Dissolved oxygen in the River Mesta (Bulgaria): a case study for qualitative modelling of sustainable development
Yordan Uzunov1, Tim Nuttle2, Elena Nakova1and Emilia Varadinova1
1 Central Laboratory of General Ecology, Bulgarian Academy of Sciences, Sofia, Bulgaria.
2 Institute of Ecology, Friedrich Schiller University, Jena, Germany.
Abstract
We present progress towards developing a qualitative reasoning model of sustainable development issues in the River Mesta, Bulgaria, following a standardized framework for conceptual description of QR case studies. Using the QR ontology, we have organized our expert knowledge about biological and physical processes in the stream as well as impacts of external influences like pollution, erosion, and water abstrac-tion. We present essential background about the model system, organization of this knowledge into knowl-edge structures that will drive our QR model, and de-fine causal dependencies and model fragments that will be implemented in the QR modeling workbench, Garp3. This case study serves as an example of the successful use of the new framework to help compare and re-combine QR case studies of sustainability is-sues in the future.
Introduction
To realize the European Union’s Strategey for Sustainable Development (SSD; European Commission 2001), citizens must become more educated about factors that affect sus-tainable development (SD). This paper contributes to this objective in the context of the NaturNet-Redime project by presenting progress towards developing a qualitative reasoning (QR) model about a SD case study that will be integrated with other case studies (see, in part, Salles and Rios Caldas, this volume, and Cioaca et al., this volume) to develop on online curriculum to learn about causal processes that affect environmental, social, and economic factors related to SD.
Both to support the model building effort as well as to facilitate integration of the different models, Bredeweg et al. (2005; this volume) developed a “structured approach to qualitative modelling”. The goal of this paper is to describe progress in following the methodology for the River Mesta, Bulgaria, case study. We also provide a critique on the effectiveness of the methodology framework for supporting development of QR models by novice QR model builders and discuss conclusions and perspectives for future work.
Model System
We focus on the River Mesta (RM), Bulgaria. Varadinova (2006) describes the basic features of the River Mesta (RM). The region is recognized as economically under-developed, with high unemployment. Regional development plans focus on intensifying economic activities based mostly on natural features of the region. This includes further development and diversification of tourism; modernizing and intensifying agriculture and forestry; increasing energy production from hydropower; construction of new roads and streets, and enhancing infrastructure like sewage systems, wastewater treatment plants, and domestic waste landfills.
All of these activities need more water than the RM watershed can supply, potentially leading to conflicts between users. State and local authorities are faced with difficult solutions how meet these competing demands. Reconciliation of these conflicts requires finding of sustainable solutions and appropriate environmental and/or ecosystem health indicators, in addition to the economic and/or social ones usually taken into account.
One of the indicative parameters of aquatic ecosystem health is the amount of dissolved oxygen (DO) in the water. Oxygen is an essential component for all living organisms in the aquatic ecosystem. All water bodies contain some amount of DO due to diffusion from the atmosphere. Normally there is a dynamic equilibrium between inputs and outputs of DO due to the biological processes of oxygen production and consumption. Water pollution, abstraction, erosion and other human activities can disrupt this balance, worsening ecosystem health and decreasing sustainable uses of ecosystem services.
Based on these factors, being able to discriminate between anthropogenic and natural fluctuations of DO is potentially of great importance for decision making about sustainable and integrated management of aquatic ecosystems. QR reasoning provides a modeling paradigm that allows explicit representation of the various processes
that interact in a water body to affect DO (Bredeweg and Struss 2003). Furthermore,
the ontology provided by QR facilitates education about these processes, which will be useful for explanation to decision makers and stakeholders—those people who have a vested interest in the outcome of sustainable decisions.
Main Model Goals
We have identified the following modeling goals to focus and narrow the scope of our model. The model should: 1. Describe the behavior of DO under different condi-tions (hydro-morphological, physico-chemical and biological).
2. Examine mechanisms of change in ecological func-tions anthropogenic influences of organic pollution, erosion (due to agriculture and deforestation), and water abstraction.
3. Be useful for scientific and management purposes to explain cause and effect processes to decision makers and stakeholders.
Although the focus of the model is the RM system, the processes should be generalizable to any riverine aquatic ecosystem.
Concept Map
We begin with a concept map that helps identify, clarify, and focus our knowledge about the system of interest (Figure 1). Two main groups of processes influence DO. Physical processes involve solar radiation which provides light and heat, as well as water itself which modify the hydro-morphology of the channel (depth, width, bottom substrata, etc.), thus providing living organisms with habi-tats. Biological processes involve three groups of organ-
isms responsible for oxygen production (producers: algae) and oxygen consumption (consumers and reducers). All aquatic organisms consume oxygen for their respiration.
System Selection and Structural Model
Here, based on the concept map and model goals, we iden-tify the entities involved in the RM system (Table 1). Figure 2 depicts the structural relationships among entities graphically. These relationships pertain to entities within the RM system—we identify processes happening within the stream itself to be part of the system structure, whereas anthropogenic influences will be considered as external agents: outside the system, but influencing its behavior
Global Behavior
Here, we identify and describe the main causal processes and how these combine to form the full causal model of the system as well as describe typical scenarios and ex-pected outcomes. These textual descriptions help organize our knowledge for later implementation using QR depend-encies.
Main Internal Processes
Oxygen diffusion is a physical process that involves the entity water , which has quantities Temperature , DO , Light intensity , and Heat amount. This describes the dependence of DO on the water temperature. The lower the tempera-ture, the more oxygen can be held by the water. The proc-ess is always active while any water body is above freez-ing (between 0 and 100 C), which is always true for the RM. DO decreases following warming of water down-stream and during summer. Discharges of thermal pollu-tion (effluents of cooling waters from thermal plants for energy production and other industries) may reduce DO substantially in streams and rivers.
Aeration is a physical process that involves the entity water and the quantities DO and Flow velocity. Diffusion of oxygen from the air is facilitated by the turbulent movement of water. This turbulence mixes air and water
Figure 1. River Mesta concept map
Figure 2: Structural model of the stream system
and thus increases the amount of oxygen dissolved from these mixture. Turbulence is higher when flow velocity is higher and also in shallow water.
River bed substrata is a physical process that involves the entities Stream, Water, River Bed, and Substrata with the quantities Flow velocity and Size of substrata particles (stones/gravel). The kinetic energy of running water modi-fies the river bed’s composition. The higher current veloc-ity, the larger sized particles form the bottom bed. Larger particles (like stones and gravel) provide more surface to be inhabited by living organisms.
Oxygen Production is a biological process that involves entities Light and Algae and quantities Light intensity, Number of algae, Photosynhetic rate, and DO. Light from solar radiation is the primary factor for oxygen production through the process of photosynthesis by algae. Pollution and erosion due to effluents of organic and/or inorganic particles seriously reduce light penetration and thus the rate of photosynthesis.
Oxygen Consumption (respiration) is a biological process that involves all living entities (Scrapers, Bacteria, Algae) and the quantities Amount of living entities and DO. All aquatic organisms consume DO for their respiration thus decreasing its amount in water. Higher water temperatures accelerate the consumption rate.
Feeding (scraping/grazing) is a biological process that involves the entities Algae, Bacteria, and Scrapers as well the Amount of each. Scrapers are aquatic invertebrates that scrape (or graze) the thin layer of algae and bacteria (so called bio-film) on the surface substrata. The amount of scrapers depends on the amount and availability of their prey. The process is always active as long as food is avail-able (algae and bacteria); it is assumed that scrapers will re-colonize as soon as food is available. Feeding is strongly and positively related to water temperature and rate of oxygen consumption. External impacts like pollu-tion may negatively influence the process by changing the amount of the food.
Bacterial degradation is a process that involves the enti-ties Bacteria and Water and the quantities Amount of Bacteria, DO, and Amount of POM (particulate organic matter). Bacterial degradation involves decomposition of organic matter from dead organisms and inputs from the watershed. The process decreases DO. The amount of bacteria depends strongly on the amount of POM in water bodies. Input of POM by urban and industrial wastewaters accelerates degradation until DO is completely exhausted. External Influences
All pressures that originate outside the RM are considered external influences. We consider three external influences that have the greatest impact on sustainability of the RM. Erosion increases the amount of suspended solids in the stream, decreasing light intensity. Erosion is created by de-forestation and unsustainable agriculture. Sustainable agri-cultural and forestry practices reduce soil erosion. Pollution increases POM in the stream. POM affects DO, accelerating oxygen consumption by bacteria, making it less available for scrapers and algae. The effects of pollu-tion depend on the amount of wastewater discharge and water temperatures. POM generally arises from point sources, such as households, industries and other human activities. Hence, wastewater treatment prior to discharge into water bodies can reduce the amount of POM dis-charging river bodies.
Water abstraction reduces the amount of water in the stream. Humans need water for various purposes of their every-day life (drinking, washing, bathing) and many eco-nomic activities – agriculture (irrigation), industry (supply for technological processes and manufactured goods), etc. Decreasing water discharge in natural water bodies affects all physical and biological processes and thus may nega-tively affect ecosystem health of the RM downstream the abstraction point.
Causal Model
The effects of internal and external processes are refined as causal dependencies following Qualitative Process Theory
Table 1: Entities involved in the River Mesta QR model
Entity Description
Stream A natural water body which consists of some amount of running water and river bed/bottom. Water Part of the stream, a fluid that possibly contains dissolved gases and
substances. Water has its flow/velocity and tem-
perature.
River bed The solid background within which the water runs downstream. The bed consists of different
types of substrata, the size of particles of which
depends on current velocity.
Algae A kind of producer. Periphytic algae inhabit (live on) substrata (river bed).
Bacteria Reduce the organic substances and bodies of dead organisms. They play important role in self-
purification processes.
Scrapers A functional feeding group of trophic structure of the community of bottom invertebrates (macro-
zoobenthos), which feed on small-sized organ-
isms like algae and bacteria, scrapping/grazing
them from surface of the bottom substrata they
used to live on.
Solar radiation An environmental factor which is the main source of energy (light and heat) for the aquatic ecosystems.
(Forbus
1984). The full causal model of the RM is de-picted in Figure 3. Model documentation fully describes each of the dependencies depicted in Figure 3 (Uzunov and Nakova 2006). We refer the reader to the textual descrip-tions above for explanations for each dependency.
Scenarios
Scenarios present initial situations, including the configu-ration of the system of interest and starting values for quantities. Our scenarios investigate the effects of applying and controlling the various external influences of erosion, pollution, and water abstraction. In each of these cases, we expect that dissolve oxygen in the RM will be highest in when each external influence is controlled (not active) and lowest when all external agents are active.
Detailed System Structure and Behavior
Here, we transform the graphical and textual descriptions of processes into the more explicit terminology of the Garp3 QR modelling workbench (Bredeweg et al, this vol-ume). This includes organizing causal dependencies into model fragments, agents, assumptions, etc. For the pur-poses of the present paper, we describe a few of the model fragments that implement the ideas described above. These model fragments can be combined to build a ‘mini-model’ showing how pollution increases POM, which increase bacteria and consequently decreases DO.
Static Model Fragments. These define structural rela-tions between entities and indicate propagation of changes from one quantity to another using proportionalities (P+ and P-). Here we provide one example.
Name: Bacterial degradation Conditions :
Entities: Stream, Water, Bed, Substrata, Bacteria
Configurations: Consist of, Inhabit , Consequences :
Quantities: Amount of bacteria, Bacterial degrada-tion rate, POM .
Causal Dependencies: POM propagates positively (P+) to Amount of bacteria. The amount of bac-teria propagates positively (P+) to Bacterial degradation rate.
Explanation : This model fragment refines the textual description under the section “Global behavior”. It says that if there is a stream that consists of water, a bed, and substrate, and if bacteria inhabit the sub-strate, then there will be an amount of bacterial, a bacterial degradation rate associated to bacteria and particulate organic matter associated to water. The causal dependencies specify that if POM increases, so does the amount of bacteria and that if amount of bacteria increase, so does bacterial degradation rate.
Process Model Fragments. These describes how mag-nitudes of quantities cause changes to occur in other quan-tities via direct influences (I+ and I-). Here, we provide an example that builds from the information explicated in the static model fragment just described.
Name: Bacterial degradation process Conditions :
Entities: Stream, Water, Bed, Substrata, Bacteria Configurations: Consist of, Inhabit, Consequences :
Quantities: Bacterial degradation rate, DO
Causal Dependencies: Bacterial degradation rate have a negative influence (I-) to DO.
Explanation : The conditions are as described above for the static model fragment. This model fragment describes additional consequences, namely that the
Figure 3. Causal model for the River Mesta.
quantities bacterial degradation rate and DO will be introduced and bacterial degradation rate will nega-tively influence DO (so if bacterial degradation rate is positive, DO will decrease).
Agent Model Fragments.These are special process model fragments (containing direct influences, I+ and I-) that model how external influences cause changes in a system. They generally relate to processes that humans can exert some control over, as opposed to natural processes that humans generally can’t or don’t directly control. Name: Pollution
Conditions:
Agent: Pollution
Entities involved: Stream, Water
Configuration: Consist of
Consequences:
Quantities: Pollution active agent, POM
Values: Pollution active agent = positive
Causal dependencies: Pollution active agent have
positive influence (I+) to Amount of POM Explanation: If the conditions stream consist of water hold and the agent Pollution is applied, then the con-sequences will be that a quantity Pollution active agent will be added to stream, along with POM. Fur-thermore, Pollution active agent will be positive and positively influence POM(I+, causing POM to in-crease).
Critique of Structured Methodology Following the structured methodology described in Bre-deweg et al (2005; this volume), we were able to organize a large amount of qualitative knowledge about stream ecology and factors affecting the RM into a manageable set of explicated ideas. The methodology allowed us ac-cess model-development expertise more efficiently than would have been possible without the framework. Never-theless, we did experience some difficulties in imple-menting the methodology. One difficulty was that it was difficult for us to see how the various steps contributed to the model—the process seemed fragmented. This is per-haps due to our inexperience thinking in terms of entities, quantities, relations, etc., rather than thinking more holisti-cally about ‘everything at once’, as we usually do. Addi-tionally, more examples related to ecology would have been helpful for us to better grasp ways ecological systems can be organized into the QR ontology. For example, it was often difficult for us to distinguish whether a concept was best captured as an entity or quantity. Also, we some-times had difficulty determining the proper use of qualita-tive proportionalities (P+/P-) and direct influences (I+/I-).
Conclusions
The next phase of our research involves implementing the ideas presented here into the Garp3 workbench. An ad-vantage of using the structured methodology is that it en-forces a structure to the model development process, making it easier to compare and contrast the various case studies (see Salles et al and Cioaca et al, this volume). This structure also facilitates the task of extracting essential commonalities between models to develop an integrated library of reusable QR model fragments that can be re-assembled to investigate other situations in other systems related to their sustainability, contributing to our goals of developing QR models that can educate about a wide vari-ety of SD issues and situations. Acknowledgements. This research was funded by the European Commission’s Sixth Framework Programme for Research and Development (project number 004074, pro-ject acronym Naturnet-Redime). Information on the topics being studied in this project can be found at https://www.doczj.com/doc/f55461164.html,, see Newsletter ISSN 1801 6480.
References
Bredeweg, B., P. Salles, A. Bouwer, and J. Liem. 2005. Framework for conceptual QR description of case studies. STREP project co-funded by the European Commission within the Sixth Framework Programme (2002-2006), Project no. 004074, Project Deliverable Report D6.1.
Bredeweg, B., and P. Struss. 2003. Current topics in qualitative reasoning. AI Magazine 24:13-16.
European Commission. 2001. Communication from the European Commission: a Sustainable Europe for a Better World: A European Union Strategy for Sustainable Development. Brussels, Belgium.
Forbus, K. 1984. Qualitative process theory. Artificial Intelligence 24:85-168.
Uzunov, Y., and E. Nakova. 2006. Textual description of River Mesta case study. STREP project co-funded by the European Commission within the Sixth Framework Programme (2002-2006), Project no. 004074, Project Deliverable Report D6.2.1.
Varadinova, E. 2006. Studies on the Functional Feeding Groups of the Macrozoobenthos along the Mesta River [in Bulgarian]. PhD Thesis. Bulgarian Academy of Sciences, Sofia, Bulgaria.
The way 的用法 Ⅰ常见用法： 1)the way+ that 2)the way + in which（最为正式的用法） 3)the way + 省略（最为自然的用法） 举例：I like the way in which he talks. I like the way that he talks. I like the way he talks. Ⅱ习惯用法： 在当代美国英语中，the way用作为副词的对格，“the way+ 从句”实际上相当于一个状语从句来修饰整个句子。 1)The way =as I am talking to you just the way I’d talk to my own child. He did not do it the way his friends did. Most fruits are naturally sweet and we can eat them just the way they are—all we have to do is to clean and peel them. 2）The way= according to the way/ judging from the way The way you answer the question, you are an excellent student. The way most people look at you, you’d think trash man is a monster. 3）The way =how/ how much No one can imagine the way he missed her. 4）The way =because
The way的用法及其含义（二） 二、the way在句中的语法作用 the way在句中可以作主语、宾语或表语： 1.作主语 The way you are doing it is completely crazy.你这个干法简直发疯。 The way she puts on that accent really irritates me. 她故意操那种口音的样子实在令我恼火。The way she behaved towards him was utterly ruthless. 她对待他真是无情至极。 Words are important, but the way a person stands, folds his or her arms or moves his or her hands can also give us information about his or her feelings. 言语固然重要,但人的站姿,抱臂的方式和手势也回告诉我们他(她)的情感。 2.作宾语 I hate the way she stared at me.我讨厌她盯我看的样子。 We like the way that her hair hangs down.我们喜欢她的头发笔直地垂下来。 You could tell she was foreign by the way she was dressed. 从她的穿著就可以看出她是外国人。 She could not hide her amusement at the way he was dancing. 她见他跳舞的姿势，忍俊不禁。 3.作表语 This is the way the accident happened.这就是事故如何发生的。 Believe it or not, that's the way it is. 信不信由你, 反正事情就是这样。 That's the way I look at it, too. 我也是这么想。 That was the way minority nationalities were treated in old China. 那就是少数民族在旧中
定冠词the的用法： 定冠词the与指示代词this ,that同源,有“那(这)个”的意思,但较弱,可以和一个名词连用,来表示某个或某些特定的人或东西. (1)特指双方都明白的人或物 Take the medicine.把药吃了. (2)上文提到过的人或事 He bought a house.他买了幢房子. I've been to the house.我去过那幢房子. (3)指世界上独一无二的事物 the sun ,the sky ,the moon, the earth (4)单数名词连用表示一类事物 the dollar 美元 the fox 狐狸 或与形容词或分词连用,表示一类人 the rich 富人 the living 生者 (5)用在序数词和形容词最高级,及形容词等前面 Where do you live?你住在哪? I live on the second floor.我住在二楼. That's the very thing I've been looking for.那正是我要找的东西. (6)与复数名词连用,指整个群体 They are the teachers of this school.(指全体教师) They are teachers of this school.(指部分教师) (7)表示所有,相当于物主代词,用在表示身体部位的名词前 She caught me by the arm.她抓住了我的手臂. (8)用在某些有普通名词构成的国家名称,机关团体,阶级等专有名词前 the People's Republic of China 中华人民共和国 the United States 美国 (9)用在表示乐器的名词前 She plays the piano.她会弹钢琴. (10)用在姓氏的复数名词之前,表示一家人 the Greens 格林一家人(或格林夫妇) (11)用在惯用语中 in the day, in the morning... the day before yesterday, the next morning... in the sky... in the dark... in the end... on the whole, by the way...
“tｈｅwａｙ+从句”结构的意义及用法 首先让我们来看下面这个句子: Ｒead the foｌloｗｉnｇpassagｅａnd talkａbout ｉt wi ｔh your classmaｔes．Try tｏｔeｌl whaｔyｏu thiｎk ｏf Tom aｎd ｏｆｔhe ｗay the chiｌｄrenｔrｅated ｈim. 在这个句子中，ｔhe waｙ是先行词,后面是省略了关系副词that或in whｉch的定语从句。 下面我们将叙述“the ｗaｙ+从句”结构的用法。 1.tｈe wａy之后，引导定语从句的关系词是tｈat而不是hoｗ,因此，<<现代英语惯用法词典＞＞中所给出的下面两个句子是错误的：Ｔhｉs is ｔｈeｗayｈowｉtｈａppened. This is the way how he ａlwａｙs treats me. 2．在正式语体中,thaｔ可被in which所代替;在非正式语体中，ｔhat则往往省略。由此我们得到theｗay后接定语从句时的三种模式：1) tｈe ｗaｙ＋ｔhａt-从句２）the way +ｉn whiｃh－从句3) the ｗay +从句 例如：Ｔｈe way(in whiｃh ，thａt) ｔhｅｓｅｃomｒade ｓloｏｋａｔｐrobｌems is wrong．这些同志看问题的方法
不对。 Ｔｈｅｗａy(that ,ｉn ｗhiｃh)yoｕ’ｒe doinｇit is comple ｔeｌy crａzy.你这么个干法,简直发疯。 Wｅａdmiｒｅd him for thｅｗay ｉｎｗhｉch he fａｃeｓdiｆficultieｓ． Waｌlａｃe ａｎd Ｄarwiｎｇreed ｏn the way ｉｎwhi ｃh ｄｉfｆｅrｅnt forms ｏf life had ｂegｕn.华莱士和达尔文对不同类型的生物是如何起源的持相同的观点。 Thｉs is ｔｈe ｗaｙ（tｈａｔ) hｅdｉd it. I lｉkeｄｔhe waｙ(ｔhat) ｓｈeｏｒganized ｔhe ｍeetｉng． 3.theｗay(tｈat)有时可以与hｏw(作“如何”解）通用。例如： That’s tｈe ｗaｙ(tｈaｔ) shｅspoke. = Tｈat’s how shｅspoke.
表示“方式”、“方法”，注意以下用法： 1.表示用某种方法或按某种方式，通常用介词in(此介词有时可省略)。如： Do it (in) your own way. 按你自己的方法做吧。 Please do not talk (in) that way. 请不要那样说。 2.表示做某事的方式或方法，其后可接不定式或of doing sth。 如： It’s the best way of studying [to study] English. 这是学习英语的最好方法。 There are different ways to do [of doing] it. 做这事有不同的办法。 3.其后通常可直接跟一个定语从句(不用任何引导词)，也可跟由that 或in which 引导的定语从句，但是其后的从句不能由how 来引导。如： 我不喜欢他说话的态度。 正：I don’t like the way he spoke. 正：I don’t like the way that he spoke. 正：I don’t like the way in which he spoke. 误：I don’t like the way how he spoke. 4.注意以下各句the way 的用法： That’s the way (=how) he spoke. 那就是他说话的方式。 Nobody else loves you the way(=as) I do. 没有人像我这样爱你。 The way (=According as) you are studying now, you won’tmake much progress. 根据你现在学习情况来看，你不会有多大的进步。 2007年陕西省高考英语中有这样一道单项填空题： ——I think he is taking an active part insocial work. ——I agree with you_____. A、in a way B、on the way C、by the way D、in the way 此题答案选A。要想弄清为什么选A，而不选其他几项，则要弄清选项中含way的四个短语的不同意义和用法，下面我们就对此作一归纳和小结。 一、in a way的用法 表示：在一定程度上，从某方面说。如： In a way he was right.在某种程度上他是对的。注：in a way也可说成in one way。 二、on the way的用法 1、表示：即将来(去)，就要来(去)。如： Spring is on the way.春天快到了。 I'd better be on my way soon.我最好还是快点儿走。 Radio forecasts said a sixth-grade wind was on the way.无线电预报说将有六级大风。 2、表示：在路上，在行进中。如： He stopped for breakfast on the way.他中途停下吃早点。 We had some good laughs on the way.我们在路上好好笑了一阵子。 3、表示：(婴儿)尚未出生。如： She has two children with another one on the way.她有两个孩子，现在还怀着一个。 She's got five children，and another one is on the way.她已经有5个孩子了，另一个又快生了。 三、by the way的用法
The way的用法及其含义（一） 有这样一个句子：In 1770 the room was completed the way she wanted. 1770年，这间琥珀屋按照她的要求完成了。 the way在句中的语法作用是什么？其意义如何？在阅读时，学生经常会碰到一些含有the way 的句子，如：No one knows the way he invented the machine. He did not do the experiment the way his teacher told him.等等。他们对the way 的用法和含义比较模糊。在这几个句子中，the way之后的部分都是定语从句。第一句的意思是，“没人知道他是怎样发明这台机器的。”the way的意思相当于how；第二句的意思是，“他没有按照老师说的那样做实验。”the way 的意思相当于as。在In 1770 the room was completed the way she wanted.这句话中，the way也是as的含义。随着现代英语的发展，the way的用法已越来越普遍了。下面，我们从the way的语法作用和意义等方面做一考查和分析： 一、the way作先行词，后接定语从句 以下3种表达都是正确的。例如：“我喜欢她笑的样子。” 1. the way+ in which +从句 I like the way in which she smiles. 2. the way+ that +从句 I like the way that she smiles. 3. the way + 从句(省略了in which或that) I like the way she smiles. 又如：“火灾如何发生的，有好几种说法。” 1. There were several theories about the way in which the fire started. 2. There were several theories about the way that the fire started.
way 的用法 【语境展示】 1. Now I’ll show you how to do the experiment in a different way. 下面我来演示如何用一种不同的方法做这个实验。 2. The teacher had a strange way to make his classes lively and interesting. 这位老师有种奇怪的办法让他的课生动有趣。 3. Can you tell me the best way of working out this problem? 你能告诉我算出这道题的最好方法吗？ 4. I don’t know the way (that / in which) he helped her out. 我不知道他用什么方法帮助她摆脱困境的。 5. The way (that / which) he talked about to solve the problem was difficult to understand. 他所谈到的解决这个问题的方法难以理解。 6. I don’t like the way that / which is being widely used for saving water. 我不喜欢这种正在被广泛使用的节水方法。 7. They did not do it the way we do now. 他们以前的做法和我们现在不一样。 【归纳总结】 ●way作“方法，方式”讲时，如表示“以……方式”，前面常加介词in。如例1； ●way作“方法，方式”讲时，其后可接不定式to do sth.，也可接of doing sth. 作定语，表示做某事的方法。如例2，例3；
t h e-w a y-的用法
The way 的用法 "the way+从句"结构在英语教科书中出现的频率较高, the way 是先行词, 其后是定语从句.它有三种表达形式:1) the way+that 2)the way+ in which 3)the way + 从句(省略了that或in which),在通常情况下, 用in which 引导的定语从句最为正式,用that的次之,而省略了关系代词that 或 in which 的, 反而显得更自然,最为常用.如下面三句话所示,其意义相同. I like the way in which he talks. I like the way that he talks. I like the way he talks. 一.在当代美国英语中,the way用作为副词的对格,"the way+从句"实际上相当于一个状语从句来修饰全句. the way=as 1)I'm talking to you just the way I'd talk to a boy of my own. 我和你说话就象和自己孩子说话一样. 2)He did not do it the way his friend did. 他没有象他朋友那样去做此事. 3)Most fruits are naturally sweet and we can eat them just the way they are ----all we have to do is clean or peel them . 大部分水果天然甜润,可以直接食用,我们只需要把他们清洗一下或去皮.
way的用法总结大全 way的用法你知道多少，今天给大家带来way的用法，希望能够帮助到大家，下面就和大家分享，来欣赏一下吧。 way的用法总结大全 way的意思 n. 道路,方法,方向,某方面 adv. 远远地，大大地 way用法 way可以用作名词 way的基本意思是“路,道,街,径”,一般用来指具体的“路,道路”,也可指通向某地的“方向”“路线”或做某事所采用的手段,即“方式,方法”。way还可指“习俗,作风”“距离”“附近,周围”“某方面”等。 way作“方法,方式,手段”解时,前面常加介词in。如果way前有this, that等限定词,介词可省略,但如果放在句首,介词则不可省略。
way作“方式,方法”解时,其后可接of v -ing或to- v 作定语,也可接定语从句,引导从句的关系代词或关系副词常可省略。 way用作名词的用法例句 I am on my way to the grocery store.我正在去杂货店的路上。 We lost the way in the dark.我们在黑夜中迷路了。 He asked me the way to London.他问我去伦敦的路。 way可以用作副词 way用作副词时意思是“远远地,大大地”,通常指在程度或距离上有一定的差距。 way back表示“很久以前”。 way用作副词的用法例句 It seems like Im always way too busy with work.我工作总是太忙了。 His ideas were way ahead of his time.他的思想远远超越了他那个时代。 She finished the race way ahead of the other runners.她第一个跑到终点,远远领先于其他选手。 way用法例句
t h e_w a y的用法大全
The way 在the way+从句中, the way 是先行词, 其后是定语从句.它有三种表达形式:1) the way+that 2)the way+ in which 3)the way + 从句(省略了that或in which),在通常情况下, 用in which 引导的定语从句最为正式,用that的次之,而省略了关系代词that 或 in which 的, 反而显得更自然,最为常用.如下面三句话所示,其意义相同. I like the way in which he talks. I like the way that he talks. I like the way he talks. 如果怕弄混淆，下面的可以不看了 另外，在当代美国英语中,the way用作为副词的对格,"the way+从句"实际上相当于一个状语从句来修饰全句. the way=as 1)I'm talking to you just the way I'd talk to a boy of my own. 我和你说话就象和自己孩子说话一样. 2)He did not do it the way his friend did. 他没有象他朋友那样去做此事. 3)Most fruits are naturally sweet and we can eat them just the way they are ----all we have to do is clean or peel them . 大部分水果天然甜润,可以直接食用,我们只需要把他们清洗一下或去皮. the way=according to the way/judging from the way 4)The way you answer the qquestions, you must be an excellent student. 从你回答就知道,你是一个优秀的学生. 5)The way most people look at you, you'd think a trashman was a monster. 从大多数人看你的目光中,你就知道垃圾工在他们眼里是怪物. the way=how/how much 6)I know where you are from by the way you pronounce my name. 从你叫我名字的音调中,我知道你哪里人. 7)No one can imaine the way he misses her. 人们很想想象他是多么想念她. the way=because 8) No wonder that girls looks down upon me, the way you encourage her. 难怪那姑娘看不起我, 原来是你怂恿的
The way 的用法 "the way+从句"结构在英语教科书中出现的频率较高, the way 是先行词, 其后是定语从句.它有三种表达形式:1) the way+that 2)the way+ in which 3)the way + 从句(省略了that或in which),在通常情况下, 用in which 引导的定语从句最为正式,用that的次之,而省略了关系代词that 或in which 的, 反而显得更自然,最为常用.如下面三句话所示,其意义相同. I like the way in which he talks. I like the way that he talks. I like the way he talks. 一.在当代美国英语中,the way用作为副词的对格,"the way+从句"实际上相当于一个状语从句来修饰全句. the way=as 1)I'm talking to you just the way I'd talk to a boy of my own. 我和你说话就象和自己孩子说话一样. 2)He did not do it the way his friend did. 他没有象他朋友那样去做此事. 3)Most fruits are naturally sweet and we can eat them just the way they are ----all we have to do is clean or peel them . 大部分水果天然甜润,可以直接食用,我们只需要把他们清洗一下或去皮.
the way=according to the way/judging from the way 4)The way you answer the qquestions, you must be an excellent student. 从你回答就知道,你是一个优秀的学生. 5)The way most people look at you, you'd think a trashman was a monster. 从大多数人看你的目光中,你就知道垃圾工在他们眼里是怪物. the way=how/how much 6)I know where you are from by the way you pronounce my name. 从你叫我名字的音调中,我知道你哪里人. 7)No one can imaine the way he misses her. 人们很想想象他是多么想念她. the way=because 8) No wonder that girls looks down upon me, the way you encourage her. 难怪那姑娘看不起我, 原来是你怂恿的 the way =while/when(表示对比) 9)From that day on, they walked into the classroom carrying defeat on their shoulders the way other students carried textbooks under their arms. 从那天起,其他同学是夹着书本来上课,而他们却带着"失败"的思想负担来上课.
The way的用法及其含义（三） 三、the way的语义 1. the way=as（像） Please do it the way I’ve told you.请按照我告诉你的那样做。 I'm talking to you just the way I'd talk to a boy of my own.我和你说话就像和自己孩子说话一样。 Plant need water the way they need sun light. 植物需要水就像它们需要阳光一样。 2. the way=how（怎样，多么） No one can imagine the way he misses her.没人能够想象出他是多么想念她！ I want to find out the way a volcano has formed.我想弄清楚火山是怎样形成的。 He was filled with anger at the way he had been treated.他因遭受如此待遇而怒火满腔。That’s the way she speaks.她就是那样讲话的。 3. the way=according as （根据） The way you answer the questions, you must be an excellent student.从你回答问题来看，你一定是名优秀的学生。 The way most people look at you, you'd think a trash man was a monster.从大多数人看你的目光中,你就知道垃圾工在他们眼里是怪物。 The way I look at it, it’s not what you do that matters so much.依我看，重要的并不是你做什么。 I might have been his son the way he talked.根据他说话的样子，好像我是他的儿子一样。One would think these men owned the earth the way they behave.他们这样行动，人家竟会以为他们是地球的主人。
一．Way：“方式”、“方法” 1.表示用某种方法或按某种方式 Do it (in) your own way. Please do not talk (in) that way. 2.表示做某事的方式或方法 It’s the best way of studying [to study] English.。 There are different ways to do [of doing] it. 3.其后通常可直接跟一个定语从句(不用任何引导词)，也可跟由that 或in which 引导的定语从句 正：I don’t like the way he spoke. I don’t like the way that he spoke. I don’t like the way in which he spoke.误：I don’t like the way how he spoke. 4. the way 的从句 That’s the way (=how) he spoke. I know where you are from by the way you pronounce my name. That was the way minority nationalities were treated in old China. Nobody else loves you the way(=as) I do. He did not do it the way his friend did. 二．固定搭配 1. In a/one way：In a way he was right. 2. In the way /get in one’s way I'm afraid your car is in the way， If you are not going to help，at least don't get in the way. You'll have to move－you're in my way. 3. in no way Theory can in no way be separated from practice. 4. On the way (to……) Let’s wait a few moments. He is on the way Spring is on the way. Radio forecasts said a sixth-grade wind was on the way. She has two children with another one on the way. 5. By the way By the way，do you know where Mary lives? 6. By way of Learn English by way of watching US TV series. 8. under way 1. Elbow one’s way He elbowed his way to the front of the queue. 2. shoulder one’s way 3. feel one‘s way 摸索着向前走；We couldn’t see anything in the cave, so we had to feel our way out 4. fight/force one’s way 突破。。。而前进The surrounded soldiers fought their way out. 5.. push/thrust one‘s way（在人群中）挤出一条路He pushed his way through the crowd. 6. wind one’s way 蜿蜒前进 7. lead the way 带路，领路；示范 8. lose one‘s way 迷失方向 9. clear the way 排除障碍，开路迷路 10. make one’s way 前进，行进The team slowly made their way through the jungle.
在the way+从句中, the way 是先行词, 其后是定语从句.它有三种表达形式:1) the way+that 2)the way+ in which 3)the way + 从句(省略了that或in which),在通常情况下, 用in which 引导的定语从句最为正式,用that的次之,而省略了关系代词that 或in which 的, 反而显得更自然,最为常用.如下面三句话所示,其意义相同. I like the way in which he talks. I like the way that he talks. I like the way he talks. 如果怕弄混淆，下面的可以不看了 另外，在当代美国英语中,the way用作为副词的对格,"the way+从句"实际上相当于一个状语从句来修饰全句. the way=as 1)I'm talking to you just the way I'd talk to a boy of my own. 我和你说话就象和自己孩子说话一样. 2)He did not do it the way his friend did. 他没有象他朋友那样去做此事. 3)Most fruits are naturally sweet and we can eat them just the way they are ----all we have to do is clean or peel them . 大部分水果天然甜润,可以直接食用,我们只需要把他们清洗一下或去皮. the way=according to the way/judging from the way 4)The way you answer the qquestions, you must be an excellent student. 从你回答就知道,你是一个优秀的学生. 5)The way most people look at you, you'd think a trashman was a monster. 从大多数人看你的目光中,你就知道垃圾工在他们眼里是怪物. the way=how/how much 6)I know where you are from by the way you pronounce my name. 从你叫我名字的音调中,我知道你哪里人. 7)No one can imaine the way he misses her. 人们很想想象他是多么想念她. the way=because 8) No wonder that girls looks down upon me, the way you encourage her. 难怪那姑娘看不起我, 原来是你怂恿的 the way =while/when(表示对比) 9)From that day on, they walked into the classroom carrying defeat on their shoulders the way other students carried textbooks under their arms.
“the way+从句”结构的意义及用法 首先让我们来看下面这个句子： Read the following passage and talk about it with your classmates. Try to tell what you think of Tom and of the way the children treated him. 在这个句子中，the way是先行词，后面是省略了关系副词that 或in which的定语从句。 下面我们将叙述“the way+从句”结构的用法。 1．the way之后，引导定语从句的关系词是that而不是how,因此，<<现代英语惯用法词典>>中所给出的下面两个句子是错误的：This is the way how it happened. This is the way how he always treats me. 2. 在正式语体中，that可被in which所代替；在非正式语体中，that则往往省略。由此我们得到the way后接定语从句时的三种模式：1) the way +that-从句2) the way +in which-从句3) the way +从句 例如：The way(in which ,that) these comrades look at problems is wrong.这些同志看问题的方法不对。
The way(that ,in which)you’re doing it is completely crazy.你这么个干法，简直发疯。 We admired him for the way in which he faces difficulties. Wallace and Darwin greed on the way in which different forms of life had begun.华莱士和达尔文对不同类型的生物是如何起源的持相同的观点。 This is the way (that) he did it. I liked the way (that) she organized the meeting. 3.the way(that)有时可以与how(作“如何”解)通用。例如： That’s the way (that) she spoke. = That’s how she spoke. I should like to know the way/how you learned to master the fundamental technique within so short a time. 4．the way的其它用法：以上我们讲的都是用作先行词的the way，下面我们将叙述它的一些用法。
定冠词the的12种用法 定冠词the 的12 种用法，全知道?快来一起学习吧。下面就和大家分享，来欣赏一下吧。 定冠词the 的12 种用法，全知道? 定冠词the用在各种名词前面，目的是对这个名词做个记号，表示它的特指属性。所以在词汇表中，定冠词the 的词义是“这个，那个，这些，那些”，可见，the 即可以放在可数名词前，也可以修饰不可数名词，the 后面的名词可以是单数，也可以是复数。 定冠词的基本用法： (1) 表示对某人、某物进行特指，所谓的特指就是“不是别的，就是那个!”如： The girl with a red cap is Susan. 戴了个红帽子的女孩是苏珊。 (2) 一旦用到the，表示谈话的俩人都知道说的谁、说的啥。如：
The dog is sick. 狗狗病了。(双方都知道是哪一只狗) (3) 前面提到过的，后文又提到。如： There is a cat in the tree.Thecat is black. 树上有一只猫，猫是黑色的。 (4) 表示世界上唯一的事物。如： The Great Wall is a wonder.万里长城是个奇迹。(5) 方位名词前。如： thenorth of the Yangtze River 长江以北地区 (6) 在序数词和形容词最高级的前面。如： Who is the first?谁第一个? Sam is the tallest.山姆最高。 但是不能认为，最高级前必须加the，如： My best friend. 我最好的朋友。 (7) 在乐器前。如： play the flute 吹笛子
Way用法 A:I think you should phone Jenny and say sorry to her. B:_______. It was her fault. A. No way B. Not possible C. No chance D. Not at all 说明：正确答案是A. No way，意思是“别想！没门！决不！” 我认为你应该打电话给珍妮并向她道歉。 没门！这是她的错。 再看两个关于no way的例句： （1）Give up our tea break? NO way! 让我们放弃喝茶的休息时间？没门儿！ （2）No way will I go on working for that boss. 我决不再给那个老板干了。 way一词含义丰富，由它构成的短语用法也很灵活。为了便于同学们掌握和用好它，现结合实例将其用法归纳如下： 一、way的含义 1. 路线
He asked me the way to London. 他问我去伦敦的路。 We had to pick our way along the muddy track. 我们不得不在泥泞的小道上择路而行。 2. （沿某）方向 Look this way, please. 请往这边看。 Kindly step this way, ladies and gentlemen. 女士们、先生们，请这边走。 Look both ways before crossing the road. 过马路前向两边看一看。 Make sure that the sign is right way up. 一定要把符号的上下弄对。 3. 道、路、街，常用以构成复合词 a highway（公路），a waterway（水路），a railway（铁路），wayside（路边）
way/time的特殊用法 1、当先行词是way意思为”方式.方法”的时候,引导定语从句的关系词有下列3种形式： Way在从句中做宾语 The way that / which he explained to us is quite simple. Way在从句中做状语 The way t hat /in which he explained the sentence to us is quite simple. 2、当先行词是time时,若time表示次数时,应用关系代词that引导定语从句,that可以省略; 若time表示”一段时间”讲时,应用关系副词when或介词at/during + which引导定语从句 1.Is this factory _______ we visited last year? 2.Is this the factory-------we visited last year? A. where B in which C the one D which 3. This is the last time _________ I shall give you a lesson. A. when B that C which D in which 4.I don’t like the way ________ you laugh at her. A . that B on which C which D as 5.He didn’t understand the wa y ________ I worked out the problem. A which B in which C where D what 6.I could hardly remember how many times----I’ve failed. A that B which C in which D when 7.This is the second time--------the president has visited the country. A which B where C that D in which 8.This was at a time------there were no televisions, no computers or radios. A what B when C which D that