wherever possible.三、判断题1.According absolute model , each country should specialized in and supply theproducts where it has an absolute advantage.(T)2.Most of the nations in the world can not afford to adopt an autarky policy inforeign trade (T)3.Regarding joint ventures ,the host country usually imposes some restriction on theproportion of foreign investment in certain industries (T)4.Every complete economic transaction is recorded twice(T)5.Ad valorem duties are more effective than specific duties in protecting domesticfirms from foreign competition(F)6.Persistent dumping does no harm to the importing country, so it should not berestricted .(F)petition policy is not a hard issue at WTO panels. (F)8.At the Kennedy Round the low-income countries were controlled by thehigh-income countries. (T)9.Under DES, The buyer is responsible for all expenses after the ship’s arrival,including unloading, clearing customs, and inland freight. (T)10.The only difference between CFR and CIF is that under a CFR contract the buyermist purchase a marine insurance contract to cover the goods while they are on the voyage. (T)11.It is critically important for the franchisor to maintain quality controls over thefranchisees. (T)12.The “battle of the forms ”means the two parties negotiate to agree commonground and the exact terms that will constitute the contract. (T)13.Both the revocable L/C and irrevocable L/C offer importers and exporters samesecuring payment. (F)14.There are various cost involved in the international transaction, including banks’charges for opening and confirming L/Cs and subsequent charges whenever discrepancies occur. (T)15.The last thing that an exporter wants to deal with is a bulk consignment that isloaded onto a vessel that is patently not built for the purpose. (T)四、汉译英1.通过国际贸易,可以使消费者和贸易国获取本国没有的商品和服务。

WHO现场主文件编写指南

WHO现场主文件编写指南

© World Health OrganizationWHO Technical Report Series, No.961, 2011附件14Annex 14WHO现场主文件编写指南1WHO guidelines for drafting a site master file11. 介绍Introduction2. 目的Purpose3. 范围Scope4. 现场主文件的内容Content of site master file附件Appendix现场主文件的内容Content of a site master file1. 介绍Introduction1.1 现场主文件是由药品制药商编写的,应当包含下列具体的信息:生产厂区的质量管理方针及活动、在指定的生产厂区实行的对药品生产操作的生产和/或质量控制以及在与其相邻的建筑物内所进行的任何紧密的完整的操作。

如果只有一部分药品生产操作在此厂区内进行,那么在现场主文件中只需要描述这些操作,例如分析、包装等。

The site master file (SMF) is prepared by the pharmaceuticalmanufacturer and should contain specific information about the qualitymanagement policies and activities of the site, the production and/or qualitycontrol of pharmaceutical manufacturing operations carried out at the namedsite and any closely integrated operations at adjacent and nearby buildings.If only part of a pharmaceutical operation is carried out on the site, an SMFneed only describe those operations, e.g. analysis, packaging, etc.1.2 当提交给监管机构时,现场主文件中应当包含对常规监督、有效计划及进行GMP检查有用的、关于制造商与GMP相关的活动的清晰信息。

CONDITIONALLY ACCEPTED, REGULAR PAPER, IEEE TRANSACTIONS ON ROBOTICS AND AUTOMATION 1 Cover

CONDITIONALLY ACCEPTED, REGULAR PAPER, IEEE TRANSACTIONS ON ROBOTICS AND AUTOMATION 1 Cover

provide the ability to sample the environment adaptively in space and time. By identifying evolving temperature and current gradients with higher accuracy and resolution than current static sensors, this technology could lead to the development and validation of improved oceanographic models. Optimal sensor allocation and coverage problems A fundamental prototype problem in this paper is that of characterizing and optimizing notions of quality-of-service provided by an adaptive sensor network in a dynamic environment. To this goal, we introduce a notion of sensor coverage that formalizes an optimal sensor placement problem. This spatial resource allocation problem is the subject of a discipline called locational optimization [5], [6], [7], [8], [9]. Locational optimization problems pervade a broad spectrum of scientific disciplines. Biologists rely on locational optimization tools to study how animals share territory and to characterize the behavior of animal groups obeying the following interaction rule: each animal establishes a region of dominance and moves toward its center. Locational optimization problems are spatial resource allocation problems (e.g., where to place mailboxes in a city or cache servers on the internet) and play a central role in quantization and information theory (e.g., how to design a minimumdistortion fixed-rate vector quantizer). Other technologies affected by locational optimization include mesh and grid optimization methods, clustering analysis, data compression, and statistical pattern recognition. Because locational optimization problems are so widely studied, it is not surprising that methods are indeed available to tackle coverage problems; see [5], [8], [10], [9]. However, most currently-available algorithms are not applicable to mobile sensing networks because they inherently assume a centralized computation for a limited size problem in a known static environment. This is not the case in multivehicle networks which, instead, rely on a distributed communication and computation architecture. Although an ad-hoc wireless network provides the ability to share some information, no global omniscient leader might be present to coordinate the group. The inherent spatially-distributed nature and limited communication capabilities of a mobile network invalidate classic approaches to algorithm design. Distributed asynchronous algorithms for coverage control In this paper we design coordination algorithms implementable by a multi-vehicle network with limited sensing and communication capabilities. Our approach is related to the classic Lloyd algorithm from quantization theory; see [11] for a reprint of the original report and [12] for a historical overview. We present Lloyd descent algorithms

高三英语学术道德单选题20题

高三英语学术道德单选题20题

高三英语学术道德单选题20题1. In academic research, one should always be honest. If you copy someone else's work without giving credit, it's considered ______.A. plagiarismB. innovationC. inspirationD. creation答案:A。

本题考查学术道德中的概念。

选项A“plagiarism”意为“抄袭”,符合不诚实的行为描述。

选项B“innovation”指“创新”,与抄袭相反。

选项C“inspiration”意为“灵感”,并非抄袭行为。

选项D“creation”指“创造”,也与抄袭无关。

2. When conducting a scientific experiment, it's crucial to report the results truthfully. Falsifying data is a serious violation of ______.A. academic integrityB. academic freedomC. academic successD. academic difficulty答案:A。

此题重点在学术道德的概念。

选项A“academic integrity”即“学术诚信”,伪造数据违反了学术诚信。

选项B“academic freedom”是“学术自由”,与题目不符。

选项C“academic success”指“学术成功”,并非重点。

选项D“academic difficulty”意为“学术困难”,与题目无关。

3. In an academic paper, if you claim someone else's ideas as yourown, this is a form of ______.A. citationB. referenceC. dishonestyD. honesty答案:C。

revise and resubmit as regular paper

revise and resubmit as regular paper

revise and resubmit as regular paper"Revise and resubmit as a regular paper" typically refers to a situation in academic publishing where an author is given feedback by reviewers and the editor to make revisions to their submitted manuscript. After making these revisions, the author is then expected to resubmit the manuscript for further review.If you have received feedback suggesting revisions for your paper and the opportunity to resubmit it as a regular paper, here are some general steps to consider:1. **Review Feedback:** Carefully go through the feedback provided by the reviewers and editor. Understand the comments, suggestions, and any required revisions.2. **Make Revisions:** Address the comments and suggestions made by the reviewers. Revise the manuscript accordingly, ensuring clarity, coherence, and addressing any concerns raised during the review process.3. **Follow Guidelines:** Adhere to the specific guidelines and formatting requirements outlined by the journal. Ensure that yourrevised manuscript meets all the criteria for a regular paper submission.4. **Include a Response Letter:** Along with your revised manuscript, include a response letter where you acknowledge each comment made by the reviewers and explain how you addressed or incorporated their suggestions.5. **Highlight Changes:** Clearly indicate the changes you made in the revised manuscript. This helps the reviewers and editor quickly identify the modifications.6. **Submit as Instructed:** Follow the submission instructions provided by the journal. This may involve submitting the revised manuscript through an online submission system or via email.Remember that the goal is to improve the quality of your paper based on the feedback received. Take the opportunity to strengthen your work before resubmitting.。

勤勉书写新成就的英语作文

勤勉书写新成就的英语作文

Diligence is a virtue that has been extolled by many great minds throughout history. It is the key to unlocking the door to success.Writing,in particular,is an art that requires consistent effort and dedication to master.Heres an essay that celebrates the achievements that come from diligent writing.The Power of Diligent WritingIn the realm of personal and professional development,writing stands as a powerful tool for selfexpression,communication,and learning.The act of putting thoughts to paper not only refines ones ideas but also fosters a deeper understanding of the subject matter. However,it is not the act of writing itself that brings about growth and success,but rather the diligence with which one approaches it.Diligent writing demands a commitment to regular practice.Just as a musician must practice scales daily to maintain their skill,a writer must engage in the craft consistently to sharpen their abilities.This discipline not only improves ones command of language but also hones the critical thinking necessary to construct wellreasoned arguments and compelling narratives.Moreover,diligent writing encourages a habit of reflection.By taking the time to articulate thoughts and experiences,writers develop a greater selfawareness.This introspection can lead to personal growth,as well as a more profound connection with readers who may resonate with the shared sentiments.The process of diligent writing also fosters creativity.As one delves deeper into the craft, new ideas and perspectives emerge,often born from the very act of writing itself.This creative exploration can lead to innovative solutions in professional fields,where the ability to think outside the box is highly valued.Furthermore,diligent writing is a means of documentation.Whether it is recording historical events,preserving cultural knowledge,or simply chronicling personal experiences,writing serves as a vital form of recordkeeping.This documentation is not only a testament to the writers diligence but also contributes to the collective memory of society.In the professional sphere,the fruits of diligent writing are manifold.From academic papers that contribute to the body of knowledge in a field to business proposals that secure funding and drive innovation,the impact of wellcrafted writing cannot be overstated.In the world of journalism,diligent writing is essential for accurate reporting and maintaining the integrity of the press.However,the true measure of diligent writing is not found in the accolades or the number of publications.It lies in the personal satisfaction derived from the pursuit of excellence. The sense of accomplishment that comes from seeing an idea take form,from the blank page to a finished piece,is a reward in itself.In conclusion,diligent writing is a journey of continuous improvement and selfdiscovery. It is a practice that not only enriches the individual but also contributes to the broader tapestry of human knowledge and experience.By embracing the virtues of diligence in writing,one can unlock new horizons of thought and expression,achieving a legacy that transcends time.。

高考英语教材复习选择性必修第4册UNIT1SCIENCEFICTION

高考英语教材复习选择性必修第4册UNIT1SCIENCEFICTION

Ⅰ.词块记单词 1.with _d_i_g_n_it_y_ 有尊严地;彬彬有礼 2.a big _s_a_la_r_y_ 高工资 3._d_is_m_i_s_s_ Tony 解雇托尼,让托尼离开 4.on a daily or w__e_e_k_ly_ basis 每天或每周 5.c_h_a_i_rw__o_m_a_n_ of the student union 学生会女主席 6.become _s_u_p_er_i_o_r _ 变得更好 7._fe_t_c_h_ something 去拿东西
UNIT 1 SCIENCE FICTION
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必备知识·自主检测 关键能力·重难探究 课堂效果·巩固训练 课时质量评价
基础练透——单句语法填空 ①The accused man was declared _to__b_e_ (be) guilty by the court. ②I was annoyed in that period and stopped practising, _d_e_c_la_r_in_g__ (declare) I had reached the ceiling of my singing career. ③It _i_s_d_e_c_la_r_e_d__ (declare) that there will be no school this afternoon. ④Germany declared war o_n_ France on 3 August 1914.
UNIT 1 SCIENCE FICTION
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必备知识·自主检测 关键能力·重难探究 课堂效果·巩固训练 课时质量评价
2.urge n.强烈的欲望;冲动 vt.催促;力劝;大力推荐 [素养佳句]Our teacher urges us to study hard with the College Entrance Examination drawing near. 随着高考的临近,我们的老师敦促我们努力学习。

SMF编写及内容要求注释ENCN

SMF编写及内容要求注释ENCN

EudraLexThe Rules Governing Medicinal Products in the European Union欧盟药事法规Volume 4第4卷Brussels, 10 December 20092009年12月10日,布鲁塞尔EU Guidelines to欧盟指南Good Manufacturing Practice Medicinal Products for Human and Veterinary Use人用药品及兽药生产质量管理规范Part III第III部分Explanatory notes for pharmaceutical manufacturers on the preparation of a Site Master File and content of a Site Master File 药品制造企业现场管理档案(SMF)内容及编写要求注释翻译: 徐禾丰2009年12月,第1版The Site Master File concept has been developed by PIC/S and has become a standard expectation of EU authorities. Following a recent revision of the explanatory notes by PIC/S, it has been proposed that the status of the Site Master File is more formally linked to the EU regulatory framework.现场管理档案的概念由PIC/S开发,并已经成为欧盟当局的一个标准的期望。

继最近PIC/S修订解释性说明,已经建议SMF地位更加正式地连接到欧盟药政法规架构中。

It is proposed that a new informational Part III of the EU GMP Guide is created for documents which are not themselves GMP guidelines and have no statutory force but which complement the GMP guidelines and related regulatory procedures such as, in this case, inspections.建议欧盟GMP指南第III部分编制为新的信息文件,但其本身不是一个GMP指南,也不具有法定效力,但作为GMP 指南的一个补充和相关的药政程序,例如,检查。

2025届高考专项复习阅读理解应用文五年真题专练(新高考专用) 导学案(原卷版+解析版)

2025届高考专项复习阅读理解应用文五年真题专练(新高考专用) 导学案(原卷版+解析版)

五年2020-2024年高考英语真题阅读理解应用文分类汇编(新高考专用)主题语境考点分布人与自我2022新课标I卷—文科概论课程评分;;2021新课标II 卷—约克郡暑期活动项目;2020新课标卷—诗歌大赛征稿启事;人与社会2024浙江1月卷—名作改编为音乐剧; 2023新课标I卷—广告宣传类(自行车租赁与旅行) 2022新课标II卷—儿童博物馆团体游; 2021新课标I卷—罗马旅游低价旅馆;人与自然2024新课标I卷—栖息地恢复团队招募;2024新课标II 卷—卡洛秋季徒步节2023新课标II卷—广告宣传类(黄石公园护林员项目) 2023浙江1月卷—探险家营地;一、命题取向应用文体裁包括:广告(分商业广告和公益广告)、启事、书影评、传单海报、说明书和备忘录。

其中,广告、启事和书影评出现频率最高。

考查题型除细节题外,主要有:“purpose” 类、“main idea/mainly about ”类、“title”类。

“purpose” 类题目的四个选项常使用“不定式to do” 结构。

“main idea/mainly about ”类题目的选项涉及到短语(名词短语、动名词短语)和句子(陈述句、疑问句)两大类别。

“title”类题目的选项除了包括短语和句子外,还涉及“名词:短语”结构以及混合型(短语、句子、“名词:短语”混合),混合型选项大多是两两对称。

二、技巧点拨1、答案常均匀分布。

每个小标题下面的内容会出一道题,一般不可能就一个小标题的内容连出2至3题。

2、题文不一定同序。

题号在前的题目答案不一定就在前面。

3、选项和文中句子一模一样可以选。

4、主旨题的解法要从各个小标题入手。

一.人与自我1. 2022新课标I卷—文科概论课程评分Grading Policies for Introduction to LiteratureGrading Scale90-100, A; 80-89, B; 70-79, C; 60-69, D; Below 60, E.Essays (60%)Your four major essays will combine to form the main part of the grade for this course: Essay 1 = 10%; Essay 2 = 15%; Essay 3 = 15%; Essay 4 = 20%.Group Assignments (30%)Students will work in groups to complete four assignments(作业) during the course. All the assignments will be submitted by the assigned date through Blackboard our online learning and course management system.Daily Work/In-Class Writings and Tests/Group Work/Homework (10%)Class activities will vary from day to day, but students must be ready to complete short in-class writings or tests drawn directlyfrom assigned readings or notes from the previous class'lecture/discussion, so it is important to take careful notes during class. Additionally, from time to time I will assign group work to be completed in class or short assignments to be completed at home, both of which will be graded.Late WorkAn essay not submitted in class on the due date will lose a letter grade for each class period it is late. If it is not turned in by the 4th day after the due date, it will earn a zero. Daily assignments not completed during class will get a zero. Short writings missed as a result of an excused absence will be accepted.21. Where is this text probably taken fromA. A textbook.B. An exam paper.C. A course plan.D. An academic article.22. How many parts is a student’s final grade made up ofA. Two.B. Three.C. Four.D. Five.23. What will happen if you submit an essay one week after the due dateA. You will receive a zero.B. You will lose a letter grade.C. You will be given a test.D. You will have to rewrite it.2. 2021新课标II卷—约克郡暑期活动项目Things to Do in Yorkshire This SummerHarrogate Music FestivalSince its birth, Harrogate Music Festival has gone from strength to strength. This year, we are celebrating our 50th anniversary. We begin on 1st June with Manchester Camerata and Nicola Benedetti, presenting an amazing programme of Mozart pieces.Dates:1 June-31 JulyTickets: 12- 96Jodie's Fitness Summer ClassesAs the summer months roll in, our Georgian country estate makes the perfect setting for an outdoor fitness session. Come and work out with our qualified personal trainer, Jodie McGregor, on the grounds of the Middleton Lodge estate.We will be holding a free taster session on 23rd May, at 10 am, to demonstrate the variety of effective and active exercises. There are eight spaces available for the taster session. Advance bookings are required(**********************.uk.paris)Dates:23 May-11 JulyTickets: 7.50 per sessionFelt Picture MakingWorking from an inspirational picture, this workshop at Helmsley Arts Centre will teach you the techniques you will need to recreate your picture in wool.We will also discuss the origins of felt what enables wool fibres to become felt and how the processes we use work.Dates: 12 June-12 JulyTickets: 40 including materialsFigure It Out!-Playing with MathA new exhibition in Halifax uses everyday activities to explain the hidden math principles we all use on a regular basis. Pack a bag, cut a cake, guess which juice container holds the most liquid, and much more. Discover how architects, product designers and scientists use similar skills in their work.Dates:7 May-10 JuneTickets: Free21. What should you do if you want to attend the taster session of Jodie's fitness classesA. Join a fitness club.B. Pay a registration fee.C. Make a booking.D. Hire a personal trainer.22. How much is the ticket for Felt Picture MakingA. 7.50.B. 12.C. 40.D. 96.23. Which of the following starts earliestA. Harrogate Music Festival.B. Jodie's Fitness Summer Classes.C. Felt Picture Making.D. Figure It Out!-Playing with Math.3. 2020新课标卷—诗歌大赛征稿启事POETRY CHALLENGEWrite a poem about how courage, determination, and strength have helped you face challenges in your life.Prizes3 Grand Prizes:Trip to Washington, D.C. for each of three winners, a parent and one other person of the winner’s choice. Trip includes round-trip air tickets, hotel stay for two nights, and tours of the National Air and Space Museum and the office of National Geographic World.6 First Prizes:The book Sky Pioneer:A Photobiography of Amelia Earhart signed by author Corinne Szabo and pilot Linda Finch.50 Honorable Mentions:Judges will choose up to 50 honorable mention winners, who will each receive a T-shirt in memory of Earhart’s final flight.RulesFollow all rules carefully to prevent disqualification.■Write a poem using 100 words or fewer. Yo ur poem can be any format, any number of lines.■Write by hand or type on a single sheet of paper. You may use both the front and back of the paper.■On the same sheet of paper, write or type your name, address, telephone number, and birth date.■Mail your entry to us by October 31 this year.21. How many people can each grand prize winner take on the free tripA. Two.B. Three.C. Four.D. Six.22. What will each of the honorable mention winners getA. A plane ticket.B. A book by Corinne Szabo.C. A special T-shirt.D. A photo of Amelia Earhart.23. Which of the following will result in disqualificationA. Typing your poem out.B. Writing a poem of 120 words.C. Using both sides of the paper.D. Mailing your entry on October 30.二.人与社会4. 2024浙江1月卷—名作改编为音乐剧Tom Sawyer Play Is an AdventureA 35-minute hand-clapping, foot-stomping musical version of a Mark Twain favorite returns with this Tall Stacks festival.“Tom Sawyer: A River Adventure” has all the good stuff, including the fence painting, the graveyard, the island and the cave. It is adapted by Joe McDonough, with music by David Kisor. That’s thelocal stage writing team that creates many of the Children’s Theatre of Cincinnati’s original musicals, along with the holiday family musicals at Ensemble Theatre.This year Nathan Turner of Burlington is Tom Sawyer, and Robbie McMath of Fort Mitchell is Huck Finn.Tumer, a 10th-grader at School for Creative and Performing Arts, is a familiar presence on Cincinnati’s stages. He is a star act or of Children’s Theatre, having played leading roles in “The Legend of Sleepy Hollow” and “The Wizard of Oz,” and is fresh from Jersey Production “Ragtime”.McMath is a junior at Beechwood High School. He was in the cast of “Tom Sewyer” when it was first performed and is a Children’s Theatre regular, with five shows to his credit. This summer he attended Kentucky’s Governor’s School for the Arts in Musical Theatre.Note to teachers: Children’s Theatre has a study guide demonstrating how math and science can be taught through “Tom Sawyer.” For downloadable lessons, visit the official website of Children’s Theatre.21. Who wrote the music for “Tom Sawyer: A River Adventure”A. David Kisor.B. Joe McDonough.C. Nathan Turner.D. Robbie McMath.22. What can we learn about the two actorsA. They study in the same school.B. They worked together in “Ragtime”.C. They are experienced on stage.D. They became friends ten years ago.23. What does Children’s Theatre provide for teachersA. Research funding.B. Training opportunities.C. Technical support.D. Educational resources.5. 2023新课标I卷—自行车租赁与旅行Bike Rental & Guided ToursWelcome to Amsterdam, welcome to MacBike. You see much more from the seat of a bike! Cycling is the most economical, sustainable and fun way to explore the city, with its beautiful canals, parks, squares and countless lights. You can also bike along lovely landscapes outside of Amsterdam.Why MacBikeMacBike has been around for almost 30 years and is the biggest bicycle rental company in Amsterdam. With over 2,500 bikes stored in our five rental shops at strategic locations, we make sure there is always a bike available for you. We offer the newest bicycles in a wide variety, including basic bikes with foot brake(刹车), bikes with hand brake and gears(排挡), bikes with c hild seats, and children’sbikes.PricesHand Brake, Three Gears Foot Brake, No Gears1 hour ?7.50 ?5.003 hours ?11.00 ?7.501 day (24 hours) ?14.75 ?9.75Each additional day ?8.00 ?6.00Guided City ToursThe 2.5-hour tour covers the Gooyer Windmill, the Skinny Bridge, the Rijksmuseum, Heineken Brewery and much more. The tour departs from Dam Square every hour on the hour, starting at 1:00 pm every day. You can buy your ticket in a MacBike shop or book online.1. What is an advantage of MacBikeA. It gives children a discount.B. It of offers many types of bikes.C. It organizes free cycle tours.D. It has over 2,500 rental shops.2. How much do you pay for renting a bike with hand brake and three gears for two daysA. ?15.75.B. ?19.50.C. ?22.75.D. ?29.50.3. Where does the guided city tour startA. The Gooyer, Windmill.B. The Skinny Bridge.C. Heineken Brewery.D. Dam Square.6.2022新课标II卷—儿童博物馆团体游Children’s Discovery MuseumGeneral Information about Group PlayPricingGroup Play $7/personScholarshipsWe offer scholarships to low-income schools and youth organizations, subject to availability. Participation in a post-visit survey is required.Scholarships are for Group Play admission fees and/or transportation. Transportation invoices (发票) must be received within 60 days of your visit to guarantee the scholarship.Group SizeWe require one chaperone(监护人) per ten children. Failure to provide enough chaperones will result in an extra charge of $50 per absent adult.Group Play is for groups of 10 or more with a limit of 35 people. For groups of 35 or more, please call to discuss options.HoursThe Museum is open daily from 9:30 am to 4:30 pm.Group Play may be scheduled during any day or time the Museum is open.Registration PolicyRegistration must be made at least two weeks in advance. Register online or fill out a Group Play Registration Form with multiple dates and start time options.Once the registration form is received and processed, we will send a confirmation email within two business days.Guidelines●Teachers and chaperones should model good behavior for the group and remain with students at all times.●Children are not allowed unaccompanied in all areas of the Museum.●Children should play nicely with each other and exhibits.●Use your indoor voic e when at the Museum.21. What does a group need to do if they are offered a scholarshipA. Prepay the admission fees.e the Museum’s transportation.C. Take a survey after the visit.D.Schedule their visit on weekdays.22. How many chaperones are needed for a group of 30 children to visit the MuseumA. One.B. Two.C. Three.D. Four.23. What are children prohibited from doing at the MuseumA. Using the computer.B. Talking with each other.C. Touching the exhibits.D. Exploring the place alone.7.2021新课标I卷—罗马旅游低价旅馆Rome can be pricey for travelers, which is why many choose to stay in a hostel(旅社). The hostels in Rome offer a bed in a dorm room for around $25 a night, and for that, you’ll often get to stay in a central location(位置) with security and comfort.Yellow HostelIf I had to make just one recommendation for where to stay in Rome, it would be Yellow Hostel. It’s one of the best-rated hostels in the city, and for good reason. It’s affordable, and it’s got a fun atmosphere without being too noisy. As an added bonus, it’s close to the main train station.Hostel Alessandro PalaceIf you love social hostels, this is the best hostel for you in Rome. Hostel Alessandro Palace is fun. Staff members hold plenty of bar events for guests like free shots, bar crawls and karaoke. There’s also an area on the rooftop for hanging out with other travelers during the summer.Youth Station HostelIf you’re looking for cleanliness and a modern hostel, look no further than Youth Station. It offers beautiful furnishings and beds. There are plenty of other benefits, too; it doesn’t charge city tax; it has both air conditioning and a heater for the rooms; it also hasfree Wi-Fi in every room.Hotel and Hostel Des ArtistesHotel and Hostel Des Artistes is located just a 10-minute walk from the central city station and it's close to all of the city's main attractions. The staff is friendly and helpful, providing you with a map of the city when you arrive, and offering advice if you require some. However, you need to pay 2 euros a day for Wi-Fi.21. What is probably the major concern of travelers who choose to stay in a hostelA. Comfort.B. Security.C. Price.D. Location.22. Which hotel best suits people who enjoy an active social lifeA. Yellow Hostel.B. Hostel Alessandro Palace.C. Youth Station Hostel.D. Hotel and Hostel Des Artistes.23. What is the disadvantage of Hotel and Hostel Des ArtistesA. It gets noisy at night.B. Its staff is too talkative.C. It charges for Wi-Fi.D. It’s inconveniently located.三.人与自然8.2024新课标I卷—栖息地恢复团队招募HABITAT RESTORATION TEAMHelp restore and protect Marin’s natural areas from the Marin Headlands to Bolinas Ridge. We’ll explore beautiful park sites while conducting invasive(侵入的) plant removal, winter planting, and seed collection. Habitat Restoration Team volunteers play a vital role in restoring sensitive resources and protecting endangered species across the ridges and valleys.GROUPSGroups of five or more require special arrangements and must be confirmed in advance. Please review the List of Available Projects and fill out the Group Project Request Form.AGE, SKILLS, WHAT TO BRINGVolunteers aged 10 and over are welcome. Read our Youth Policy Guidelines for youth under the age of 15.Bring your completed Volunteer Agreement Form. Volunteers under the age of 18 must have the parent/guardian approval section signed.We’ll be working rain or shine. Wear clothes that can get dirty. Bring layers for changing weather and a raincoat if necessary. Bring a personal water bottle, sunscreen, and lunch.No experience necessary. Training and tools will be provided. Fulfills(满足) community service requirements.UPCOMING EVENTSTime Meeting LocationSunday, Jan. 15 10:00am-1:00pm Battery Alexander Trailhead Sunday, Jan. 22 10:00am-2:30pm Stinson Beach Parking Lot Sunday, Jan. 29 9:30am-2:30pm Coyote Ridge Trailhead21. What is the aim of the Habitat Restoration TeamA. To discover mineral resources.B. To develop new wildlife parks.C. To protect the local ecosystem.D. To conduct biological research.22. What is the lower age limit for joining the Habitat Restoration TeamA. 5.B. 10.C. 15.D. 18.23. What are the volunteers expected to doA. Bring their own tools.B. Work even in bad weather.C. Wear a team uniform.D. Do at least three projects.9. 2024新课标II卷—卡洛秋季徒步节Choice of Walks for Beginner and Experienced WalkersThe Carlow Autumn Walking Festival is a great opportunity for the beginner, experienced or advanced walker to enjoy the challenges of Carlow’s mountain hikes or the peace of its woodlan d walks. Walk 1 — The Natural WorldWith environmentalist anna Lamhna as the guide, this walkpromises to be an informative tour. Walkers are sure to learn lots about the habitats and natural world of the Blackstairs.Date and Time: Saturday, 1st October, at 09:00Start Point: Scratoes BridgeWalk Duration: 6 hoursWalk 2 — Introduction to HillwalkingEmmanuel Chappard, an experienced guide, has a passion for making the great outdoors accessible to all. This mountain walk provides an insight into the skills required for hillwalking to ensure you get the most from future walking trips.Date and Time: Sunday, 2nd October, at 09:00Start Point: Deerpark Car ParkWalk Duration: 5 hoursWalk 3 — Moonlight Under the StarsWalking at night-time is a great way to step out of your comfort zone. Breathtaking views of the lowlands of Carlow can be enjoyed in the presence of welcoming guides from local walking clubs. A torch(手电筒) along with suitable clothing is essential for walking in the dark. Those who are dressed inappropriately will be refused permission to participate.Date and Time: Saturday, 1st October, at 18:30Start Point: The Town HallWalk Duration: 3 hoursWalk 4 — Photographic Walk in Kilbrannish ForestThis informative walk led by Richard Smyth introduces you to the basic principles of photography in the wild. Bring along your camera and enjoy the wonderful views along this well-surfaced forest path.Date and Time: Sunday, 2nd October, at 11:45Start Point: Kilbrannish Forest Recreation AreaWalk Duration: 1.5 hours21. Which walk takes the shortest timeA. The Natural World.B. Introduction to Hillwalking.C. Moonlight Under the Stars.D. Photographic Walk in Kilbrannish Forest.22. What are participants in Walk 3 required to doA. Wear proper clothes.B. Join a walking club.C. Get special permits.D. Bring a survival guide.23. What do the four walks have in commonA. They involve difficult climbing.B. They are for experienced walkers.C. They share the same start point.D. They are scheduled for the weekend.10. 2023新课标II卷—黄石公园护林员项目Yellowstone National Park offers a variety of ranger programs throughout the park, and throughout the year. The following are descriptions of the ranger programs this summer. Experiencing Wildlife in Yellowstone (May 26 to September 2) Whether you’re hiking a backcountry trail(小径), camping, or just enjoying the park’s amazing wildlife from the road, this quick workshop is for you and your family. Learn where to look for animals and how to safely enjoy your wildlife watching experience. Meet at the Canyon Village Store.Junior Ranger Wildlife Olympics (June 5 to August 21)Kids can test their skills and compare their abilities to the animals of Yellowstone. Stay for as little or as long as your plans allow. Meet in front of the Visitor Education Center.Canyon Talks at Artist Point (June 9 to September 2)From a classic viewpoint, enjoy Lower Falls, the Yellowstone River, and the breathtaking colors of the canyon(峡谷) while learning about the area’s natural and human history. Disco ver why artists and photographers continue to be drawn to this special place. Meet on the lower platform at Artist Point on the South Rim Drive for this short talk.Photography Workshops (June 19 &July 10)Enhance your photography skills — join Yellowstone’s parkphotographer for a hands-on program to inspire new and creative ways of enjoying the beauty and wonder of Yellowstone.6/19 — Waterfalls &Wide Angles: meet at Artist Point.7/10 — Wildflowers &White Balance: meet at Washburn Trailhead in Chittenden parking area.1. Which of the four programs begins the earliestA. Photography Workshops.B. Junior Ranger Wildlife Olympics.C. Canyon Talks at Artist Point.D. Experiencing Wildlife in Yellowstone.2. What is the short talk at Artist Point aboutA. Works of famous artists.B. Protection of wild animals.C. Basic photography skills.D. History of the canyon area.3. Where will the participants meet for the July 10 photography workshopA. Artist Point.B. Washburn Trailhead.C. Canyon Village Store.D. Visitor Education Center.11. 2023浙江1月卷—探险家营地Explorers CampFull day camp for kids aged 5-13.Monday-Friday, July 8-26, 9am-4pm.Week 1 | July 8-12Week 2 | July 15-19Week 3 | July 22-26Register for a single week or multiple weeks.Fees: $365 per week.The last day to cancel registration and receive a full refund(退款) is June 15.Camp StructureThe day is divided into two thematic sessions per age group. Campers have a three-hour morning class engaging with a morning theme (9am to 12 noon) and a one-hour lunch break, followed by another three-hour class engaging with an afternoon theme (1pm to 4pm). Snack periods are held throughout the day. All campers should bring their own bagged lunch and snacks. Camp ContentExplorers Camp organizes engaging arts, history andscience-related activities in every! class, and focuses on a range of topics that emphasize active learning, exploration and, most of all, fun! All camp sessions are created with age-appropriate activities that are tailored to the multiple ways that kids learn.Camp StaffCampers enjoy a staff-to-child ratio ranging from 1:4 to 1:7 depending on the age group. Instructors are passionate educators who are experts in their fields and have undergone training and abackground check.21. On which of the following dates can you cancel your registration with a full refundA. June 12.B. June 22.C. July 19.D. July 26.22. How are campers divided into different groupsA. By gender.B. By nationality.C. By interest.D. By age.23. How many hours of class will you have altogether if you register for a single weekA. 15.B. 21.C. 30.D. 42.五年2020-2024年高考英语真题阅读理解应用文分类汇编(新高考专用)解析版主题语境考点分布人与自我2022新课标I卷—文科概论课程评分;;2021新课标II 卷—约克郡暑期活动项目;2020新课标卷—诗歌大赛征稿启事;人与社会2024浙江1月卷—名作改编为音乐剧; 2023新课标I卷—广告宣传类(自行车租赁与旅行) 2022新课标II卷—儿童博物馆团体游; 2021新课标I卷—罗马旅游低价旅馆;人与自然2024新课标I卷—栖息地恢复团队招募;2024新课标II 卷—卡洛秋季徒步节2023新课标II卷—广告宣传类(黄石公园护林员项目) 2023浙江1月卷—探险家营地;一、命题趋向应用文体裁包括:广告(分商业广告和公益广告)、启事、书影评、传单海报、说明书和备忘录。

纸厂检验员的工作流程

纸厂检验员的工作流程

纸厂检验员的工作流程英文回答:The job process of a paper mill inspector involves several key steps. First, the inspector receives a list of paper rolls to be inspected for quality and consistency. They then gather the necessary tools and equipment, such as calipers, micrometers, and moisture meters, to perform the inspections.Next, the inspector locates the paper rolls in the warehouse and verifies that they match the list. They then take measurements and conduct visual inspections to ensure that the paper meets the required quality standards. This may involve checking for defects, such as tears, wrinkles, or uneven edges, and measuring the thickness and moisture content of the paper.After completing the inspections, the inspector records their findings in a detailed report, noting any issues ordiscrepancies found during the process. This report is then submitted to the quality control department for review. If any paper rolls are found to be substandard, the inspector may also be responsible for tagging and segregating themfor further evaluation or disposal.In addition to these regular inspections, the inspector may also be called upon to conduct random spot checks throughout the production process to ensure that quality standards are being maintained at all times.Overall, the job of a paper mill inspector requires attention to detail, technical expertise, and a commitment to upholding quality standards in the paper manufacturing process.中文回答:纸厂检验员的工作流程包括几个关键步骤。

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The remainder of this paper is organized as follows. Section 2 brie y reviews the framework of discrete wavelet transforms and the discrete wavelet packet transform, including corresponding variations of wavelet frames. Section 3 considers criteria for lter selection. Section 4 describes our multi-channel feature extraction scheme. Next, section 5 describes the ISODATA clustering algorithm used in our texture segmentation experiments. Section 6 presents our experimental results. Finally, Section 7 provides a brief summary and conclusion.
2
1. INTRODUCTION
In the eld of computer vision, the problem of texture segmentation has been investigated by many researchers through a diversity of approaches. In general, such methods consist of two distinct phases: feature extraction and clustering. Features for texture representation are of crucial importance for accomplishing segmentation 1]. Previous approaches for representing texture features can be divided into two categories 2] 3]: statistical approaches and spatial/spatial-frequency approaches. In this paper, we describe a multi-channel approach, closely tied to wavelet multiresolution analysis. The existence of a multi-channel ltering model is evident from studies of the human visual system. Recent psychovisual experiments suggest the presence of a \biological spectrum analyzer" within the human visual system 4]. An early paper by Bovik 5] used complex Gabor lters, where texture features were computed by envelope and phase information extracted from two quadratic components of distinct output channels. In a related paper, A.K.Jain 9] chose real Gabor lters for analysis. Each ltered channel (output) was subjected to a nonlinear transformation, (t) = tanh( t). An average absolute derivation was then computed in terms of overlapping windows. Recent developments in wavelet theory provide an alternative approach through multi-channel lter banks that have several advantages over Gabor lters: (1) Wavelet lters cover exactly the frequency domain (complete representation), (2) Signal adaptive decomposition is made possible by the tree structure of multi-channel lters. (3) Fast algorithms are readily available to facilitate computation. Several recent studies have reported the success of applying wavelet theory to texture analysis 11]. Laine et al 10] used wavelet packet signatures for texture classi cation and achieved perfect classi cation for 550 samples obtained from 25 distinct natural textures. In addition, M.Unser 12] has reported promising results using wavelets for both classi cation and segmentation of textures. In this paper, we introduce a feature extraction scheme that relies on wavelet multi-channel analysis and a novel envelope detection algorithm.
Submitted as a REGULAR paper to the IEEE Transactions on Image Processing
EDICS: IP 1.5 segmentation
Frame Representations for Texture Segmentation1
Andrew Laine2 and Jian Fan
Email: laine@cis.u .edu, Phone: (904)392-1239
Abstract3
We introduce a novel method of feature extraction for texture segmentation that relies on multi-channel wavelet frames and two-dimensional envelope detection. We described and compared two algorithms for envelope detection: (1) the Hilbert transform and (2) zero-crossings representation. Our study includes the selection of symmetric Quadrature Mirror Filters (QMF) for analysis and an ISODATA clustering algorithm. The reliability of our methods are demonstrated experimentally by quantitative evaluation on both natural and synthetic textures.
Keywords: Feature extraction, multiscale representations, image segmentation, wavelet analysis, computer visioported by the National Science Foundation under Grant No. IRI-9111375. Please address all correspondence to Andrew Laine. 3 Permission to publish this abstract seperately is granted.
2. MULTI-CHANNEL WAVELET ANALYSIS
The general structure and computational framework of the discrete wavelet transform (DWT) are similar to subband coding systems. The main di erence lies in lter design, where wavelet lters are required to be regular 13]. In this study, we considered two methods of multiscale analysis: Discrete wavelet transform (DWT) 13] 14] 17], which corresponds to an octave-band lter bank. Discrete wavelet packet transform (DWPT) 15] 16], which corresponds to a general tree-structured lter bank. In general, the DWPT imposes a more rigorous constraint on a wavelet, that is, the wavelet should be orthonormal. However, the DWPT allows more exibility by providing an adaptive basis. For a discussion on their continuous counterparts, please see references 13] 12] 16]. Unfortunately both decompositions are not translation invariant (a desirable property for accomplishing texture analysis 12]). A possible solution is to use an overcomplete wavelet decomposition called a discrete wavelet frame (DWF) 12]. In this case, a DWF or DWPF scheme is similar to its DWT and DWPT except that no down sampling occurs between levels. Figure 1 shows a general DWPF as a binary tree for a three level decomposition. For each case above, lters Hl (! ) and Gl(! ) at level l were generated as described in 13] :
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