O REGON D EPARTMENT OF E DUCATION
O FFICIAL S CORING G UIDE,WRITING2010-2011 Ideas and Content
6 5
The writing is exceptionally clear, focused, and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by
? clarity, focus, and control.
? main idea(s) that stand out.
? supporting, relevant, carefully selected details; when
appropriate, use of resources provides strong, accurate,
credible support.
? a thorough, balanced, in-depth explanation / exploration
of the topic; the writing makes connections and shares
insights.
?content and selected details that are well-suited to audience and purpose. The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by
? clarity, focus, and control.
? main idea(s) that stand out.
? supporting, relevant, carefully selected details; when
appropriate, use of resources provides strong, accurate,
credible support.
? a thorough, balanced explanation / exploration of the
topic; the writing makes connections and shares insights. ? content and selected details that are well-suited to
audience and purpose.
43
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by
? an easily identifiable purpose.
? clear main idea(s).
? supporting details that are relevant, but may be overly
general or limited in places; when appropriate, resources are used to provide accurate support.
? a topic that is explored / explained, although
developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present.
? content and selected details that are relevant, but perhaps not consistently well-chosen for audience and purpose. The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by
? an easily identifiable purpose and main idea(s).
? predictable or overly-obvious main ideas; or points that
echo observations heard elsewhere; or a close retelling of another work.
? support that is attempted, but developmental details are
often limited, uneven, somewhat off-topic, predictable, or too general (e.g., a list of underdeveloped points).
? details that may not be well-grounded in credible
resources; they may be based on clichés, stereotypes or
questionable sources of information.
? difficulties when moving from general observations to
specifics.
21
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by
? a purpose and main idea(s) that may require extensive inferences by the reader.
? minimal development; insufficient details.
? irrelevant details that clutter the text.
? extensive repetition of detail. The writing lacks a central idea or purpose. The writing is characterized by
? ideas that are extremely limited or simply unclear.
? attempts at development that are minimal or nonexistent;
the paper is too short to demonstrate the development of an idea.
O FFICIAL S CORING G UIDE,WRITING2010-2011 Organization
6 5
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by
? effective, perhaps creative, sequencing and paragraph
breaks; the organizational structure fits the topic, and the writing is easy to follow.
? a strong, inviting beginning that draws the reader in and a strong, satisfying sense of resolution or closure.
? smooth, effective transitions among all elements
(sentences, paragraphs, ideas).
? details that fit where placed. The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by
? effective sequencing and paragraph breaks; the
organizational structure fits the topic, and the writing is easy to follow.
? an inviting beginning that draws the reader in and a
satisfying sense of resolution or closure.
? smooth, effective transitions among all elements
(sentences, paragraphs, ideas).
? details that fit where placed.
43
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by
? clear sequencing and paragraph breaks.
? an organization that may be predictable.
? a recognizable, developed beginning that may not be
particularly inviting; a developed conclusion that may lack subtlety.
? a body that is easy to follow with details that fit where placed.
? transitions that may be stilted or formulaic.
? organization which helps the reader, despite some
weaknesses. An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by
? attempts at sequencing and paragraph breaks, but the
order or the relationship among ideas may occasionally be unclear.
? a beginning and an ending which, although present, are either undeveloped or too obvious (e.g., “My topic is...”;
“These are all the reasons that...”).
? transitions that sometimes work. The same few
transitional devices (e.g., coordinating conjunctions,
numbering, etc.) may be overused.
? a structure that is skeletal or too rigid.
? placement of details that may not always be effective. ? organization which lapses in some places, but helps the reader in others.
21
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has
to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by
? some attempts at sequencing, but the order or the
relationship among ideas is frequently unclear; a lack of
paragraph breaks.
? a missing or extremely undeveloped beginning, body, and/or ending.
? a lack of transitions, or when present, ineffective or
overused.
? a lack of an effective organizational structure.
? details that seem to be randomly placed, leaving the
reader frequently confused. The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by ? a lack of effective sequencing and paragraph breaks. ? a failure to provide an identifiable beginning, body and/or ending.
? a lack of transitions.
? pacing that is consistently awkward; the reader feels
either mired down in trivia or rushed along too rapidly. ? a lack of organization which ultimately obscures or
distorts the main point.
O REGON D EPARTMENT OF E DUCATION
O FFICIAL S CORING G UIDE,WRITING2010-2011 Voice
6 5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer demonstrates deep commitment to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by
? an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice;
nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.).
? an exceptionally strong sense of audience; the writer
seems to be aware of the reader and of how to
communicate the message most effectively. The reader
may discern the writer behind the words and feel a sense
of interaction.
? a sense that the topic has come to life; when appropriate,
the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense. The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer demonstrates commitment to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by
? an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive
use of outside resources and a more academic voice;
nevertheless, both should be engaging, lively, or
interesting. Technical writing may require greater
distance.).
? a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message
most effectively. The reader may discern the writer
behind the words and feel a sense of interaction.
? a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
43
A voice is present. The writer seems committed to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by
? a suitable level of closeness to or distance from the
audience.
? a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the
words and feel a sense of interaction in places.
? liveliness, sincerity, or humor when appropriate;
however, at times the writing may be either
inappropriately casual or personal, or inappropriately
formal and stiff. The writer’s commitment to the topic seems inconsistent.
A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by
? a limited sense of audience; the writer’s awareness of the reader is unclear.
? an occasional sense of the writer behind the words;
however, the voice may shift or disappear a line or two
later and the writing become somewhat mechanical. ? a limited ability to shift to a more objective voice when
necessary.
? text that is too short to demonstrate a consistent and
appropriate voice.
21
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by ? little engagement of the writer; the writing tends to be
largely flat, lifeless, stiff, or mechanical.
? a voice that is likely to be overly informal and personal. ? a lack of audience awareness; there is little sense of
“writing to be read.”
? little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer. The writing seems to lack a sense of involvement or commitment. The writing is characterized by
? no engagement of the writer; the writing is flat and
lifeless.
? a lack of audience awareness; there is no sense of
“writing to be read.”
? no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Word Choice
6 5
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by
? accurate, strong, specific words; powerful words energize the writing.
? fresh, original expression; slang, if used, seems
purposeful and is effective.
? vocabulary that is striking and varied, but that is natural
and not overdone.
? ordinary words used in an unusual way.
? words that evoke strong images; figurative language may be used. Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by
? accurate, specific words; word choices energize the
writing.
? fresh, vivid expression; slang, if used, seems purposeful and is effective.
? vocabulary that may be striking and varied, but that is
natural and not overdone.
? ordinary words used in an unusual way.
? words that evoke clear images; figurative language may be used.
43
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by
? words that work but do not particularly energize the
writing.
? expression that is functional; however, slang, if used,
does not seem purposeful and is not particularly effective. ? attempts at colorful language that may occasionally seem overdone.
? occasional overuse of technical language or jargon.
? rare experiments with language; however, the writing
may have some fine moments and generally avoids
clichés. Language lacks precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by
? words that work, but that rarely capture the reader’s
interest.
? expression that seems mundane and general; slang, if
used, does not seem purposeful and is not effective. ? attempts at colorful language that seem overdone or
forced.
? words that are accurate for the most part, although
misused words may occasionally appear; technical
language or jargon may be overused or inappropriately used.
? reliance on clichés and overused expressions.
? text that is too short to demonstrate variety.
21
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by ? words that are colorless, flat or imprecise.
? monotonous repetition or overwhelming reliance on worn expressions that repeatedly detract from the message. ? images that are fuzzy or absent altogether. The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by
? general, vague words that fail to communicate.
? an extremely limited range of words.
? words that simply do not fit the text; they seem
imprecise, inadequate, or just plain wrong.
Sentence Fluency
6 5
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by
? a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
? extensive variation in sentence structure, length, and
beginnings that add interest to the text.
? sentence structure that enhances meaning by drawing
attention to key ideas or reinforcing relationships among ideas.
? varied sentence patterns that create an effective
combination of power and grace.
? strong control over sentence structure; fragments, if used at all, work well.
? stylistic control; dialogue, if used, sounds natural. The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by
? a natural, fluent sound; it glides along with one sentence flowing into the next.
? variation in sentence structure, length, and beginnings
that add interest to the text.
? sentence structure that enhances meaning.
? control over sentence structure; fragments, if used at all, work well.
? stylistic control; dialogue, if used, sounds natural.
43
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by
? a natural sound; the reader can move easily through the
piece, although it may lack a certain rhythm and grace. ? some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall
impact.
? strong control over simple sentence structures, but
variable control over more complex sentences; fragments, if present, are usually effective.
? occasional lapses in stylistic control; dialogue, if used,
sounds natural for the most part, but may at times sound stilted or unnatural. The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by ? some passages that invite fluid oral reading; however,
others do not.
? some variety in sentence structure, length, and
beginnings, although the writer falls into repetitive
sentence patterns.
? good control over simple sentence structures, but little control over more complex sentences; fragments, if
present, may not be effective.
? sentences which, although functional, lack energy. ? lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
? text that is too short to demonstrate variety and control.
21
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by
? significant portions of the text that are difficult to follow or read aloud.
? sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
? a significant number of awkward, choppy, or rambling
constructions. The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by
? text that does not invite—and may not even permit—
smooth oral reading.
? confusing word order that is often jarring and irregular. ? sentence structure that frequently obscures meaning. ? sentences that are disjointed, confusing, or rambling.
Conventions
6 5
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by
? strong control of conventions; manipulation of conventions may occur for stylistic effect.
? strong, effective use of punctuation that guides the reader
through the text.
? correct spelling, even of more difficult words.
? correct grammar and usage that contribute to clarity and
style.
? skill in using a wide range of conventions in a sufficiently
long and complex piece.
? little or no need for editing. The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage) and uses them effectively to enhance communication. Errors are few and minor. Conventions support readability. The writing is characterized by
? strong control of conventions.
? effective use of punctuation that guides the reader through the text.
? correct spelling, even of more difficult words.
? correct capitalization; errors, if any, are minor.
? correct grammar and usage that contribute to clarity and
style.
? skill in using a wide range of conventions in a sufficiently
long and complex piece.
? little need for editing.
4 3
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage). Significant errors do not occur frequently. Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by
? control over conventions used, although a wide range is not demonstrated.
? correct end-of-sentence punctuation; internal punctuation
may sometimes be incorrect.
? spelling that is usually correct, especially on common words. ? correct capitalization; errors, if any, are minor.
? occasional lapses in correct grammar and usage; problems
are not severe enough to distort meaning or confuse the
reader.
? moderate need for editing. The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage). Errors begin to impede readability. The writing is characterized by
? some control over basic conventions; the text may be too
simple or too short to reveal mastery.
? end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
? spelling errors that distract the reader; misspelling of
common words occurs.
? capitalization errors.
? errors in grammar and usage that do not block meaning but do distract the reader.
? significant need for editing.
21
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by
? little control over basic conventions.
? many end-of-sentence punctuation errors; internal
punctuation contains frequent errors.
? spelling errors that frequently distract the reader; misspelling of common words often occurs.
? capitalization that is inconsistent or often incorrect.
? errors in grammar and usage that interfere with readability
and meaning.
? substantial need for editing. Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by
? very limited skill in using conventions.
? basic punctuation (including end-of-sentence punctuation)
that tends to be omitted, haphazard, or incorrect.
? frequent spelling errors that significantly impair readability. ? capitalization that appears to be random.
? a need for extensive editing.
OFFICIAL SCORING GUIDE, WRITING 2010-2011 Citing Sources(For use on classroom assignments requiring research)
6 5
The writing demonstrates exceptionally strong commitment to the quality and significance of research and the accuracy of the written document. Documentation is used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. The writer has
? acknowledged borrowed material by introducing the
quotation or paraphrase with the name of the authority.
? punctuated all quoted materials; errors, if any, are minor. ? paraphrased material by rewriting it using writer’s style and language.
? provided specific in-text documentation for each borrowed
item.
? provided a bibliography page listing every source cited in
the paper; omitted sources that were consulted but not used. The writing demonstrates a strong commitment to the quality and significance of research and the accuracy of the written document. Documentation is used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writer has ? acknowledged borrowed material by introducing the
quotation or paraphrase with the name of the authority; key
phrases are directly quoted so as to give full credit where
credit is due.
? punctuated all quoted materials; errors are minor.
? paraphrased material by rewriting using writer’s style and language.
? provided specific in-text documentation for borrowed
material.
? provided a bibliography page listing every source cited in
the paper; omitted sources that were consulted but not used.
4 3
The writing demonstrates a commitment to the quality and significance of research and the accuracy of the written document. Documentation is used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Minor errors, while perhaps noticeable, do not blatantly violate the rules of documentation. The writer has
? acknowledged borrowed material by sometimes introducing the quotation or paraphrase with the name of the authority. ? punctuated all quoted materials; errors, while noticeable, do not impede understanding.
? paraphrased material by rewriting using writer’s style and language.
? provided in-text documentation for most borrowed material. ? provided a bibliography page listing every source cited in
the paper; included sources that were consulted but not used. The writing demonstrates a limited commitment to the quality and significance of research and the accuracy of the written document. Documentation is sometimes used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Errors begin to violate the rules of documentation. The writer has
? enclosed quoted materials within quotation marks; however, incorrectly used commas, colons, semicolons, question
marks or exclamation marks that are part of the quoted
material.
? included paraphrased material that is not properly
documented.
? paraphrased material by simply rearranging sentence
patterns.
21
The writing demonstrates little commitment to the quality and significance of research and the accuracy of the written document. Frequent errors in documentation result in instances of plagiarism and often do not enable the reader to check the source. The writer has
? enclosed quoted materials within quotation marks; however, incorrectly used commas, colons, semicolons, question
marks or exclamation marks that are part of the quoted
material.
? attempted paraphrasing but included words that should be
enclosed by quotation marks or rephrased into the writer’s
language and style.
? altered the essential ideas of the source.
? included citations that incorrectly identify reference sources.The writing demonstrates disregard for the conventions of research writing. Lack of proper documentation results in plagiarism and does not enable the reader to check the source. The writer has
? borrowed abundantly from an original source, even to the point of retaining the essential wording.
? no citations that credit source material.
? included words or ideas from a source without providing quotation marks.
? no bibliography page listing sources that were used.
波特兰水泥标准规范 本标准基于之前C150标准框架下发布的; 在采用原来的指定标准数量上, 以及在涵盖之前的基础上修订的, 同时也是今年的最后修订。这个标准发行指定的规范名称后面的编码指的是原采用的规范或正在修改的。 这个标准已经被美国国防部的机构批准。 1. 范围 1.1 本规范包括八种类型的波特兰水泥, 如下( 见注2) 1.1.1 类型I－用于不需其它特殊性能的水泥。 1.1.2 类型IA－除具有引气功能外不需其它特殊性能的水泥。 1.1.3 类型II－一般用途, 更多的特别是当中抗硫酸盐水泥水化热或中等水化热所需的。 1.1.4 类型IIA－带有引气型的中抗硫型的通用水泥。 1.1.5 类型III－高早强型水泥。 1.1.6 类型IIIA－具有引气功能的III型水泥。 1.1.7 类型IV－为低水化热型水泥。 1.1.8 类型V－为高抗硫型水泥。 注1—一些水泥与复合式分类指定, 如I / II型, 表明水泥符合指定类型的要求, 所提供的必须是其它任何类型都适合用的。
1.2 当同时有SI和英制单位时, SI是标准使用单位。英寸-磅单位近似的提供仅有的信息。 1.3 本标准参考注释和脚注文本提供解释性材料。作为标准所要求时, 注释和脚注( 不包括那些表和图) 不予考虑。 2. 引用文件 2.1 ASTM标准: C 33混凝土骨料 C 109 / C 109M 抗压强度试验方法水泥砂浆( 使用2至50立方毫米的试体) C 114 水泥化学分析的试验方法 C 115 水泥细度的波特兰浊度计试验方法 C 151 用于水硬性水泥压蒸膨胀试验方法 C 183 水硬性水泥的取样方法和测试数量 C 185 用于水硬性水泥空气含量砂浆试验方法 C 186 水硬性水泥水化热试验方法 C 191 为水硬性水泥凝结时间试验方法—用维卡针技术 C 204 水泥细度透气性的装置试验方法 C 219 有关水硬性水泥的术语 C 226 规范中使用引气的补充加气水泥的制造 C 266 为水硬性水泥凝结时间试验方法—Gillmore针 C 451 用于水硬性水泥早期硬化试验方法—管理( 粘贴法) C 452 波特兰的扩张潜力试验方法—硫酸盐接触水泥砂浆
昵称海狸之州（Beaver State） 州府塞勒姆（Salem） 最大城市波特兰（Portland） 州长 Ted Kulongoski 官方语言无 面积 255，026 平方公里（全美第9名） - 陆地 248，849 平方公里 - 水域 6，177 平方公里（2。4%） 加入联邦顺序 - 日期 1859年2月14日 - 第 33个加入美国联邦 时区 太平洋时区: UTC-8/-7 山地时区: UTC-7/-6 (山地时区仅Malheur County使用) 海拔 - 最高 3，426 米 - 平均 1，005 米 - 最低 0 米 缩写 - 邮政 OR - ISO US-OR 网站 https://www.doczj.com/doc/0d5257768.html, 概述 俄勒冈州，它的名称取自一条大河Columbia River的名称。 一八一○年开始殖民。一八五九年二月十四日成为美国第三十三州。以俄勒冈葡萄Oregon Grape为州花。本州别名叫做"海獭之州" BeaverS tate，本州箴言:"联盟" the Union 大港口波特兰可以进出航海大船，人口三八万。州府沙连Salem，人口七万。本州高等学府有四○所。其中最著名的是俄勒冈州立大学。创于一八六八年，地点在科瓦利 Corvallis，有学生一万四千。其次是俄勒冈大学，地点在尤金Eugene，创于一八七六年，学生一万三千。以上所述两地均于州府之南。 本州特征有二:第一，本州内有美国第一深湖——世界第七深湖。这个湖叫做火口湖Crater Lake。湖深五八九公尺(一，九三二尺)。这是一座古老的火山锥的顶部，陷落而成为圆形大坑，并非真正的火山口。这个圆形大坑的扩大，是由于风化作用及流水的侵蚀作用。它以前并没有这样大。这种湖叫做锅状火口湖Caldera Lake。本湖内有一小岛是后来才出现的火山口。这个湖虽然很深，水却十分清澈。由湖岸俯视。可以看见湖底的状态。由湖岸到湖底，约有一千公尺高。水是深蓝色，非常洁净。湖周三五公里。湖宽一○公里。因为景色幽美，空气清鲜，已辟为公园，叫做火口湖国家公园Crater Lake National Park。第二，
滚子链条规格 留在链中的油只会粘灰。用干布包裹链条，转动曲柄，并擦掉多余的油。如果齿盘和飞轮上的油更多的是油，那么执行前后可变速度，非标准链从原来的齿盘和飞轮上擦去，用抹布上的齿盘和飞轮上的油。 这些油与粘灰没有其他作用。每次平常骑车后，使用抹布保持清洁，一会儿然后清理油。在泥泞的位置，链上的油很快就会消失。此时不锈钢链条的磨损很重，声音也很大，需求时间加上。 链条一般是金属连环或环形物，多用作机械运动。 链条按不同的用途和功能区分为：传动链、输送链、曳引链和专用特种链四种。 1、传动链条主要用于传递动力的链条，输送链条，分为：可延展性链、滚子链、链齿形链。可延展性链：重负荷链条，用在如煤炭拖动机构，升降机传送带上。通过钢销连接链环。
2)滚子链：目前各种机械设备上用的较多的就是滚子链条，输送链条公司，滚子链条的主要结构是有链板、链销、套筒、磙子等组成。 3)齿形链：又叫做无声链，是由众多的平分离块组成，各个分离块通过销子连接可以形成具有各种宽度的挠性无限多的齿条。2、输送链条：用于传输动力的链条。例如：长节距输送链、短节距滚子输送链、倍速输送链、双节距滚子输送链等。曳引链条：主要用于拉曳和起重的链条。例如：捕鱼链、捆绑链等。 非标链条厂欢迎国内外新老客户来电、来函洽谈业务！非标链条厂与您分享： 锯链和油锯是否匹配，主要看油锯的链轮，导板长度，导板头的形式及导板导向槽的宽度，锯链的节距必须与链轮，输送链条采购，导板头的齿轮（如果是有齿的）保持一致，中导齿的厚度与导板上导向槽保持一致，长度与导板周长和链轮齿数及链轮与导板的空间距离保持一致方算匹配，才能使用。非标链条厂欢迎国内外新老客户来电、来函洽谈业务！
202XUS News世界大学排名社会科学与公共卫生 社会科学与公共卫生领域考察诸多不同的主题，这些主题与我们周围的人和组织机构相关，包括：传播、环境研究、政治学、社会工作、社会学、法律、教育学、旅游与酒店管理。这些就是USNews今年评出的社会科学与公共卫生领域世界顶尖的院校，共四百所，排名依据的是大学在这个领域的声望和研究。 USNews世界大学top500> 202XUSNews世界大学排名：社会科学与公共卫生 排名院校名称国家/地区 1哈佛大学美国 2斯坦福大学美国 3牛津大学英国 4约翰霍普金斯大学美国 5伦敦大学学院英国 6密歇根大学-安娜堡美国 7哥伦比亚大学美国 8华盛顿大学美国 9北卡罗来纳大学-教堂山美国 10剑桥大学英国 11加州大学-洛杉矶美国 12耶鲁大学美国 13伦敦卫生与热带医学院英国 14多伦多大学加拿大 15加州大学-伯克利美国
17宾夕法尼亚大学美国 18墨尔本大学澳大利亚 18乌得勒支大学荷兰 20亚利桑那州立大学-坦佩美国 21不列颠哥伦比亚大学加拿大 21昆士兰大学澳大利亚 23悉尼大学澳大利亚 24纽约大学美国 25阿姆斯特丹大学荷兰 26威斯康辛大学-麦迪逊美国 27伦敦政治经济学院英国 28加州大学-圣地亚哥美国 29西北大学美国 29宾夕法尼亚州立大学-大学城美国29加州大学-旧金山美国 32鹿特丹大学荷兰 33麻省理工学院美国 34阿姆斯特丹自由大学荷兰 35康奈尔大学美国 35帝国理工学院英国 35明尼苏达大学-双城美国 38哥本哈根大学丹麦
40俄亥俄州立大学-哥伦布美国41波士顿大学美国 41德克萨斯大学-奥斯汀美国 43麦吉尔大学加拿大 43芝加哥大学美国 45埃默里大学美国 46莫纳什大学澳大利亚 47曼彻斯特大学英国 48布里斯托大学英国 49伦敦国王学院英国 50密歇根州立大学美国 51爱丁堡大学英国 52普林斯顿大学美国 53马里兰大学-帕克美国 53匹兹堡大学美国 55瓦格宁根大学与研究中心荷兰56卡罗林斯卡学院瑞典 57澳大利亚国立大学澳大利亚58根特大学比利时 59新加坡国立大学新加坡 60印第安纳大学-布鲁明顿美国61范德堡大学美国
美国50个州简介及名称简表（附中英不同版三种地图） Alabama亚拉巴马州 Alaska阿拉斯加州Arizona亚利桑那州Arkansas阿肯色州California加利福尼亚州 Colorado科罗拉多州 Connecticut康涅狄格州 Delaware特拉华州Florida佛罗里达州Georgia佐治亚州Hawaii夏威夷Idaho爱达荷州Illinois伊利诺伊州Indiana印第安纳州Iowa艾奥瓦(衣阿华)州 Kansas堪萨斯州Louisiana路易斯安那州 Maine缅因州Massachusetts马塞 诸塞州(麻省) Maryland马里兰州 Michigan密歇根(密 执安)州 Minnesota明尼苏达 州 Mississippi密西西 比州 Missouri密苏里州 Montana蒙大拿州 Nevada内华达州 New Hampshire新 罕布什尔州 New Jersey新泽西 州 New Mexico新墨西 哥州 New York纽约州 North Carolina北卡 罗来州 North Dakota北达 科他州 Ohio俄亥俄州 Oklahoma俄克拉何 马州 Oregon俄勒冈州 Pennsylvania宾夕 法尼亚州 Rhode Island 罗得 岛 South Carolina南卡 罗来州 South Dakota南达 科他州 Tennessee田纳西 州 Texas得克萨斯州 Utah犹他州 Vermont佛蒙特州 Virginia弗吉尼亚州 Washington华盛顿 州 West Virginia西弗 吉尼亚州 Wisconsin威斯康星 州 Wyoming怀俄明州 Rhode Island 别名：Little Rhody “小罗地” 箴言：Hope “希望” 面积：3，144平方公里，列第50位（最小的州） 人口：935,000人,列第39 位。 州府：Providence 普洛威顿斯 主要城市：克赖斯顿(Kranston) 州花：紫罗兰Violet 州鸟：罗德鸟约雉 罗得岛州是简称，其全称为罗得岛与普洛威顿斯种植园之州（State of Rhode Island and Providence Plantations）。1524 年罗德岛的第一位探险家Florentine Giovanni da Verrazano 到达Narragansett Bay.1636年，英国始向本州殖民。1774年成为第一个禁止输入黑奴的州.1790 年5月29日成为美国旧十三州中之第十三州。 罗得岛州Providence第一大城市沃威克Warwick 第二大克兰斯顿Cranston 第三大
波特兰“雨水园”：人工景观与生态景观的完美结合 分享 首次分享者：黯裏著迷已被分享62次评论(0)复制链接分享转载举报 波特兰市位于美国西北部，太平洋东岸，是美国俄勒冈州最大的城市，地处哥伦比亚河（Columbia River）和威拉河（Willamette River）的交汇处。由于受季风的影响，波特兰是一个多雨的城市，一年中有几乎连续九个月的雨季。对于景观设计师来说，如何在景观设计中解决雨水的排放和渗透，成了一个非常重要的问题。 图1 雨水园平面图 虽然在城市景观园林中雨水的排放和处理越来越重要，但是让雨水在原地直接排放和吸收还只是出现在郊区的景观园林中。当今的大城市，地面大多被建筑物，街道和停车场所覆盖，很难再见到雨水能够渗透到地下的地方。 由迈耶/瑞德景观建筑事务所设计的波特兰会议中心的“雨水园”，成功的处理了雨水排放和初步净化处理的问题，并且赢得了波特兰2003年度最佳水资源保护奖（2003 BEST Award for Water Conservation）。 “雨水园”位于波特兰会议中心的西南面，它的造型就像一系列的跌水和小溪，同时包含一系列的水池和玄武岩的堆石。其间种植了大量的当地水生植物和水草，通过这些水池的沉淀和植物根系和沙石、土壤的过滤以后，洁净的雨水渗入地下，被土壤吸收；不仅巧妙的解决了雨水排放和过滤的问题，同时还创造了优美的景观环境空间。
图2 雨水园鸟瞰图 图3雨水园的 “雨水园”看起来就象是城市的水泥森林中冒出来的一条森林里的小溪。五彩的碎石、砖红色的玄武岩和水边绿色植物相映成趣，映衬着水中蓝天白云的倒影，洋溢着自然的情趣，散发着一种酷似漫不经心、毫无修饰却又精心安排的美。“雨水园”的设计充分体现了自然形态对人们潜意识的影响，以及人造景观与自
单元写作知识讲座 如何写寻物启事或招领启事 欧美的许多场所都设有失物招领处，如果你在生活中丢失了自己的物品，或是捡到了别人的物品，都可通过写寻物启事或招领启事来找到自己的物品或失主。 注意；在写寻物或招领启事时，题目要写正确，招领启事为Found,寻物启事为Lost,同时，还要注意在启事中要说明物品的特征和你自己的电话号码等信息。 【例题解析】 1.假如你叫Kyle ，你在学校的操场上捡到一串钥匙。请据此写一则招领启事，你的电话是578—4632。 2.假如你是Cindy ，丢失了自己的校牌。请据此写一则寻物启事，你的联系电话是894—6831. 要求 启事包括上述所有信息，语句通顺，书写规范。 1.Found Is that your set of keys on the playground?Please call Kyle at 578—463 2. 2.Lost My school ID card.My name is Cindy.please call 894 —6831. 【练习】请跟据以下信息各写一则启事。 1.Nick 丢失了一个黑色双肩背包，他的电话号码是537—9893. 2.Emily 捡到了一个棒球，她的电话号码是438—9605. 要求 启事包括上述所有信息，语句通顺，书写规范。 1. Lost 2. Found One possible version 1. Lost My black backpack.Please call nick at 537—9893. 2. Found Is that your baseball?Please call Emily at 438—9605 1.招领启事的常用句型 Is this/that your 。。。?这/那是你的······吗？ Please call sb.at 。。。请打······找某人。 2.寻物启事的常用句型 I lost my 。。。+地点 我在（某地）丢失了······ Can you call me at 。。。?你能给我打······电话吗？ 1.灵活运用各种句型，使启事更生动。 2.注意启事要包括 所有的相关信息。
美国州名美国州名英文州名简写和简称首府首府英文名阿拉巴马州Alabama AL 蒙哥马利Montgomery 阿拉斯加州Alaska AK 朱诺Juneau 阿利桑那州Arizona AZ 菲尼克斯Phoenix 阿肯色州Arkansas AR 小石城Little rock 加利福尼亚州California CA 萨克拉门托Sacramento 科罗拉多州Colorado CO 丹佛Denver 康涅狄格州Connecticut CT 哈特福德Hartford 特拉华州Delaware DE 多佛Dover 佛罗里达州Florida FL 塔拉哈西Tallahassee 乔治亚州Georgia GA 亚特兰大Atlanta 夏威夷州Hawaii HI 檀香山火努鲁鲁Honolulu 爱达荷州Idaho ID 博伊西Boise 伊利诺斯州Illinois IL 斯普林菲尔德Springfield 印第安纳州Indiana IN 印第安纳波利斯Indianapolis 爱荷华州Iowa IA 得梅因Des Moines 堪萨斯州Kansas KS 托皮卡Topeka 肯塔基州Kentucky KY 法兰克福Frankfort 路易斯安那州Louisiana LA 巴吞鲁日Baton Rouge 缅因州Maine ME 奥古斯塔Augusta 马里兰州Maryland MD 安纳波利斯Annapolis 马萨诸塞州Massachusetts MA 波士顿Boston 密歇根州Michigan MI 兰辛Lansing 明尼苏达州Minnesota MN 圣保罗St. Paul 密西西比州Mississippi MS 杰克逊Jackson 密苏里州Missouri MO 杰斐逊城Jefferson City 蒙大拿州Montana MT 海伦娜Helena 内布拉斯加州Nebraska NE 林肯Lincoln 内华达州Nevada NV 卡森城Carson City 新罕布什尔州 New hampshire NH 康科德Concord 新泽西州New jersey NJ 特伦顿Trenton 新墨西哥州New mexico NM 圣菲Santa Fe 纽约州New York NY 奥尔巴尼Albany 北卡罗来纳州North Carolina NC 纳罗利Raleigh 北达科他州North Dakota ND 俾斯麦Bismarck 俄亥俄州Ohio OH 哥伦布Columbus 俄克拉荷马州Oklahoma OK 俄克拉何马城Oklahoma City 俄勒冈州Oregon OR 塞勒姆Salem 宾夕法尼亚州Pennsylvania PA 哈里斯堡Harrisburg 罗得岛州Rhode island RL 普罗维登斯Providence
202X软科世界大学学科排名新闻传播学软科新闻传播学世界大学排名今年评出三百所高校，排在第一的是美国俄亥俄州立大学。荷兰阿姆斯特丹大学位列第二，美国德克萨斯大学-奥斯汀第三。一起来了解。 排名院校名称国家/地区 1俄亥俄州立大学-哥伦布美国 2阿姆斯特丹大学荷兰 3德克萨斯州大学奥斯汀分校美国 4密歇根州立大学美国 5宾夕法尼亚州立大学-大学城美国 6印第安纳大学-布鲁明顿美国 7威斯康星大学-麦迪逊美国 8加州大学-圣塔芭芭拉美国 9宾夕法尼亚大学美国 10伊利诺伊大学厄巴纳-香槟分校美国 11康奈尔大学美国 12密歇根大学-安娜堡美国 13马里兰大学-大学城美国 14西北大学美国 15阿姆斯特丹自由大学荷兰 16亚利桑那大学美国 17佐治亚大学美国 18南加州大学美国
20华盛顿大学-西雅图美国 21苏黎世大学瑞士 22明尼苏达大学-双城美国 23慕尼黑大学德国 24南洋理工大学新加坡 25普渡大学-西拉法叶美国 26维也纳大学奥地利 27亚利桑那州立大学美国 27北卡罗来纳大学-教堂山美国29肯塔基大学美国 30阿拉巴马大学美国 31加州大学-戴维斯美国 32哈佛大学美国 33伦敦政治经济学院英国 34德克萨斯技术大学美国 35纽约州立大学-布法罗美国36昆士兰大学澳大利亚 37俄克拉荷马大学-诺曼美国38根特大学比利时 39华盛顿州立大学-普尔曼美国39鲁汶大学(佛兰德语)比利时41耶路撒冷希伯来大学以色列
43犹他大学美国 44路易斯安娜州立大学-巴吞鲁日美国45牛津大学英国 46新加坡国立大学新加坡 47曼海姆大学德国 47斯坦福大学美国 49密苏里大学-哥伦比亚美国 50悉尼大学澳大利亚 51-75美利坚大学美国 51-75香港城市大学中国香港 51-75乔治梅森大学美国 51-75约翰霍普金斯大学美国 51-75高丽大学韩国 51-75拉夫堡大学英国 51-75奈梅亨大学荷兰 51-75首尔国立大学韩国 51-75成均馆大学韩国 51-75坦普尔大学美国 51-75香港中文大学中国香港 51-75乔治华盛顿大学美国 51-75墨尔本大学澳大利亚 51-75安特卫普大学比利时
失物招领启事范文 失物招领启事范文 失物招领顾名思义就是你拾到别人丢失的东西～然后写一个启事～通知等～方便失主来领取～下面学习啦小编给大家介绍关于失物招领启事范文的相关资料～希望对您有所帮助。 失物招领启事范文一尊敬的业主: 您好! 我司安管人员于2016年10月11日下午三点半左右在小区门口大门口拾到一部儿童自行车～请失主移步到天蓝居住户服务中心(即管理处)认领。 天蓝住户服务中心 二零一三年十月十二日 失物招领启事范文二尊敬的业主/住户: 您好! 我司安管人员于2016年4月11日晚上十点半左右在阳光美加二期翠湖居大门口文化广场(即2-3栋间)拾到一部儿童自行车～请失主移步到翠湖居住户服务中心(即管理处)认领。 翠居住户服务中心 二零一一年四月十二日 失物招领启事范文三×月×日在上海至太原××x次列车硬卧车厢内～发现旅客遗留密码箱一个～内有人民币 1 / 3
和各类证件若干、贵重物品一批～特登报招领～望失主携带有关证明文件～前来申请领取。此启。 ××铁路分局列车段 1994年4月18日 招领启事格式要求 1、标题。标题有三种写法:一是写为“招领”二字～二是写为“失物招领”四字～三是写为“招领启事”。 、正文:正文十分简单～无非是某人在某时某处拾到什么失物～望失主前来认领。如果物品中内容较多～例如是一个钱包～内装多种物品～可简要列出其内容名称～如“内装证件一本～饭卡一张～人民币若干”～以便失主核对是否本人所丢失。证件和饭卡的号码、人民币的数目～均不能详写～以防冒领。 、认领地址或联系方式～注明认领地址或联系电话等。最后标明发文日期。 一、写作提示 (一)书写人要求 招领启事一般由拾物者书写～也可以单位的名义书写。 (二)内容要求 1..标题 常见的招领启事的标题可以由“失物招领”或“招领启事”的字样表示。一般不主张仅用“启事”字样。因为启事 2 / 3 的种类很多～这样书写目的不够明确。 .正文
美国俄勒冈州留学优势 如果你想去美国的俄勒冈州留学的话，那么这个选择是很正确的，这个城市是一个时髦而有创新力的一个州，同时也有很多另类的文化，接下来跟着一起了解一下美国俄勒冈州留学优势吧，欢迎阅读。 前言：俄勒冈州是美国的一个州，位于美国的太平洋沿岸，该州南面为加利福尼亚州，北面为华盛顿州，气候温和，季节分明。俄勒冈州的经济极为发达，人均GDP高达8.7万美元，是美国重要的高科技中心和金融中心。该州原为土著印第安人聚居区。1778年，英国船长杰·科克率船 员到此收购海狸皮。1792年，波士顿人罗·克雷发现哥伦比亚河并为其 命名。1830年以后，成千上万的美国人从中西部迁移到西北部太平洋沿岸。在他们走过的俄勒冈小道上，还可见当年篷车压出的车辙。1848年 建立俄勒冈地区。1859年加入联邦，成为美国第33州。 一、俄勒冈州纵览 ? Oregon has a population of around 3.9 million people ? Portland is home to Mill Ends Park, which, with a diameter of 62cm, is the world’s smalles t ? A giant fungus, spanning 2,200 acres found in the Malheur National Forest, is thought to be world’s largest organism by area ? Oregon’s state flag is the only one to have two sides (the reverse is a beaver) ? Crater lake – filled exclusively with rainwater – has the greatest
链条的分类及其各类的详细介绍 传动用短节距滚子链、传动用双节距滚子链、传动用套筒链、重载传动用弯板滚子链、传动用齿形链、无级变速链、长节距输送链、短节距滚子输送链、双节距滚子输送链、倍速输送链、板式链等。 其余产品如下： 1.不锈钢链条：零件材料为不锈钢，此种链条适合在食品工业及易受化学、药品等侵蚀场合使用，还可用于高低温场合。 2.镀镍链条、镀锌链条、镀铬链条：所有碳钢材料组成的链条均可表面处理，零件表面经过镀镍、镀锌或镀铬处理，可适合在室外雨水侵蚀等场合使用，但不能防止浓的化学液体腐蚀。 3.自润滑链条：某些零件由一种浸满润滑油的烧结金属制成，此种链条具有耐磨、耐蚀性能优越，不需要维护(免维护)，使用寿命长的特点。广泛应用于受力较高、有耐磨要求，且不能经常进行维护的场合，如食品工业自动化生产线、高档自行车赛车、少维护高精度传动机械。 4.O型密封圈链条：滚子链内外链板间装有密封用O形密封圈，以防灰尘进入和油脂流出铰链。链条经过严格的预润滑。因为链条具有超强的零件和可靠的润滑，可用于摩托车等开式传动中。 5.橡胶链条：此类链条是在基于A、B系列链条的外链节上加U形附板，在附板上粘上橡胶(如天然橡胶NR、硅树脂橡胶SI等)可增加磨损能力，降低噪音，增加防震能力。用于输送。 6.尖齿链条：这种链条广泛用于木材工业，如木材的喂入和输出、切割、传送台输送等 7.农机链条：农机链适用于田间作业机械如手扶拖拉机、脱粒机、联合收割机等。这种链条要求成本低廉但又能承受冲击和耐磨，除此之外，链条应涂油脂或能自动润滑。 8.高强度链条：是一种特制滚子链，通过改进链板形状，加厚链板、精冲链板孔、销轴热处理强化，可提高抗拉强度15~30%，并具有良好冲击性能、疲劳性能。 9.侧弯链条：这种链条具有较大的铰链间隙和链板间隙，因而具有较大的灵活性，可用于弯曲传动和输送。 10.自动扶梯链：用于自动扶梯、自动人行通道。由于自动扶梯工作时间长，安全性要求高，运行平稳。因此要求此梯级链必须达到规定的最小极限拉伸载荷，两根配对链条的总
世界大学排名 世界大学排名是根据各项科学研究和教学等标准，以英文发表研究报告和学术论文，针对全球大学在数据、报告、成就、声望等方面进行数量化评鉴，再通过加权后形成的排序。国际公认的三大世界大学排名：上海交通大学世界一流大学研究中心研究发布的世界大学学术排名（ARWU）、国际高等教育研究机构Quacquarelli Symonds发布的QS世界大学排名和《泰晤士高等教育》（Times Higher Education）发布的THE世界大学排名。各大排名机构使用不同的标准和方法对世界大学进行排名。 上海交通大学世界大学学术排名（ARWU）是中国国家级研究项目，是世界大学排名的标杆，由上海交通大学世界一流大学研究中心研究完成的。2003年首次发布世界大学500强，每年公布一次。上海交通大学把世界大学500强中，排名在1-20位的大学定义为世界顶尖大学，把排名在21-100位的大学定义为世界一流大学。研究世界大学排名最初的目的是分析中国大学在世界大学体系中的位置，找出与世界一流大学的差距，加快中国世界一流大学建设的进程。 QS世界最佳大学排名是参与机构最多，世界影响范围最广的排名之一。它给予了综合类以及多元化高等院校更多的展示机会。该排名主要将评级指标比重分配在学术同行评议、雇主回顾、师生比例、教职员论文引用次数、国际影响力以及国际学生比例等方面。 THE世界大学排名是由英国泰晤士高等教育（Times Higher Education）参照汤姆森路透社（Thomson Reuters）数据库，独立设定指标排列发布的年度前500名世界大学排名榜。
2014上海交大世界大学学术排名（ARWU） *2015年排名暂未公布
失物招领和寻物启事 Lost and Found （1）根据下面的汉语提示写一篇寻物启事。 假如你是王利，在十五中工作，今天（2004年6月8日）早晨在上班的路上丢了手提包。提包里面装有一支钢笔，一把钥匙和许多钱。 例文： LOST I lost my handbag on the way to work this morning. There is a pen， a key to the door and a lot of money in it. I wish the finder to return it to me very soon. Will the finder please come to the NO. 15 Middle School or call me？My telephone number is 8675331. My name is Wang Li. I’ll pay him or her for it. Thank you！ 寻物启事 今天早上在上班的路上，我失去了我的手提包。有一支钢笔，一把钥匙和许多钱。希望拾还给我，很快。请您到15号中学或打电话给我吗？我的电话号码是8675331。我的名字是王李。我会给他/她。谢谢你！（2）情根据下面的汉语提示写一篇招领启事。 你于今天（11月8日）上午在学校花园拾到手提包一个，内有钱若干及一个笔记本，请失主前来301室领取。 例文：
FOUND A handbag with some money and a notebook was left in the school garden this morning （ Nov. 18th ） . Will the owner please come to Room 301，Building 14 and get it ？ 失物招领 手提包里有一些钱和一个笔记本，今天上午在学校花园左（十一月十八日）。请失主到301室，14号楼，领取？
亚拉巴马州Alabama 缩写：AL 阿拉斯加州Alaska 缩写：AK 亚利桑那州Arizona 缩写：AZ 阿肯色州Arkansas 缩写：AR 加利福尼亚州California 缩写：CA 科罗拉多州Colorado 缩写：CO 哥伦比亚特区Columbia 缩写：DC 康涅狄格州Connecticut 缩写：CT 特拉华州Delaware 缩写：DE 佛罗里达州Florida 缩写：FL 佐治亚州Georgia 缩写：GA 夏威夷州Hawaii 缩写：HI 爱达荷州Idaho 缩写：ID 伊利诺伊州Illinois 缩写：IL 印弟安纳州Indiana 缩写：IN
爱荷华州Iowa 缩写：IA 堪萨斯州Kansas 缩写：KS 肯塔基州Kentucky 缩写：KY 路易斯安那州Louisiana 缩写：LA 缅因州Maine 缩写：ME 马里兰州Maryland 缩写：MD 马萨诸塞州Massachusetts 缩写：MA 密歇根州Michigan 缩写：MI 明尼苏达州Minnesota 缩写：MN 密西西比州Mississippi 缩写：MS 密苏里州Missouri 缩写：MO 蒙大拿州Montana 缩写：MT 内布拉斯加州Nebraska 缩写：NE 内华达州Nevada 缩写：NV
新罕布什尔州New Hampshire 缩写：NH 新泽西州New Jersey 缩写：NJ 新墨西哥州New Mexico 缩写：NM 纽约州New York 缩写：NY 北卡罗来纳州North Carolina 缩写：NC 北达科他州North Dakota 缩写：ND 俄亥俄州Ohio 缩写：OH 俄克拉荷马州Oklahoma 缩写：OK 俄勒冈州Oregon 缩写：OR 宾西法尼亚州Pennsyivania 缩写：PA 罗得岛州Rhode Island 缩写：RI 南卡罗来纳州South Carolina 缩写：
2012年美国综合性研究型大学排名 《美国新闻和世界报导》（US NEWS AND REPORT）每年春季发布美国研究生专业排名（Best Graduate School），每年夏季发布美国大学本科排名（Best College），在大学本科排名中分为研究型大学排名（Best National University），文理学院排名（Best Liberal Arts College）和地区大学排名。 US NEWS美国研究型大学和文理学院排名七项主要评比指标：Undergraduate academic reputation本科学术声誉22.5%；Retention新生保有率20%；Faculty resources师资20%；Student selectivity学生竞争力15%；Financial resource资金来源10%；Graduation rate performance 毕业率7.5%；Alumni giving rate校友捐赠5%。从中可以看出，主观性指标“学术声誉”的分数约占总评分的四分之一，所以US NEWS的排名会受一定主观因素的影响。 001.Harvard University/Cambridge.MA哈佛大学 001.Princeton University/Princeton，NJ 普林斯顿大学 003.Y ale University/New Haven.CT 耶鲁大学 004.Calumbia University/New Y ork.NY哥伦比亚大学 005. California Institute of Technology/Pasadena.CA加州理工学院 005.Massachusetts Institute of Technology/Cambridge.MA麻省理工学院 005.Stanford University/Stanford ，CA斯坦福大学 005.University of Chicago/Chicago,IL 芝加哥大学 005.University of Pennsylvania/ Philadelphia，PA宾夕法尼亚大学 010.Duke University/Durham，NC 杜克大学 011.Dartmouth College/Hanover，NH 达特茅斯学院 012.Northwestern University/Evanston，IL 西北大学 013.Johns Hopkins University/Baltimore，MD 约翰霍普金斯大学 014.Washington University in St.Louis/St.louis.MD圣路易斯华盛顿大学 015.Brown University/Providence，RI 布朗大学 015.Cornell University/Ithaca，NY康奈尔大学 017.Rice University/Houston，TX 赖斯大学 017.V anderbilt University/Nashville，TN 范德比尔特大学 019.University of Notre Dame /Notre Dame，IN 圣母大学 020.Emory University /Atlanta，GA埃默里大学 021.University of California—Berkeley/ Berkeley，CA加州大学伯克利分校 022.Georgetown University/Washington，DC 乔治城大学 023.Carnegie Mellon University/Pittsburgh，PA卡耐基梅隆大学 023.University of Southern California/Los Angels，CA南加州大学 025.University of California –los Angeles/los Angeles，CA加州大学洛杉矶分校 025.University of V irginia/Charlottesville,V A弗吉尼亚大学 025.Wake Forest University/Winston-Salem，NC 维克森林大学 028.University of Michigan—Ann Arbor/Ann Arbor，MI 密西根大学安娜堡分校 029.Tufts University/Medford，MA塔夫茨大学 029.University of North Carolina—Chapel Hill/Chapel Hill,NC 北卡大学教堂山分校
传动链条按结构可分为滚子链、齿形链等类型，其中滚子链应用广。滚子链的结构是由内链板、外链板、销轴、套筒、和滚子所组成．其中内链板与套筒、外链板和销轴之间分别用过盈配合固连，称为内、外链节；滚子与套筒、套筒与销轴之问是间隙配合。 当内、外链板相对挠曲时，套筒可绕销轴自由转动。滚子是活套在套筒上的，工作时，滚子沿链轮齿廓滚动．可减轻轮齿的磨损。链的主要磨损发生在销轴和套筒的接触面上，因此，在内、外链板间应留有少许的间隙，以便润滑油渗入摩擦面间。链板一般制成“8”字形，以使它的各个横截而具有接近相等的抗拉强度，亦减少了链的质量和运动时的惯性力。
链条的各零件由碳素钢或合金钢制成，并经热处理，以提高强度、耐磨性和抗冲击能力。滚子链可制成单排链和多排链，当传递大功率时，可采用双排链或多排链。多排链的承载能力和排数成正比．但由于精度的影响，并排链承受的载荷不易均匀，故排数不宜过多。 滚子链已经标准化，我国链条标准GB 1.243.1-83将它分为A、B两系列，常用的是A系列，其主要参数见下表，表中链号和相应的国际链号一致，其节距值就是链号数乘以25.4/16mm。滚子链的基本参数有节距p、滚子外径d1等，其中节距p是滚子链的主要参数。节距越大，链条各零件的尺寸越大，所能传递的功率也越大。 链条的长度以链节数Lp表示，链节数最好是偶数，以便于链条接头时内、外链板的相接，接头处可采用开口销或弹簧锁片。若链节为奇数，则接头处需利用过渡链节，在链条受载时，过渡链节不仅承受拉力，还要承受附加的弯曲载荷，应尽量避免。 杭州傲州链传动有限公司创建于2004年，公司具有专业的制造技术与较强
留学生比例最高的50所美国大学排名 国际学生可以增加大学的多样性，丰富其他学生的校园生活。拥有强大国际影响力的学校往往有丰富的文化团体和校园活动。那么在美国名校中，到底哪些学校的留学生比例最高呢？ 根据美国新闻和世界报导US News & World Report 的统计，我们一起来看2014-15学年的全国性大学排名中，都有哪些学校招收了比较多的留学生呢？ 留学生比例第1高的美国大学是佛罗里达科技大学FIT，留学生比例为33%（远低Times世界大学留学生比例最高的大学排名中，名列第30位的华威大学Warwick 36.6%的留学生比例）。而US News 美国大学排名前50的高校中，拥有最高留学生比例的是位于宾夕法尼亚州匹茨堡的卡内基梅隆大学CMU，该校留学生比例为21%。 US News 美国大学留学生比例排名TOP50 排名大学国际生比例 161佛罗里达科技大学 FIT33% 127新学院 New School32%
108伊利诺伊斯理工大学 IIT30% 86塔尔萨大学 Tulsa27%—林恩大学 Lynn23% 23卡内基梅隆大学 CMU21% 175安德鲁斯大学 Andrews20% 39加州大学圣地亚哥分校 UCSD20% 41波士顿大学 BU19% 47东北大学 Northeastern19% 108旧金山大学 USF19% 34布兰迪斯大学 Brandeis18% 61普渡大学 Purdue18% 33罗切斯特大学 Rochester17% 99布法罗大学 Buffalo16% 21埃默里大学 Emory15% 32纽约大学 NYU15% 41伊利诺伊大学香槟分校 UIUC15% 52华盛顿大学 Washington15% 75克拉克大学 Clark14% 20加州大学伯克利分校 UCB14% 51迈阿密大学 Miami14% 4哥伦比亚大学 Columbia13% 99德雷塞尔大学 Drexel13% 75密歇根州立大学 MSU13% 23加州大学洛杉矶分校 UCLA13% 103俄勒冈大学 Oregon13% 23南加州大学 USC13% 57伍斯特理工学院 WPI13% 14布朗大学 Brown12% 21乔治城大学 Georgetown12% 18莱斯大学 Rice12% 39加州大学尔湾分校 UCI12%—马萨诸塞大学 UMASS12% 36佐治亚理工学院 Georgia Tech11% 2哈佛大学 Harvard11% 75印第安纳大学伯明顿分校 IUB11% 1普林斯顿大学 Princeton11% 89纽约州立大学石溪分校 SBU11% 61雪城大学 Syracuse11% 108戴顿大学 University of Dayton11% 82爱荷华大学 Iowa11% 9宾夕法尼亚大学 Penn11% 89纽约州立大学宾汉姆顿大学 Binghamton10% 15康奈尔大学 Cornell10%
城市增长边界一词目前在国内很火，在官方文件上第一次出现城市增长边界应该是在2006年由建设部颁布实施的《城市规划实施编制办法》中，其中明确要求制定城市总体规划过程中，“研究中心城区空间增长边界，确定建设用地规模，划定建设用地范围”。但对于什么是空间增长边界，如何划定增长边界，官方并没有明确的说法。时任建设部规划司副司长的孙安军提出“城市空间增长界限，应该可以理解为城市实体空间扩展的范围，实际上是指“规划建设用地的范围”。”（《城市规划》记者，2006（5）） 在实际规划操作中，城市增长边界并没有作为强制性的要求，翻阅2006 年以后编制的城市总体规划，可以发现很多规划中并没有这方面的内容，或者仅以很小篇幅带过。不过这段时间对于城市增长边界在学术领域的讨论日趋热烈，对于不同类型的城市增长边界（刚性/弹性，以北京为代表），城市增长边界的不同划定方法等均有讨论，2014年第4期国际城市规划《中外城市增长边界研究进展》（王颖，顾朝林，李晓江，2014）中有较为全面的整理归纳。后来这一概念被国家新型城镇化规划带入国家政策层面，其中提到合理控制城镇开发边界，严格控制城市边界无序扩张，防止城市边界无序蔓延。 城市规划要由扩张性规划逐步转向限定城市边界、优化空间结构的规划（好像以前的城市规划没有限定城市边界似的……），要合理确定城市规模、开发边界、开发强度和保护性空间。在国家层面发声之后，2014年1月国土部传出消息，说在研究城市增长边界划定的相关政策，将划定永久基本农田、城市发展边界和生态保护红线；2014年3月，国土部召开部长
办公会，讨论城市发展边界的划定问题；2014年7月，住建部、国土部联合召开划定城市开发边界试点城市启动会，共同确定了全国14个城市开展划定城市开发边界试点工作。城市增长边界这一概念终于从学术走向具体操作。但是，中国各城市各部门，你们真的准备好运用这一政策手段了吗，城市增长边界真的能促进土地集约利用吗，即使能，那么划定一条线，就能像孙悟空的金箍棒一样，保证城市不会外溢？谈到城市增长边界，肯定要说到波特兰，我想以我在波特兰了解到的情况，向大家说明一个道理，一切不是这么简单。文章分三个部分，第一部分介绍城市增长边界这一政策如何产生，第二部分介绍城市增长边界的发展过程，第三部分介绍围绕城市增长边界的一些波折，最后做个总结。 1、缘起 城市增长边界是波特兰所在的俄勒冈州全州的土地规划政策之一。 俄勒冈州位于美国西北角，陆地面积全美第10，24.9万平方公里，和广西（23.6万平方公里）差不多大，人口全美第27，2013年393万人，还不及2010年深圳宝安区的人口（450万）。俄勒冈州虽然面积很大，但是适宜人居的地方并不多，俄勒冈州东部三分之二的地方都是沙漠，东部为Williamette河谷，沙漠与Williamette河谷之间有一连串的火山口，俄勒冈唯一的火山湖国家公园就是火山口形成的独特景观。这393万人基本集中在俄勒冈州西部窄窄的Williamette河谷中，全州人口前12大城市有11个在Williamette河谷，其中5个属于波特兰都市区。这11个城市2010年人口总和146.9万，差不多占了俄勒冈州人口（2010年383万）的40%。但