THE PLACE OF SCIENCE IN EDUCATION
Extract：
These three paragraphs criticize the teaching about language in the reality, and tell that studying language from reading authors.From the best literary, the Homeric songs, tragedies, prose, we can know about sense of language.T he author talks about studying language from reading how literary say it, and how to use it. Meanwhile，we learnt that education should be brought up to date, but its continuity with the past should be maintained.
Key Word：
Literary Language Education Classics Teaching
Context：
All the languages are to be taught as we learn them in later life, when the desire or necessity arises, by means of easy passages with the translation at our side. Our present practice not only fails to teach languages but it succeeds in teaching how not to learn a language. Who thinks of beginning Russian by studying the "aspects" of the verbs, or by committing to memory the 28 paradigms which German grammarians have devised on the analogy of Latin declensions? Auxiliary verbs are the pedagogue's delight, but who begins Spanish by trying to discriminate between tener and haber, or ser and estar, or who learns tables of exceptions to improve his French? These things come by use or not at all.
If languages are treated not as lessons but as vehicles of speech, and if the authors are read so that we may find out what they say and how they say it, and at such a pace that we follow the train of thought or the story, all who have any sense of language at all can attend and with pleasure too. What chance has a boy of enjoying an author when he knows him only as a task to be droned through, thirty lines at a time? Small blame to the pupil who never discovers that the great authors were men of like passions with ourselves, that the Homeric songs were made to be shouted at feasts to heroes full of drink and glory, that Herodotus is telling of wonders that his friends, and we too, want to hear, that in the tragedies we hear the voice of Sophocles dictating, choked with emotion and tears; that even Roman historians wrote because they had something to tell, and Caesar, dull proser that he is, composed the Commentaries not to provide us with style or grammatical curiosities, but as a record of extraordinary events. To get into touch with any author he must be read at a good pace, and by reading of that kind there is plenty of time for a boy before he reaches 17 to make acquaintance with much of the best literature both of Greek and Latin.
Education must be brought up to date; but if in accomplishing that, we lose Greek, it will have been sacrificed to obstinate formalism and pedagogic tradition. The defence of classics as a basis of education is generally misrepresented by opponents. The unique value of the classics is not in any begetting of literary style. We are thinking of readers not of writers. Much of the best literature is the work of unlettered men, as they never tire of telling us, but it is for the enjoyment and
understanding of books and of the world that continuity with the past should be maintained. John Bunyan wrote sterling prose, knowing no language but his own. But how much could he read? What judgments could he form? We want also to keep classics and especially Greek as the bountiful source of material and of colour, decoration for the jejune lives of common men. If classics cease to be generally taught and become the appanage of a few scholars, the gulf between the literary and the scientific will be made still wider. Milton will need more explanatory notes than O. Henry. Who will trouble about us scientific students then? We shall be marked off from the beginning, and in the world of laboratories Hector, Antigone and Pericles will soon share the fate of poor Ananias and Sapphira.
Remark：
These three paragraphs criticize the teaching about language in the reality, and tell that studying language from reading authors. From the best literary, the Homeric songs, tragedies, prose, we can know about sense of language. In addition, education must be brought up to date, but its continuity with the past should be maintained. Language learning is a study that appeals to students due to its subject-matter, curiosity of students, variety of activities that can be done and the sense of achievement. Education is a teaching learning process. However most agree that learning is a change in individuals’ knowledge or behavior that results from experience. When use a language, we must let it in a special circumstances, so in order to learn a language well, we should learn about the country as well as the cultures and lifestyles of the people who speak it. And now I will explain the reasons from two aspects. On the one hand, with the history cultures developing, we are able to know how the language changes. For example, once upon a time, China uses old letters to reflect the cultures of remote ancient times , after that, each dynasty has their own language to introduce themselves, and now we create a more flexible language so that we can adapt to the new society well. On the basis of this, it is very beneficial for us to learn a language well through studying the cultures about it. On the other hand, the language comes from life, for life. Compared with some foreign languages, we will find the difference of lifestyles among China and other countries. Such as when chatting with strangers, they may talk about the weather, but we usually say the food or the transpo rtation, when agreeing with others’ points, we say yes and nod but some countries say no and shake his head. According to this, we know different languages stand for different lifestyles. But in our teaching about language, it’s very deficient.
To make up this deficiency, the author talks about studying language from reading how literary say it, and how to use it. Teaching literature through content-based courses designed to integrate the four basic language proficiency skills can provide a meaningful way for Japanese university students to learn practical communicative usages through their readings. By understanding a writer's point of view from various cross-cultural perspectives, the student can learn to appreciate the many nuances of language usage within story dialogues among characters or to understand the cultural context in which language is utilized for a specific purpose.
The elements of characterization and the importance of understanding general points of views are discussed in this article by recounting certain scenes. Specific examples from the author are incorporated into this paper to show the merits of teaching literature to students from a cross-cultural perspective. In this way, we will be able to understand different kinds of language use from the vantage point of another. Moreover, the use of great literature provides an ideal way to integrate the development of the basic four skills by engaging students to read at a critical level.
In the paragraph 33, we learnt that education should be brought up to date, but its continuity with the past should be maintained. Otherwise, we will lose the classics, and the gulf between the literary and the scientific will be made still wider. The study of the great books has been the backbone of good education for centuries. If you look at the books read by the intellectual giants of our culture, you find that there are particular books that come up again and again. These books were required of most schoolboys until the rise of Dewey and the democratization of education through the public school system. The public school system saw these books as elitist and not easily comprehensible by the masses and therefore not appropriate for public education. We have discovered a few common and controlling ideas that set classical education apart. Classics in education have a high view of humanity. To the Greeks, mankind possessed a divine spark. To the Christian and Jew, he is the Divine mage. One way or another, classical schools and educators are committed to cultivating wisdom and virtue in their students. While classical education honors and even equips for vocational education (which is more accurately described as training) that is not what classical education is. By contrast, the conventional educator either denies or doesn't respond to the idea that world makes sense. They shirk the burden of developing a curriculum, system, pedagogy, or mode of assessment that help make the sense knowable. They become obsessed with the practical and useful instead. The value of classics for studying language is abundant and priceless.
Studying language is not only from teaching. The author recommended that through enjoying an author and education about classics. Languages are treated not as lessons but as vehicles of speech. Now I trust that we teach students how to fish, only they are fishing for knowledge and feeding their minds. The pole, the line, the hook are grammar, logic and rhetoric, always with them in their tackle box as they seek for wisdom, and eventually teach others. Education is that vast undertaking of passing on the wisdom and knowledge of one generation to another. It involves discovery, but also instruction; it is cultural transmission. With our present culture undergoing so much flux, it is no surprise to find that education is in a state of tumult too. For the parent looking for a school to aid in this task of cultural transmission, it is often a bewildering affair. Literature and history for example are quite intertwined. Anything from the past (in any subject) can be history; anything committed to creative or excellent writing can be literature. We study language from them and they were emphasized in the author’s statement. Language should be used as a vehicle rather than a lesson.
Reference:
Wikipedia, the free encyclopedia
School Wars TheBattle for Britain's Education……Melissa Benn 著Education in Britain Since 1944…….W Kenneth Richmond 著
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一般过去式 时间状语：yesterday just now (刚刚) the day before three days ag0 a week ago in 1880 last month last year 1. I was in the classroom yesterday. I was not in the classroom yesterday. Were you in the classroom yesterday. 2. They went to see the film the day before. Did they go to see the film the day before. They did go to see the film the day before. 3. The man beat his wife yesterday. The man didn’t beat his wife yesterday. 4. I was a high student three years ago. 5. She became a teacher in 2009. 6. They began to study english a week ago 7. My mother brought a book from Canada last year. 8.My parents build a house to me four years ago . 9.He was husband ago. She was a cooker last mouth. My father was in the Xinjiang half a year ago. 10.My grandfather was a famer six years ago. 11.He burned in 1991
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高中英语~词性~句子成分~语法构成 第一章节：英语句子中的词性 1.名词：n. 名词是指事物的名称，在句子中主要作主语.宾语.表语.同位语。 2.形容词;adj. 形容词是指对名词进行修饰~限定~描述~的成份，主要作定语.表语.。形容词在汉语中是（的）.其标志是: ous. Al .ful .ive。. 3.动词：vt. 动词是指主语发出的一个动作，一般用来作谓语。 4.副词：adv. 副词是指表示动作发生的地点. 时间. 条件. 方式. 原因. 目的. 结果.伴随让步. 一般用来修饰动词. 形容词。副词在汉语中是（地）.其标志是：ly。 5.代词：pron. 代词是指用来代替名词的词，名词所能担任的作用，代词也同样.代词主要用来作主语. 宾语. 表语. 同位语。 6.介词：prep.介词是指表示动词和名次关系的词，例如：in on at of about with for to。其特征：
介词后的动词要用—ing形式。介词加代词时，代词要用宾格。例如：give up her（him）这种形式是正确的，而give up she（he）这种形式是错误的。 7.冠词：冠词是指修饰名词，表名词泛指或特指。冠词有a an the 。 8.叹词：叹词表示一种语气。例如：OH. Ya 等 9.连词：连词是指连接两个并列的成分，这两个并列的成分可以是两个词也可以是两个句子。例如：and but or so 。 10.数词：数词是指表示数量关系词，一般分为基数词和序数词 第二章节：英语句子成分 主语：动作的发出者，一般放在动词前或句首。由名词. 代词. 数词. 不定时. 动名词. 或从句充当。 谓语：指主语发出来的动作，只能由动词充当，一般紧跟在主语后面。 宾语：指动作的承受着，一般由代词. 名词. 数词. 不定时. 动名词. 或从句充当. 介词后面的成分也叫介词宾语。 定语：只对名词起限定修饰的成分，一般由形容
M A: Has the case been closed yet? B: No, the magistrate still needs to decide the outcome. magistrate n.地方行政官，地方法官，治安官 A: I am unable to read the small print in the book. B: It seems you need to magnify it. magnify vt.１．放大，扩大；２．夸大，夸张 A: That was a terrible storm. B: Indeed, but it is too early to determine the magnitude of the damage. magnitude n.１．重要性，重大；２．巨大，广大 A: A young fair maiden like you shouldn’t be single. B: That is because I am a young fair independent maiden. maiden n.少女，年轻姑娘，未婚女子 a.首次的，初次的 A: You look majestic sitting on that high chair. B: Yes, I am pretending to be the king! majestic a.雄伟的，壮丽的，庄严的，高贵的 A: Please cook me dinner now. B: Yes, your majesty, I’m at your service. majesty n.１．［Ｍ－］陛下（对帝王，王后的尊称）；２．雄伟，壮丽，庄严 A: Doctor, I traveled to Africa and I think I caught malaria. B: Did you take any medicine as a precaution? malaria n.疟疾 A: I hate you! B: Why are you so full of malice? malice n.恶意，怨恨 A: I’m afraid that the test results have come back and your lump is malignant. B: That means it’s serious, doesn’t it, doctor? malignant a.１．恶性的，致命的；２．恶意的，恶毒的 A: I’m going shopping in the mall this afternoon, want to join me? B: No, thanks, I have plans already. mall n.（由许多商店组成的）购物中心 A: That child looks very unhealthy. B: Yes, he does not have enough to eat. He is suffering from malnutrition.
意见应以事实为根据. 3 来自辞典例句 192. The bombers swooped ( down ) onthe air base. 轰炸机 突袭 空军基地. 来自辞典例句 193. He mounted their engines on a rubber base. 他把他们的发动机装在一个橡胶垫座上. 14 来自辞典例句 194. The column stands on a narrow base. 柱子竖立在狭窄的地基上. 14 来自辞典例句 195. When one stretched it, it looked like grey flakes on the carvas base. 你要是把它摊直, 看上去就象好一些灰色的粉片落在帆布底子上. 18 来自辞典例句 196. Economic growth and human well - being depend on the natural resource base that supports all living systems. 经济增长和人类的福利依赖于支持所有生命系统的自然资源. 12 1 来自辞典例句 197. The base was just a smudge onthe untouched hundred - mile coast of Manila Bay. 那基地只是马尼拉湾一百英里长安然无恙的海岸线上一个硝烟滚滚的污点. 6 来自辞典例句 198. You can't base an operation on the presumption that miracles are going to happen. 你不能把行动计划建筑在可能出现奇迹的假想基础上.
摘要：本文主要使用了百度、谷歌等搜索引擎和Web of science数据库对包信和院士的研究内容及其研究成果进行了分析，通过百度、谷歌、个人主页对包信和院士的基本信息进行了解；通过Web of science数据库对包信和院士的研究方向、引文数据、合作者、基金资助机构、出版物进行了了解。并对其2014年5月的一篇文章进行了深入的分析。 一、基本信息 包信和，理学博士，研究员，博士生导师、中科院院士、物理化学家，中国科学院大连化学物理研究所研究员，现任中科院沈阳分院院长，复旦大学常务副校长，兼任中国科学技术大学化学物理系主任。 他的个人工作经历为： 1989年至1995年获洪堡基金资助，在德国马普学会Fritz-Haber研究所任访问学者，1995年应聘回国。 1995年至2000年在中科院大连化学物理研究所工作。 2000年8月至2007年3月任大连化学物理研究所所长。 2003年3月起任中国科技大学化学物理系系主任。 2009年3月起任沈阳分院院长。 2009年当选为中国科学院院士。 2015年9月经教育部研究决定，任命包信和为复旦大学常务副校长 其次在大连化学物理研究所的个人介绍和包信和院士的课题组主页里搜集了对其研究方向的简介： 包信和研究员主要从事表面化学与催化基础和应用研究。发现次表层氧对金属银催化选择氧化的增强效应，揭示了次表层结构对表面催化的调变规律，制备出具有独特低温活性和选择性的纳米催化剂，解决了重整氢气中微量CO造成燃料电池电极中毒失活的难题。发现了纳米催化体系的协同限域效应，研制成碳管限域的纳米金属铁催化剂和纳米Rh-Mn催化剂，使催
化合成气转化的效率成倍提高。在甲烷活化方面，以分子氧为氧化剂，实现了甲烷在80℃条件下直接高效氧化为甲醇的反应；创制了Mo/MCM-22催化剂，使甲烷直接芳构化制苯的单程收率大幅度提高。 二、研究成果分析 利用Web of Science搜索包老师的文章，总共搜索到497篇文章，对检索报告创建引文报告，如图2.1所示。文章被引总频次达到12804次，平均每篇文章被引25.76次，h-index值为56，表示在包老师所发的文章中，每篇被引用了至少56次的论文总共有56篇左图为每年出版的文献数图标，2000年以来，每年出版的文献数量基本稳定，在30篇左右，研究状态保持稳定。其中2015年发表文章篇数最高，2015年是个高产年。 根据每年的引文数图标可以看出，每年的引文数不断上升，表明其发表的文章是有生命力、有价值的。也表明每年发文的质量不断在上涨。 图2.1创建引文报告 对检索结果进行分析。图2.2是对作者进行分析，得到如下图所示的结果，可以看到合作者的信息，其中与293名作者有过合作。其中合作最多的为韩秀文老师（大连化物所）、马丁老师(北京大学)。
英语造句大全English sentence 在句子中，更好的记忆单词！ 1、(1)、able adj. 能 句子：We are able to live under the sea in the future. (2)、ability n. 能力 句子：Most school care for children of different abilities. (3)、enable v. 使。。。能句子：This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的句子：We must have the accurate calculation. (2)、accurately adv. 精确地 句子：His calculation is accurately. 3、(1)、act v. 扮演 句子：He act the interesting character. （2）、actor n. 演员 句子：He was a famous actor. (3)、actress n. 女演员 句子：She was a famous actress. (4)、active adj. 积极的 句子：He is an active boy. 4、add v. 加 句子：He adds a little sugar in the milk. 5、advantage n. 优势 句子：His advantage is fight. 6、age 年龄n. 句子：His age is 15. 7、amusing 娱人的adj. 句子：This story is amusing. 8、angry 生气的adj. 句子：He is angry. 9、America 美国n.
主语+谓语 1. 理解主谓结构 1) The students arrived. The students arrived at the park. 2) They are listening. They are listening to the music. 3) The disaster happened. 2．体会状语的位置 1) Tom always works hard. 2) Sometimes I go to the park at weekends.. 3) The girl cries very often. 4) We seldom come here. The disaster happened to the poor family. 3. 多个状语的排列次序 1) He works. 2) He works hard. 3) He always works hard. 4) He always works hard in the company. 5) He always works hard in the company recently. 6) He always works hard in the company recently because he wants to get promoted. 4. 写作常用不及物动词 1. ache My head aches. I’m aching all over. 2. agree agree with sb. about sth. agree to do sth. 3. apologize to sb. for sth. 4. appear (at the meeting, on the screen) 5. arrive at / in 6. belong to 7. chat with sb. about sth. 8. come (to …) 9. cry 10. dance 11. depend on /upon 12. die 13. fall 14. go to … 15. graduate from 16. … happen 17. laugh 18. listen to... 19. live 20. rise 21. sit 22. smile 23. swim 24. stay (at home / in a hotel) 25. work 26. wait for 汉译英： 1.昨天我去了电影院。 2.我能用英语跟外国人自由交谈。 3.晚上7点我们到达了机场。 4.暑假就要到了。 5.现在很多老人独自居住。 6.老师同意了。 7.刚才发生了一场车祸。 8.课上我们应该认真听讲。9. 我们的态度很重要。 10. 能否成功取决于你的态度。 11. 能取得多大进步取决于你付出多少努力。 12. 这个木桶能盛多少水取决于最短的一块板子的长度。
【it's time to和it's time for】 ——————这其实是一个句型,只不过后面要跟不同的东西. ——————It's time to跟的是不定式（to do）.也就是说,要跟一个动词,意思是“到做某事的时候了”.如： It's time to go home. It's time to tell him the truth. ——————It's time for 跟的是名词.也就是说,不能跟动词.如： It's time for lunch.(没必要说It's time to have lunch) It's time for class.(没必要说It's time to begin the class.) They can't wait to see you Please ask liming to study tonight. Please ask liming not to play computer games tonight. Don’t make/let me to smoke I can hear/see you dance at the stage You had better go to bed early. You had better not watch tv It’s better to go to bed early It’s best to run in the morning I am enjoy running with music. With 表伴随听音乐 I already finish studying You should keep working. You should keep on studying English Keep calm and carry on 保持冷静继续前行二战开始前英国皇家政府制造的海报名字 I have to go on studying I feel like I am flying I have to stop playing computer games and stop to go home now I forget/remember to finish my homework. I forget/remember cleaning the classroom We keep/percent/stop him from eating more chips I prefer orange to apple I prefer to walk rather than run I used to sing when I was young What’s wrong with you There have nothing to do with you I am so busy studying You are too young to na?ve I am so tired that I have to go to bed early
《The Kite Runner》追风筝的人--------------------------------美句摘抄 1.I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green even sapphire 翻译：我依然能记得哈桑坐在树上的样子，阳光穿过叶子，照着他那浑圆的脸庞。他的脸很像木头刻成的中国娃娃，鼻子大而扁平，双眼眯斜如同竹叶，在不同光线下会显现出金色、绿色，甚至是宝石蓝。 E.g.: A shadow of disquiet flickering over his face. 2.Never told that the mirror, like shooting walnuts at the neighbor's dog, was always my idea. 翻译：从来不提镜子、用胡桃射狗其实都是我的鬼主意。E.g.:His secret died with him, for he never told anyone. 3.We would sit across from each other on a pair of high
Web of Science 数据库的检索与利用 解放军医学图书馆杜永莉 一、引文检索概述 （一）基本概念 1. 引文（Citation）：文献中被引用、参考的文献(Cited Work),也称施引文献，其作者称为被引著者（Cited Author）。 2. 来源文献（Source）：提供引文的文献本身称为来源文献，其作者称为引用著者（Citing Author）。 3. 引文索引（Citation Index）：通过搜集大量来源文献及其引文，并揭示文献之间引用与被引用关系的检索工具。 4. 引文检索：是以被引用文献为检索起点来查找引用文献的过程。 （二）引文的历史回顾 引文的创始人Dr.Eugene Garfield博士是美国科学信息研究所（ISI）的创始人，现在仍然是科学信息研究所的名义董事长，还是美国信息科学协会的前任主席、The Scientist 董事会的主席、Research America董事会的成员。另外他还是文献计量学的创始人。 Dr.Garfield于1955年在Science上发表了具有化时代意义的学术论文：“Citation Indexes for Science: A New Dimension in Documentation through Association of Ideas.”他在这篇文章中描述科研人员可以利用引文加速研究过程、评估工作影响、跟踪科学趋势；阐明引文是学术研究中学术信息获取的重要工具。1957 他创建了美国科学信息研究所(Institute for Scientific Information， ISI)。
1961 年， ISI 推出了 Science Citation Index ， SCI 。一种5卷印刷型刊物，包括613种期刊140万条引文的索引。1966年，ISI发布磁带形式的数据，1989年推出CD-ROM 光盘版，1992年ISI为汤姆森科技信息集团接管（Thomson Scientific），1997年推出系列引文数据库（Web of Science)，2001年建立具有跨库检索功能的（ISI Web of Knowledge）。 20世纪30年代中期，另外一个著名计量学家布拉德福（S.C.Bradford)在对大量的期刊分布进行研究之后，得出了布拉德福定律(二八定律），揭示出各学科核心期刊的存在，这些核心期刊组成了所有学科的文献基础,重要论文会发表在相对较少的核心期刊上；因此从文献学的角度,没有必要将已经出版的所有期刊全部收录，从数据库的质量上说，则需要有一套科学的流程筛选高质量期刊，为读者提供高质量的学术信息。 Garfield 博士从建立引文数据库开始，经过几十年的时间，建立了一整套期刊筛选的工作流程，每年从全球出版的学术期刊中，筛选出各学科中质量高、信息量大、使用率高的核心期刊。由于这套流程对期刊一些客观指数的长期跟踪，衍生出了另外两个数据库：期刊引证报告（Journal Citation Reports，JCR)和基本科学计量指标（Essential Science Indicators）。 （三）引文的作用 了解某一课题发生、发展、变化过程；查找某一重要理论或概念的由来；跟踪当前研究热点；了解自已以及同行研究工作的进展；查询某一理论是否仍然有效，而且已经得到证明或已被修正；考证基础理论研究如何转化到应用领域；评估和鉴别某一研究工作在世界学术界产生的影响力；发现科学研究新突破点；了解你的成果被引用情况；引文检索为科研人员开辟了一条新颖、实用的检索途径；同时为文献学、科学学、文献计量学等分析研究提供参考数据，如衡量期刊质量、测定文献老化程度、观察学科之间的渗透交叉关系、评价科研人员的学术水平，引文数据库是不可缺少重要工具。 二、Web of Science的检索途径 （一）科学引文索引简介
一、翻译 1. The idea of consciously seeking out a special title was new to me., but not without appeal. 让我自己挑选自己最喜欢的书籍这个有意思的想法真的对我具有吸引力。 2.I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by the one decent man, and evil. 我陷入到大屠杀悲剧的痛苦之中，一个体面的人所代表的善与恶的猛烈冲击之中。 3.I was astonished by the the great power a novel could contain. I lacked the vocabulary to translate my feelings into words. 我被这部小说所包含的巨大能量感到震惊。我无法用语言来表达我的感情（心情）。 4，make sth. long to short长话短说 5.I learned that summer that reading was not the innocent(简单的) pastime(消遣) I have assumed it to be., not a breezy, instantly forgettable escape in the hammock(吊床)，( though I’ ve enjoyed many of those too ). I discovered that a book, if it arrives at the right moment, in the proper season, will change the course of all that follows. 那年夏天，我懂得了读书不是我认为的简单的娱乐消遣，也不只是躺在吊床上，一阵风吹过就忘记的消遣。我发现如果在适宜的时间、合适的季节读一本书的话，他将能改变一个人以后的人生道路。 二、词组造句 1. on purpose 特意，故意 This is especially true here, and it was ~. (这一点在这里尤其准确，并且他是故意的) 2.think up 虚构，编造，想出 She has thought up a good idea. 她想出了一个好的主意。 His story was thought up. 他的故事是编出来的。 3. in the meantime 与此同时 助记：in advance 事前in the meantime 与此同时in place 适当地... In the meantime, what can you do? 在这期间您能做什么呢？ In the meantime, we may not know how it works, but we know that it works. 在此期间，我们不知道它是如何工作的，但我们知道，它的确在发挥作用。 4.as though 好像，仿佛 It sounds as though you enjoyed Great wall. 这听起来好像你喜欢长城。 5. plunge into 使陷入 He plunged the room into darkness by switching off the light. 他把灯一关，房
1、引文的创始者是（A） A、Eugene Garfield B、S.C.Bradford C、Billings,S.A D、Harris,C.J 2、引文的创始单位是（A） A、ISI B、NLM C、CDC D、NIH 3、ISI推出系列引文数据库（Web of Science）的时间是（D ） A、1956年 B、1989年 C、1990年 D、1997年 4、SCI的局限性不包括（B ） A、主要限于基础科学方面 B、不能囊括多数国际多学科高质量科学期刊 C、收录第三世界国家期刊较少 D、论文被引用情况复杂 5、ISI推出了SCI的时间（C） A、1950年 B、1955年 C、1961年 D、1970年 6、关于引文的作用，以下说法错误的是（D ） A、了解某一课题发生、发展、变化过程 B、引文检索为科研人员开辟了一条新颖、实用的检索途径 C、为文献学、科学学、文献计量学等分析研究提供参考数据 D、直接查找全文数据 7、Web of Knowledge包含的数据库有（D） A、Web of Science B、科学会议录索引、化学反应数据库 C、化学索引数据库、Medline数据库 D、以上皆是 8、关于Web of Science的特点，以下说法错误的是（D ） A、跨学科、精选内容，可以进行引文检索
B、增加了分析、跟踪、写作和管理功能 C、从文献相互关系的角度，提供新的检索途径 D、从著者、标题、分类等角度提供检索途径 9、ISI推出CD-ROM光盘版的时间是（A ） A、1970年 B、1961年 C、1982年 D、1991年 10、在SCI中公共卫生所在的数据库是（B ） A、Web of Science Expanded B、Social Sciences Citation Index C、Arts & Humanities Citation Index D、其他
The effective sentences:(improve the sentences!) 1.She hopes to spend this holiday either in Shanghai or in Suzhou. 2.Showing/to show sincerity and to keep/keeping promises are the basic requirements of a real friend. 3.I want to know the space of this house and when it was built. I want to know how big this house is and when it was built. I want to know the space of this house and the building time of the house. 4.In the past ten years,Mr.Smith has been a waiter,a tour guide,and taught English. In the past ten years,Mr.Smith has been a waiter,a tour guide,and an English teacher. 5.They are sweeping the floor wearing masks. They are sweeping the floor by wearing masks. wearing masks,They are sweeping the floor. 6.the drivers are told to drive carefully on the radio. the drivers are told on the radio to drive carefully 7.I almost spent two hours on this exercises. I spent almost two hours on this exercises. 8.Checking carefully,a serious mistake was found in the design. Checking carefully,I found a serious mistake in the design.