Rabies Virus in Raccoons, Ohio, 2004J. Caroline Henderson,*1 Roman Biek,*2 Cathleen A. Hanlon,? Scott O’Dee,?
and Leslie A. Real*
In 2004, the raccoon rabies virus variant emerged in Ohio beyond an area where oral rabies vaccine had been distributed to prevent westward spread of this variant. Our genetic investigation indicates that this outbreak may have begun several years before 2004 and may have originated within the vaccination zone.
S
everal wild carnivorous mammals may be competent zoonotic reservoirs for rabies viruses (1). Similar to how parenteral vaccination has contributed to control and elimination of rabies in dogs, effective oral rabies vaccines and application methods for wildlife species, most notably the red fox (Vulpes vulpes ), have led to regional contain-ment and elimination of the rabies virus variants associated with this species in large parts of Canada and Europe (2). The ? rst step toward reducing the size of areas in which rabies is enzootically transmitted is containment of its re-gional spread. Understanding the conditions under which containment of wildlife rabies can reliably be achieved will facilitate the long-term goal of eliminating particular rabies virus variants from their respective reservoir species.
During the late 1970s, the range of a raccoon (Procyon lotor )–speci ? c rabies virus variant (RRV) expanded sub-stantially from the historically affected southeastern United States to the currently affected eastern North America (3). In 1996, to contain westward expansion of this variant, oral rabies vaccine (ORV) was distributed in Ohio. The ORV strategy includes distributing bait containing a vaccinia-ra-bies glycoprotein recombinant vaccine (4) while taking ad-vantage of physiogeographic impediments to rabies trans-mission, such as mountains, rivers, and major highways to create a barrier 50 km–150 km wide between unaffected and enzootic areas.
During 1999–2004, ORV had apparently limited fur-ther spread of the virus (5) (Figure 1). However, in July 2004, RRV was diagnosed in a raccoon northwest of the ORV zone in Lake County, Ohio. As of December 2005, enhanced surveillance had detected 77 rabid raccoons in Lake County and 2 adjacent counties (Geauga and Cuyaho-ga) (Figures 1 and 2, panel A). These detections raised the
question whether current ORV and surveillance strategies are suf ? cient for containment and reaching the long-term goal of regional elimination of RRV. We used molecular
analyses to gain insight into the factors and possible rac-coon source populations associated with the breach of the
ORV zone in Ohio.
The Study
Viral RNA was extracted as described (6) from brain tissue of 67 rabid raccoons. Samples came from raccoons in Ohio (1996 [n = 9] and 2004 [n = 10] outbreaks) and the neighboring states of Pennsylvania (2003–2004 [n = 21] and West Virginia (1987–2004 [n = 27]) (online Appendix Table, available from https://www.doczj.com/doc/036567886.html,/EID/content/14/4/zzz-appT.htm). We ampli ? ed a 1,345-nt portion of the glyco-protein gene (G) and, for a smaller subset of samples (n = 20), the complete nucleoprotein gene (N) (1,416 nt,) (see [6] for primers and conditions). Sequences from a Florida raccoon (G, U27216; N, U27220) were included as an out-group. When sequence data for G and N had been obtained, sequences were concatenated. After alignment, appropri-ate evolutionary models (7) were found for phylogenetic estimation by using maximum-likelihood and Bayesian approaches (8,9). Maximum-likelihood trees were con-structed by using heuristic searches, and node support was assessed with 1,000 bootstrap replicates under the distance criterion with maximum-likelihood model settings. Bayes-ian estimation was performed with 2 runs of 6 million sam-ples each and a sampling frequency of 1,000; the ? rst 1,000 samples were discarded as burn-in.
A Bayesian molecular clock–based method (10) was used to estimate when the 2004 RRV lineage had started to diversify. To estimate evolutionary rates, we included 3 raccoon rabies sequences isolated during the larger Atlantic coast epizootic of 1982–1984. Analyses were run for 10 million steps after a burn-in period of 1 million under an exponential growth model; alternative demographic mod-els produced equivalent results (data not shown).
According to the combined G and N data, the phylo-genetic analyses showed that the 2004 Ohio outbreak was caused by a distinct RRV lineage that had limited diversity (Figure 2, panel B, red), which suggests a single-source in-troduction into Ohio. The 2004 lineage was not a direct de-scendent of any previously sampled lineages, but it shared a common ancestor with another lineage (Figure 2, panel B, yellow) that contained the viruses responsible for the 1996 Ohio outbreak along with contemporary viruses from west-ern Pennsylvania. No members of either of these lineages had been found east of the ORV barrier (Figure 2, panel A), an area dominated by a different group of viruses (Fig-DISPATCHES
650
Emerging Infectious Diseases ? https://www.doczj.com/doc/036567886.html,/eid ? Vol. 14, No. 4, April 2008
1Current af ? liation: University of Glasgow, Glasgow, Scotland, UK.
1
Current af ? liation: Centers for Disease Control and Prevention, Atlanta, Georgia, USA.
*Emory University, Atlanta, Georgia, USA; ?Kansas State Univer-sity, Manhattan, Kansas, USA; and ?Ohio Department of Health, Reynoldsburg, Ohio, USA
Rabies Virus in Raccoons, Ohio, 2004
ure 2, panel B, blue). The same result was obtained when the larger dataset based on G data only was analyzed (on-line Appendix Figure, available from https://www.doczj.com/doc/036567886.html,/EID/content/14/4/650-appG.htm) and when we included RRV sequences from throughout eastern North America (data not shown). This ? nding suggests that the virus associated with the 2004 outbreak in Ohio most likely originated with-in the ORV zone.
Temporal estimates further indicated that all viruses sampled in the recent Ohio outbreak had started to diversify at least 3 years before 2004. The estimated dates associated with the most recent common ancestor were 1998 (highest posterior density interval 1993–2001) for the concatenated G and N data and 1995 (highest posterior density interval 1990–2000) for G data only.
Conclusions
Our ? ndings imply that RRV had been circulating undetected among raccoons in the ORV zone, and pos-sibly beyond it, for several years before its detection in 2004. These ? ndings have important implications for the control of wildlife rabies in raccoons through ORV. First, the genetic analyses do not point to a long-distance trans-mission event to Ohio but rather suggest that the virus was indigenous to the region. In view of potential continued transmission events within the current ORV zone, widen-ing the ORV corridor likely will not prevent such trans-mission and further spread. Second, the ? ndings suggest that RRV may be able to persist within the ORV zone for several years and thus provide continued risk for eventual spread into unvaccinated raccoon populations. Insuf ? -cient levels of immunization among the overall popula-tion could contribute to this situation. However, spatial variation in the level of immunization or random ? uctua-tions in the number of infected animals may also enable the virus to persist in parts of the ORV zone. Third, the
level of surveillance needed to detect RRV when trans-mission frequency is low is unclear.
Our results indicate that the virus had been present within Ohio for several years when surveillance efforts were relatively low; from January 2000 through June 2004, an average of 71 raccoons were tested each month com-pared with an average of 139 per month during 1997–1999 (Figure 1). Therefore, the critical question is: at what point would the marginal cost of increased surveillance leading to earlier detection have outweighed the cost associated with controlling the 2004 outbreak? To develop the most cost-effective strategy for containment and ultimate elimi-
Emerging Infectious Diseases ? https://www.doczj.com/doc/036567886.html,/eid ? Vol. 14, No. 4, April 2008
651
Figure 1. Raccoon rabies surveillance efforts in Ohio, 1996–2005. Data were aggregated at 3-month intervals.
Figure 2. Spatial and genetic distribution of sequences of the raccoon rabies virus variant (RRV) from the 2004 Ohio outbreak relative to virus found in neighboring areas. A) Distribution of RRV samples included in phylogenetic analysis of G and N gene sequences (stars) or G sequences only (circles). Colors re ? ect phylogenetic groups as shown in panel B. B) Maximum-likelihood tree of concatenated G and N gene sequences of RRV sampled in or near Ohio, 1987–2004. Samples from the 2004 outbreak are boxed. Bootstrap values and corresponding Bayesian posterior values (% for both) are shown for key nodes. Tree was rooted by using RRV G and N sequences from a Florida raccoon (not shown). ORV, oral rabies vaccine. Scale bar =
nucleotide substitutions per site.
nation of rabies among raccoons, further analyses should aim at quantifying this trade-off.
Acknowledgments
We thank Thomas Wampler, John Moore, Joshua Hoblet, John Paul Seman, Caleb Wellman, and Kathleen Smith for help with collecting samples. We also thank local health department personnel responsible for picking up animals for enhanced sur-veillance testing. We are grateful to Charles Rupprecht for help-ful discussions, Jesse Blanton for assistance with mapping, and Lillian Orciari and Michael Niezgoda for providing access to ar-chived samples.
Ms Henderson is currently a researcher in the Respiratory Diseases Branch at the Centers for Disease Control and Preven-tion in Atlanta, Georgia. Her research interests include molecular biology and virology.
References
1. Jackson AC, Wunner WH, editors. Rabies. 2nd ed. London: Aca-
demic Press; 2007.
2. Rupprecht CE, Hanlon CA, Slate D. Oral vaccination of wildlife
against rabies: opportunities and challenges in prevention and con-trol. Dev Biol (Basel). 2004;119:173–84. 3. Rupprecht CE, Smith JS. Raccoon rabies: the re-emergence of an
epizootic in a densely populated area. In: Seminars in virology;
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4. Hanlon CA, Niezgoda M, Hamir AN, Schumacher C, Koprowski H,
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5. Slate D, Rupprecht CE, Rooney JA, Donovan D, Lein DH, Chipman
RB. Status of oral rabies vaccination in wild carnivores in the United States. Virus Res. 2005;111:68–76.
6. Biek R, Henderson JC, Waller LA, Rupprecht CE, Real LA. A high-
resolution genetic signature of demographic and spatial expansion in epizootic rabies virus. Proc Natl Acad Sci U S A. 2007;104:7993–8.
7. Posada D, Crandall KA. MODELTEST: testing the model of DNA
substitution. Bioinformatics. 1998;14:817–8.
8. Ronquist F, Huelsenbeck JP. MrBayes 3: Bayesian phylogenetic in-
ference under mixed models. Bioinformatics. 2003;19:1572–4.
9. Swofford DL. PAUP* (Phylogenetic analysis using parsimony)
(*and other methods). Version 4.0b10. Sunderland (MA): Sinauer Associates; 2002.
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sis by sampling trees). BMC Evol Biol. 2007;7:214.
Address for correspondence: Leslie A. Real, Department of Biology and Center for Disease Ecology, Emory University, 1510 Clifton Rd, Atlanta, GA 30322, USA; email: lreal@https://www.doczj.com/doc/036567886.html,
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2004年全国卷I 听力： 1、What do we learn about the man? A. He slept well on the plane. B. He had a long trip. C. He had a meeting. 2、Why will the woman stay home in the evening? A. To wait for a call. B. To watch a ball game on TV. C. To have dinner with a friend. 3、What gift will the woman probably get for Mary? A. A school bag. B. A record. C. A theatre ticket. 4、What does the man mainly do in his spare time? A. Learn a language. B. Do some sports. C. Play the piano. 5、What did the woman like doing when she was young? A. Riding a bicycle with friends. B. Travelling the country. C. Reading alone. 6、Where does the conversation take place? A. In a hotel. B. At a booking office. C. At a friend’s house. 7、What will the man probably do in a few days? A. Fly to another country. B. Come to the same hotel. C. Drive here to visit friends. 8、What did the man worry about at the beginning of the conversation? A. He might not find everything he wanted. B. He might not have enough money with him. C. He might not be able to carry the shopping. 9、How much should the man pay? A. $5. B. $75. C. $75.05. 10、What did the woman do in the end? A. She charged the man a little less. B. She asked the man to pay her later. C. She made a mistake in adding up the cost. 11、Where are the speakers? A. In a classroom. B. In a theatre. C. In an office. 12、Why does the man plan to leave early? A. He is going on vacation. B. He is going to a performance. C. He is going to the post office. 13、What does the woman offer to do? A. Clean the office. B. Pick up the man’s son. C. Finish the man’s work. 14、How does the woman feel at the beginning of the conversation? A. Angry. B. Surprised. C. Sad 15、What size bag does the woman want? A. A 24-inch bag. B. A 29-inch bag. C. A 32-inch bag. 16、When will the woman leave for Mexico? A. On Thursday. B. On Friday. C. On Saturday.
2010年高考英语全国卷二 https://www.doczj.com/doc/036567886.html,/yyzb/wjxz/2010/06/2010-06-1120293.html 2010年普通高等学校招生全国统一考试（全国卷二） 英语 第一卷（选择题） 第一部分英语知识运用 第一节语音知识（共5小题；每小题1分，满分5分） 从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项，并在答题卡上将该项涂黑。 1. come A. cold B. cock C. comfort D. improve 2. dead A. eager B. great C. least D. health 3. united A. use B. ugly C. upstairs D. put 4. ours A. outside B. cousins C. nervous D. clocks 5. thirty A. theatre B. thus C. although D. feather 第二节语法和词汇知识（共15小题；每小题1分，满分15分） 6. --Is it all right if I keep this photo? --______. A. No, you don't B. No, it shouldn't C. I'm afraid not D. Don't keep it 7. Tom was about to close the window his attention was caught by a bird. A. when B. if C. and D. till 8. My mother opened the drawer to the knives and spoons. A. put away B. put up C. put on D. put together 9. Barbara is easy to recognize as she's the only one of the women who evening dress. A. wear B. wears C. has worn D. have worn 10.--Have you finished the book? --No, I've read up to the children discover the secret cave.
2004年全国普通高考英语试卷（全国卷） 第二节书面表达(满分25分) 假设你是李华，你在报上看到北京电视台今年七月将举办外国人“学中文，唱中文歌”才艺大赛。你的美国朋友Peter正在北京一所大学学中文，你觉得他应去试一试。请按以下要点给他写信告知此事，并表示可以提供帮助。 比赛时间：7 月18日 报名时间：截止到6月30日 报名地点：北京电视台 注意： 1.词数：100左右 2.可适当增加细节，以使行文连贯 3.参考词汇：才艺大赛—talent show 内容要点： 1．才艺大赛的内容和对象 2．比赛时间 3．报名时间和地点 4．建议参加，表示可提供帮助 Dear Peter, I read in a newspaper today that a “Learn Chinese, Sing Chinese Songs” Foreigners’ Talent Show will be held in Beijing Television Station on July 18. I know you like singing, and you are in Beijing during that period. I think this is a good chance for you to show your singing talent, and how well you’ve learned Chinese. If you would like to try, you' U have to go to the TV station to sign up before the end of June. If there is anything I can do for you, I would be more than glad to help. Yours, Li Hua 2005年普通高等学校招生全国统一考试(广东卷) Ⅵ．书面表达(满分25分) Michael是一名美国中学生，在学校里选修汉语。他利用暑假到中国进修，希望进一步了解中国文化。有一天，他看到下面有关成语的漫画，不大明白其中的意思。请你用英语把漫画所表达的故事和寓意写成一段短文，向他解释。 注意：1．词数：在80—120词之间； 2．参考词汇：bump into (撞上)，hoe (锄头) 1 Once upon a time there was a farmer who worked hard in the fields every day. One day, while he was ploughing the field, he heard a bumping sound. He saw a rabbit lying by the trump. He picked it up and found that it was a fat rabbit. He thought to himself, “Since it is so easy to get a rabbit like that, why should I work so hard all day long?” He threw his hoe away and lay by the tree every day, dreaming for more rabbit to come. When he finally realized his foolishness and returned to his field, he found that all his crops were dead. This story tells us that we should not wait for unexpected gains by chance and luck. Or, we should not hope to get rewards without hard work. 2 There was once a farmer who worked very hard every day. One day when he was hoeing in the sunshine, he suddenly heard a low sound “Peng!”. He turned and hurried to the tree. He found a rabbit dying. He took hold of the rabbit and was excited. “What a rabbit! I’ll have it for dinner!” Then he had a good idea, “Why can’t I wait for more rabbits here? It’s cool under the tree.” So he dropped off his hoe and waited there. But day after day, there were no more rabbits coming. What was worse, all his crops were dead. The story tells us that if you want to get something, you must work hard for it. Remember, “No pains, no gains!” 2005年普通高等学校招生全国统一考试（安徽卷）假设有一批英国中学生将来你校就读，校方要求你在开班典礼上介绍一下学校的有关要求。请按以下要点写一篇发言稿。 ◎上学要穿戴整洁 ◎上课不迟到、早退 ◎保持校园清洁 ◎走路靠右行;若要骑车上学，请办自行车许可证 注意： 1．词数: 100左右; 2．可适当增加细节，以使行文连贯;
2010年普通高等学校招生全国统一考试 选校网https://www.doczj.com/doc/036567886.html,上万个大学视频大学高清图片专业大全！ 英语 第1卷 第一部分，听力（共两节，满分30分） 回答听力部分时，请先将答案标在试卷上，听力部分结束前，你将有两分钟的时间将你的答案转涂到客观答题卡上。 第一节（共5小题：每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的ABC三个选项中选出最佳选项，并标在试卷的相应位置。挺完美段对话后，你有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 例：How much is the shirt? A.￡19.15 B ￡.9.15 C . ￡9.18 答案是B. 1.Why will dorotl de on the weeknd? A.Go out weeknd end B.Work on her paper. C.Make some plans. 2.What was the normal price of the T-shirt? A.$15 B. $30 C. $50 3.What has the woman decided to do on Sunday aftermoon? A.To attend a wedding+ B. To visit an exhibition. C. To meet a friend. 4.Where dose the bank close on Satuerday ? A.At 1:00 pm B. At 3:00 pm C. At 4:00 pm 5.Where are the speakers? A.In a store B. In a classroom C. In a hotel. 第二节(共15小题;每小题1.5分，满分22.5分) 听下面5段对话或独白。每段对话或独白后有几个小问题，从题中所给的A、B、C、三个选项中选出最佳选项，并标在试卷的相应位置，听每段对话或独白前，你将有时间阅读
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数字信号处理教案
课程特点: 本课程是为电子、通信专业三年级学生开设 的一门课程，它是在学生学完了信号与系统的课程后，进一步为学习专业知识打基础的课程。本课程将通过讲课、练习使学生掌握数字信号处理的基本理论和方法。课程内容包括：离散时间信号与系统；离散变换及其快速算法；数字滤波器结构；数字滤波器设计；数字信号处理系统的实现等。 本课程逻辑性很强, 很细致, 很深刻；先难后易, 前三章有一定的难度, 倘能努力学懂前三章(或前三章的0 080), 后面的学习就会容易一些；只要在课堂上专心听讲, 一般是可以听得懂的, 但即便能听懂, 习题还是难以顺利完成。这是因为数字信号分析技巧性很强, 只了解基本的理论和方法, 不辅以相应的技巧, 是很难顺利应用理论和方法的。论证训练是信号分析课基本的,也是重要的内容之一, 也是最难的内容之一。 因此, 理解证明的思维方式, 学习基本的证明方法, 掌握叙述和书写证明的一般语言和格式, 是信号分析教学贯穿始终的一项任务。 鉴于此, 建议的学习方法是： 预习, 课堂上认
真听讲, 必须记笔记, 但要注意以听为主, 力争在课堂上能听懂七、八成。课后不要急于完成作业, 先认真整理笔记, 补充课堂讲授中太简或跳过的推导, 阅读教科书, 学习证明或推导的叙述和书写。基本掌握了课堂教学内容后, 再去做作业。在学习中, 要养成多想问题的习惯。 课堂讲授方法: 1. 关于教材: 《数字信号处理》作者丁玉美高西全西安电子科技大学出版社 2. 内容多, 课时紧: 大学课堂教学与中学不同的是每次课介绍的内容很多, 因此, 内容重复的次数少, 讲课只注重思想性与基本思路, 具体内容或推导特别是同类型或较简的推理论证及推导计算, 可能讲得很简, 留给课后的学习任务一般很重。. 3. 讲解的重点: 概念的意义与理解, 理论的体系, 定理的意义、条件、结论、定理证明的分析与思路, 具有代表性的证明方法, 解题的方法与技巧，某些精细概念之间的本质差别. 在教学中, 可能会写出某些定理证明, 以后一般不会做特别具体的证明叙述.
2004年全国普通高考英语试(四川卷) 第一部分：听力（共两节，满分30分） 做题时，先将答案划在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共５小题；每小题１.５分，满分７.５分） 听下面５段对话。每段对话后有一个小题，从题中所给的Ａ、Ｂ、Ｃ三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有１０秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 例：How much is the shirt? A. ＄19.15. B. ＄9.15. C. ＄9.18. 答案是B. 1. What did the woman do yesterday evening? A. She stayed at home. B. She Weal to a meeting. C. She Went to see the doctor. 2. What is the most probable cause of the man's sickness? A. He caught a cold. B. He ate some cold food. C. He slept very little. 3. How will the Woman go home this evening? A. She will walk home herself. B. The man will drive her home. C. Her classmate will take her home. 4. Where does the conversation take place? A. At the man' s home. B. In a restaurant. C. In an office. 5. What are the two speakers going to do? A. Talk about their work. B. Eat out together. C. Buy some coffee in the market. 第二节（共１５小题；每小题１.５分，满分２２.５分） 听下面５段对话或独白。每段对话或独白后有几个小题，从题中所给的Ａ、Ｂ、Ｃ三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题５秒钟；听完后，各小题将给出５秒钟的作答时间。每段对话或独白读两遍。 听下面一段对话，回答第６~7题。 6. What did they do last night? A. They attended a drawing class B. They went to an exhibition. C. They had a party. 7. Why did the man call the woman? A. To offer her a ride.
2010年普通高等学校招生全国统一考试 英语 第一部分听力（共两节，满分30分） 做题时，先将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话，每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置，听完每段对话后，你都有10秒钟的时间来回答有关小题的阅读下一小题，每段对话仅读一遍。 例：How much is the shirt? A ￡19.15 B ￡9.15 C ￡9.18 答案是B 1、What will Dorothy do on the weekend? A Go out with her friend B work on her paper C Make some plans 2、What was the normal price of the T-shirt? A ＄15 B ＄30 C ＄50 3、What has the woman decided to do on Sunday afternoon? A To attend a wedding B To visit an exhibition C To meet a friend 4、When does the bank close on Saturday? A AT 1:00 pm B AT 3:00 pm
C AT 4:00 pm 5、where are the speakers? A In a store B In a classroom C At a hotel 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白，每段对话和独白后有几个小题，从题中所给的A B C三个选项中选出最佳选项，并标在试卷的相应位置，听每段对话和独白前，你将有时间阅读各个小题，每小题5分钟；听完后，各小题给出5秒钟的作答时间。每段对话和独白读两遍。 听第6段材料，回答第6、7题。 6 What do we know about Nora? A She prefers a room of own B She likes to work with other girls C She lives near the city center 7、What is good about the flat? A It has a large sitting room B It has good furniture C It has a big kitchen 听第七段材料，回答第8、9题。 8.where has Barbara been? A. Milan. B. Florence. C. Rome. 9 .What has Barbara got in her suitcase? A . Shoes.
“五大职场管理工具”课程大纲 课程背景 企业的运营与发展就是一系列解决问题的过程，本课程提炼MTP精髓，结合企业实际选取不同模块，以培养优秀管理者必备的管理技能为核心，内容涵盖职场五大管理工具之四象限法则、80/20法则、5W2H分析法、SMART原则、WBS法则等的应用及执行，为引起管理者困惑的种种问题提供完整的解决方案，帮助学员在工作中能进行卓有成效的管理，并且将学习和掌握的技能及实践经验带回工作岗位，带领团队取得突破性业绩，成为企业亟需的管理精英和卓越运营管理者。课程内容 本课程本着开放、主动、理性、系统、流程化的思维来分析问题、制定决策、解决问题 课程特色 ?极强的改善和创新思维，授人以鱼不如授人以渔，以实战案例、实战演练 帮助培训对象掌握五大职场管理工具； ?系统的思维模式，看到不一定想到，想到不一定做到，做到不一定做成， 做成不一定做好，影响结果好坏的环节太多、太复杂，本课程以系统的方法论阐述课程要点； ?实用的应用工具，好看不一定好用，好用一定是实用，这些应用工具都是 企业在实战中应用并且产生结果。 课程收益 ?熟练掌握时间管理四象限法则在工作中的运用； ?厘清分析问题、找出少数的重要因素80/20法则； ?利用5W2H法对任务过程进行描述和分析；
?目标设定技巧的SMART原则 ?任务分解结构（WBS）在项目、课题中的运用 培训对象： ?所有对五大职场管理工具感兴趣的职场人士 培训课时：2天12小时 课程大纲 课程议题（一级目录）培训议题（二级目录）授课时 间 授课方式 时间管理工具之四象法则的运用?问题：你觉得在你的时间管理中最大障 碍是什么？ 思考、提问、分组讨论，选代表发表 ?讲解：时间管理的特点 1、抓时间的蛀虫防治 2、时间的窃贼 3、作决定中的障碍及防治 4、时间管理的意义与重要性 ?问题：你的时间哪里去了 思考、提问、分组讨论，选出代表发言 ?讲解：如何对自己的时间安排进行分析 分析一：计算你的时间价值 分析二：你能支配自己的时间吗 分析三：时间清单分析 分析四：工作清单分析 分析五：工作（活动）分项分析 分析六：每周时间分析 分析七：工作分析 课堂讲授 案例分析 实战练习 角色扮演
数字信号处理教案 余月华
课程特点: 本课程是为电子、通信专业三年级学生开设的一门课程，它是在学生学完了信号与系统的课程后，进一步为学习专业知识打基础的课程。本课程将通过讲课、练习使学生掌握数字信号处理的基本理论和方法。课程内容包括：离散时间信号与系统；离散变换及其快速算法；数字滤波器结构；数字滤波器设计；数字信号处理系统的实现等。 本课程逻辑性很强, 很细致, 很深刻；先难后易, 前三章有一定的难度, 倘能努力学懂前三章(或前三章的0080), 后面的学习就会容易一些；只要在课堂上专心听讲, 一般是可以听得懂的, 但即便能听懂, 习题还是难以顺利完成。这是因为数字信号分析技巧性很强, 只了解基本的理论和方法, 不辅以相应的技巧, 是很难顺利应用理论和方法的。论证训练是信号分析课基本的,也是重要的内容之一, 也是最难的内容之一。 因此, 理解证明的思维方式, 学习基本的证明方法, 掌握叙述和书写证明的一般语言和格式, 是信号分析教学贯穿始终的一项任务。 鉴于此, 建议的学习方法是： 预习, 课堂上认真听讲, 必须记笔记, 但要注意以听为主, 力争在课堂上能听懂七、八成。 课后不要急于完成作业, 先认真整理笔记, 补充课堂讲授中太简或跳过的推导, 阅读教科书, 学习证明或推导的叙述和书写。基本掌握了课堂教学内容后, 再去做作业。在学习中, 要养成多想问题的习惯。 课堂讲授方法: 1. 关于教材: 《数字信号处理》 作者 丁玉美 高西全 西安电子科技大学出版社 2. 内容多, 课时紧: 大学课堂教学与中学不同的是每次课介绍的内容很多, 因此, 内容重复的次数少, 讲课只注重思想性与基本思路, 具体内容或推导特别是同类型或较简的推理论证及推导计算, 可能讲得很简, 留给课后的学习任务一般很重。. 3. 讲解的重点: 概念的意义与理解, 理论的体系, 定理的意义、条件、结论、定理证明的分析与思路, 具有代表性的证明方法, 解题的方法与技巧，某些精细概念之间的本质差别. 在教学中, 可能会写出某些定理证明, 以后一般不会做特别具体的证明叙述. 4. 要求、辅导及考试： a. 学习方法: 适应大学的学习方法, 尽快进入角色。 课堂上以听为主, 但要做课堂笔记，课后一定要认真复习消化, 补充笔记，一般课堂教学与课外复习的时间比例应为1 : 3 。 b. 作业: 大体上每两周收一次作业, 一次收清。每次重点检查作业总数的三分之一。 作业的收交和完成情况有一个较详细的登记, 缺交作业将直接影响学期总评成绩。 c. 辅导: 大体两周一次。 d. 考试: 只以最基本的内容进行考试, 大体上考课堂教学和所布置作业的内容。 课程的基本内容与要求 第一章． 时域离散信号与时域离散系统 1. 熟悉6种常用序列及序列运算规则； 2. 掌握序列周期性的定义及判断序列周期性的方法； 3. 掌握离散系统的定义及描述方法（时域描述和频域描述）； 4. 掌握LSI 系统的线性移不变和时域因果稳定性的判定； 第二章 时域离散信号与系统的傅立叶变换分析方法
2004普通高等学校招生全国统一考试 英语 第一部分：听力（共两节，满分30分） 做题时，先将答案划在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共５小题；每小题１.５分，满分７.５分） 听下面５段对话。每段对话后有一个小题，从题中所给的Ａ、Ｂ、Ｃ三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有１０秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 例：How much is the shirt? A. ＄19.15. B. ＄9.15. C. ＄9.18. 答案是B. 1. What did the woman do yesterday evening? A. She stayed at home. B. She Weal to a meeting. C. She Went to see the doctor. 2. What is the most probable cause of the man's sickness? A. He caught a cold. B. He ate some cold food. C. He slept very little. 3. How will the Woman go home this evening? A. She will walk home herself. B. The man will drive her home. C. Her classmate will take her home. 4. Where does the conversation take place? A. At the man' s home. B. In a restaurant. C. In an office. 5. What are the two speakers going to do? A. Talk about their work. B. Eat out together. C. Buy some coffee in the market. 第二节（共１５小题；每小题１.５分，满分２２.５分） 听下面５段对话或独白。每段对话或独白后有几个小题，从题中所给的Ａ、Ｂ、Ｃ三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个
2010年普通高等学校招生全国统一考试试题卷 英语 第一卷（选择题） 第一部分英语知识运用（共三节满分50分） 第一节语音知识（共5小题：每小题1分，满分5分） 从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部门读音相同的选项，并在答题卡上将该项涂黑。 例：have A.g ve B.s C.h t D.m 答案是C。 1.co o me 1.c A.c ld B c ck C.c D.impr ve 答案是：C 解析：该选项o读音/?/，而其他三个的发音分别为/?u/，/?/，/u/，此题较为简单 2.dea ea ead d 2.d A.ger t C.l D.h lth 答案是：D 解析：该选项ea读音/e/，其余三个的发音分别为/i:/,/ei/,/i:/
3.3.u u nited A.se B.gly C. D.p t 答案是：A 解析：该选项u读音/ju:/，其余三个的发音分别为/?/,/?/,/u/ ours s 4、our A、out outs s ide B、cousin nervous s cousins s C、nervou clocks s D、clock 答案是：B 解析：此题考查名词复数的发音。该选项s发浊音/z/,其他三项都发轻音/s/。此题难度较大 5、irsty eatre B. C.al ough D.fea A th theatre 答案是：A feather r 解析：属于重复考查。th一般在实词中读清辅音，但是feathe 为特例。该选项th读音/θ/,而其余分别发/e/,考生易失分。 总体评析：从考查的单词观察，可以发现所考单词均出自考纲词汇表中的基础和高频单词。总体而言，语音知识这道题，难度的设置较为适中，且有选拔的梯度设计。 本次语音考试选取了元音字母“o”,“u”,“ea ea””和辅音字母“s”,“th th””进行考查，比较全面地涵盖了高中的语音知识。1,2小题
ISO9001： ISO9001不是指一个标准，而是一类标准的统称。是由TC176（TC176指质量管理体系技术委员会）制定的所有国际标准，是ISO12000多个标准中最畅销、最普遍的产品。 ISO9000作用：☆ ISO9000为企业提供了一种具有科学性的质量管理和质量保证方法和手段，可用以提高内部管理水平。 ☆使企业内部各类人员的职责明确，避免推诿扯皮，减少领导的麻烦。 ☆文件化的管理体系使全部质量工作有可知性、可见性和可查性，通过培训使员工更理解质量的重要性及对其工作的要求。 ☆可以使产品质量得到根本的保证。 ☆可以降低企业的各种管理成本和损失成本，提高效益。 ☆为客户和潜在的客户提供信心。 ☆提高企业的形象，增加了竞争的实力。 ☆满足市场准入的要求。 ISO9001含义： ISO---国际标准化组织的缩写。该组织负责制订和发布非电工类的国际标准。该组织发布的标准均冠以“ISO”的字头。 9000---标准的代号，ISO将9000下的编号分配给与质量管理和质量保证的有关标准。事实上，与质量管理和质量保证有关的标准的范围已突破了9000系列的代号范围，如ISO1000系列标准和ISO8402，他们共同构成了创造奇迹的ISO9000族国际标准。
核心程序文件： 文件控制程序、记录控制程序、内部审核程序、不合格品控制程序、纠正措施程序、预防措施程序 核心要点：??全员参与?-?过程控制?-?持续改进， 四大模块：?管理职责? 资源管理：?产品实现?测量、分析和改进 竞争优势、改进企业绩效、吸引投资、节省资金、精简运营，减少浪费、鼓励内部沟通、提高客户满意度 1、获得了国际贸易绿卡——“通行证”，消除了国际贸易壁垒 2、节省了第二方审核的精力和费用 3、在产品品质竞争中永远立于不败之地 4、有利于国际间的经济合作和技术交流 5、强化企业内部管理，稳定经营运作，减少因员工辞工造成的技术或质量波动。 6、提高企业形象 7、规避法律风险 TS16949： 作为汽车生产的两大基地之一，美国三大汽车公司（通用汽车、福特和克莱斯勒）于1994年开始采用QS－9000作为其供应商统一的质量管理体系标准；同时另一生产基地，欧洲特
绝密★启用前 2014普通高等学校招生全国统一考试（全国新课标卷1） 英语 使用地区：河南、山西、河北 本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。共150分，共12页。考试时间结束后，将本试卷和答题卡一并交回。 注意事项： 1. 答题前，考生先将自己的姓名、准考证号码填写清楚，将条形码准确粘贴在条形码区域内。 2. 选择题必须使用2B 铅笔填涂；非选择题必须使用0.5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。 3. 请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。 4. 保持卡面清洁，不要折叠、不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。 注：山西卷赋分不同，满分180分。听力30分不计入总分，考试成绩录取时提供给高校作参考。 第Ⅰ卷 第一部分 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节 (共5小题；每小题1.5分，满分7.5分) 听下面5段对话。每段对话后有一个小题，从题中所给的A 、B 、C 三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 例: How much is the shirt? A. ￡19.15. B. ￡9. 18. C. ￡9.15. 答案是C 。 1. What does the woman want to do? A. Find a place. B. Buy a map. C. Get an address. 2. What will the man do for the woman? A. Repair her car. B. Give her a ride. C. Pick up her aunt. 3. Who might Mr. Peterson be? A. A new professor. B. A department head. C. A company director. 4. What does the man think of the book? A. Quite difficult. B. Very interesting. C. Too simple. 5. What are the speakers talking about? A. Weather. B. Clothes. C. News. 第二节 (共15小题；每小题1.5分，满分22.5分) 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A 、B 、C 三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. Why is Harry unwilling to join the woman? A. He has a pain in his knee. B. He wants to watch TV . C. He is too lazy. 7. What will the woman probably do next? A. Stay at home. B. Take Harry to hospital. C. Do some exercise. 听第7段材料，回答第8、9题。 8. When will the man be home from work? A. At 5:45. B. At 6:15. C. At 6:50. 9. Where will the speakers go? A. The Green House Cinema. B. The New State Cinema. C. The UME Cinema. 听第8段材料，回答第10至12题。 10. How will the speakers go to New York? A. By air. B. By taxi. C. By bus. ------------- 在-------------------- 此-------------------- 卷-------------------- 上-------------------- 答-------------------- 题-------------------- 无-------------------- 效---------- 姓名________________ 准考证号_____________
10年普通高等学校招生全国统一考试（全国卷） 听力(共两节，满分30分) 第一节(共5小题：每小题 1.5分，满分7.5分) 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。每段对话仅读一遍。 1. What will Dorothy do on the weekend? A. Go out with her friend. B. Work on her paper. C. Make some plans. 2. What was the normal price of the T-shirt? A. $15 B. $30 C. $50 3. What has the woman decided to do on Sunday afternoon? A. To attend a wedding B. To visit an exhibition C. To meet a friend 4. When does the bank close on Saturday? A. At l: 00 pm B. At 3:00 pm C. At 4:00 pm 5. Where are the speakers? A. In a store B. In a classroom C .At a hotel. 第二节(共15小题;每小题 1.5分，满分22.5分) 听下面5段对话或独自。每段对话或独自后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What do we know about Nora? A. She prefers a room of her own. B. She likes to work with other girls. C. She lives near the city center. 7. What is good about the flat? A. It has a large sitting room. B. It has good furniture. C. It has a big kitchen. 听第7段材料，回答第8、9题。 8. Where has Barbara been? A. Milan B. Florence C. Rome 9. What has Barbara got in her suitcase? A. Shoes B. Stones C. Books. 听第8段材料，回答第10至12题。 10. Who is making the telephone call? A. Thomas Brothers B. Mike Landon C. Jack Cooper 11. What relation is the woman to Mr. Cooper? A. His wife B. His boss C. His secretary. 12. What is the message about? A. A meeting B. A visit to France C. The date for a trip. 听第9段材料，回答第13至16题。 13. Who could the man speaker most probably be? A. A person who saw the accident B. The driver of the lorry C. A police officer 14. What was Mrs. Franks doing when the accident took place? A. Walking along Churchill Avenue B. Getting ready to cross the road C. Standing outside a bank. 15. When did the accident happen? A. At about 8:00 a.m. B. At about 9:00 a.m. C. At aboutl0:00 a.m. 16. How did the accident happen? A .A lorry hit a car. B. A car ran into a lorry. C. A bank clerk rushed into the street. 听第10段材料，回答第17至20题。 17. What is the talk mainly about? A. The history of the school. B. The courses for the term. C. The plan for the day. 18. Where can the visitors learn about the subjects for new students? A. In the school hall. B. In the science labs. C. In the classrooms. 19. What can students do in the practical areas? A. Take science courses. B. Enjoy excellent meals. C. Attend workshops. 20. When are the visitors expected to ask questions? A. During the lunch hour. B. After the welcome speech. C. Before the tour of the labs.