A Study of Total Focusing Method for Ultrasonic

丹尼尔卡尼曼峰终定律英文介绍Daniel Kahneman's Peak-End Rule is a psychological principle that describes how people remember past experiences based on the peak emotional intensity and how the experience ended. It suggests that our memories of an experience are not based on the total sum of the experience, but rather on how we felt at the most intense moment and at the very end.Research conducted by Kahneman and his colleague, Barbara Fredrickson, demonstrated that people tend to remember their experiences in a simplified way, focusing on the emotional highs and lows rather than the overall duration. In their study, participants were asked to rate their level of discomfort during a colonoscopy procedure. Interestingly, the participants' memory of the procedure was significantly influenced by the peak discomfort and the discomfort experienced at the end of the procedure, rather than thetotal duration. This highlights the impact of the peak-endrule on how we remember past events.The peak-end rule has important implications for various aspects of life, including decision-making, customer satisfaction, and marketing. For example, in customer service, understanding the peak-end rule can help businesses create more positive and memorable experiences for their customers. By focusing on creating positive peak moments and ensuring a positive ending to interactions, businesses can enhance customer satisfaction and loyalty.Additionally, the peak-end rule can also influence how individuals make decisions. Knowing that people are morelikely to remember the peak emotional intensity and how an experience ends can help individuals make more informed decisions. For example, when planning a vacation, focusing on creating memorable peak moments and ensuring a positiveending to the trip can lead to a more satisfying and memorable experience.Overall, the peak-end rule sheds light on the complexities of human memory and perception. By understanding how our memories are structured and influenced by emotional peaks and endings, we can use this knowledge to enhance our experiences, improve decision-making, and create more meaningful interactions with others.。

Cultural and Religious Studies, May 2023, Vol. 11, No. 5, 241-245doi: 10.17265/2328-2177/2023.05.005 The Dissemination of Intangible Cultural Heritage AlongBeijing-Hangzhou Canal Based on Encoding/Decoding Theory *TAN Hao, XIANYU JingBeijing Union University, Beijing, ChinaThe Beijing-Hangzhou Grand Canal carries a wealth of Chinese cultural symbols, showing the lifestyle and wisdomof working people through ages. The preservation and inheritance of its intangible cultural heritage can help to evokecultural memories and cultural identification of the Canal and build cultural confidence. This paper applies StuartHall’s encoding/decoding theory to analyze the dissemination of intangible heritage tourism culture. On the basis ofa practical study of the villages along the Beijing-Hangzhou Grand Canal, this paper analyses the problems in thetransmission of its intangible cultural heritage and proposes specific methods to solve them in four processes,encoding, decoding, communication, and secondary encoding, in order to propose references for the transmission ofintangible heritage culture at home and abroad.Keywords: dissemination, encoding, decoding, intangible cultural heritageIntroductionThe Beijing-Hangzhou Grand Canal was built during the Spring and Autumn Period, and it has a history of more than 2,500 years. With a total length of about 1,797 kilometers, it is a historical treasure that is closely related to the lifestyle of working people and traditional Chinese culture, including traditional music, traditional dance, traditional painting, traditional skills, etc. For many reasons, the Canal’s intangible cultural heritage (ICH) has not yet been effectively inherited and disseminated, and it is also in danger of being lost. Stuart Ha ll’s encoding/decoding theory model is able to break away from the shackles of subject-object linear transmission of culture communication, and view the process of ICH transmission from the perspective of encoding-communication-decoding. The study of the ICH tourism culture circulation through encoding and decoding theory has both practical and historical significance.Method for StudyStuart Hall argues that discourse is like a commodity that goes through the four stages of production, circulation, consumption, and reproduction described by Marxism (Chen & Lin, 2014), and suggests that individuals may resist or negotiate on the dissemination of an ideology (Evan, 2015). China is rich in ICH, but if it is not disseminated, the preservation of heritage would become completely impotent. As Foucault put it, “criticism” is one of the circulation mechanisms for knowledge to release its power (Claudia & Donna, 2021). * This paper is supported by the National Social Science Fund Project (No. 20BH151).TAN Hao, post-graduate student, College of Applied Science and Technology of Beijing Union University, Beijing, China. XIANYU Jing (corresponding author), Ph.D., Associate Professor, Tourism College of Beijing Union University, Beijing, China.DA VID PUBLISHINGDTHE DISSEMINATION OF INTANGIBLE CULTURAL HERITAGE242Wu (2007) points out that cultural communication is both a social phenomenon and a fundamental part of tourism destination marketing, and the transmission of information is also an important form of tourism service.The transmission of ICH tourism culture goes through three stages: encoding, communication, and decoding. The encoding process refers to the production of ICH tourism products, which emphasizes modern artistic processing while preserving the authenticity of ICH and presenting in a way that is pleasing to the audience. The Grand Canal ICH is not only an indispensable part of canal cultural heritage, but also a potential tourism resource for tourist destination development (Zhang, 2020). The communication process of ICH is to disseminate the encoded ICH information to the audience via various forms. In this process, the discourse of ICH is not a closed system, but consists of topics, treatments, issues, and events (Zou, 2014). The decoding process of ICH means that after the audience receives the ICH discourse, they decode the ICH elements in it according to their own cognition. In view of the decoders’different attitudes when they are decoding the symbolic meanings, Hall applies three scenarios to describe the three positions of the audience in the decoding process, namely, the dominant position, the negotiated position, and the confrontational position. The decoding process of ICH requires mutual feedback between encoding and decoding processes, in order to achieve good communication effects, and the secondary encoding is needed when necessary.FindingsLack of EncoderAt present, most of villages of the Grand Canal have not paid much attention to the cultivation of the ICH inheritors, and some masters of art have passed away, the problem of their aging being serious, and some kinds of ICH are facing the dilemma of no one to encode it, such as Work Song of Boatmen, Woodcut New Year Pictures. Fewer ICH tourism products are encoded for international tourists, resulting in the weakness of international dissemination. In encoding stage, important issues that need to be solved are how to keep the authenticity of traditional ICH while keeping up with the times, and how to extract potential ICH in each section of the Beijing-Hangzhou Grand Canal that can show the geographical characteristics and highlight the uniqueness of the Grand Canal ICH.Being Poor in Communication EffectThe current dissemination of the Canal ICH is facing the problems of monotonous communication channel and weak interaction with the audience. According to the investigation, three reasons lead to these problems: Firstly, there is a lack of derivative products from the reprocessing and re-creation of ICH elements in tourism products or tourist attractions, resulting in tourists’ unclear concept of intangible cultural heritage (Haleh, Mohammad, & Neda, 2019) and lack of proper ways to deeply understand ICH elements. Secondly, most of the ICH products are not targeted for different groups or through various channels when they are sold or exhibited, resulting in the weakness of dissemination. Third, there are few channels for communication and interaction between the encoders and decoders, and the weak interaction between decoders and encoders may lead to the insufficient understanding of ICH elements by decoders. The communication channel of ICH for the international public still remains in the traditional way of TV media, so it is difficult for the international public to receive the symbols containing Chinese ICH.Decoders’ Hardness to Stand in Dominant PositionFrom the perspective of decoding effect, the decoding of ICH in tourism products or tourism performancesTHE DISSEMINATION OF INTANGIBLE CULTURAL HERITAGE243in China generally suffers from the problem that the audience decoding the ICH is difficult to be in a dominant position (Guo & Wang, 2019). The main reason is that most kinds of ICH have its unique regional characteristics, but the audience lacks a certain understanding of ICH with local characteristics due to the limitations of geographic space and decoders’ background knowledge. This will lead to deviations in their understanding of the connotations and values expressed by ICH elements in tourism products or performances. Secondly, the encoder will artistically create the ICH elements in tourism products or performances, while the decoder has a subjective understanding of the ICH elements in tourism products or performances due to their prior knowledge level and acceptability, which would lead to unsatisfactory communication effect. Thirdly, the audience’s understanding of ICH is not fed back to the encoder through effective channels, or the encoder does not pay enough attention to the feedback and lacks targeted secondary encoding, which makes it difficult for the audience to be in a dominant position in the decoding process.SolutionsEncoding: Inherit and Innovate Encoding Models, Educating EncoderIn this process, we should enhance the innovation of the encoding mode for ICH tourism products.The first is to innovate the expression of the theme symbol of tourism products. Although ICH itself is intangible, it can be transmitted by means of physical ICH cultural products, which requires the encoder to have an objective and accurate understanding of the ICH involved in the product and avoid the subjective elements being blindly planted into it by the encoder.Second, we should use symbols carrying meaning to transmit these codes innovatively. In the encoding process of ICH tourism products, the encoder should first clarify the thematic direction of the products, combine various carriers for transmitting symbols such as visual transmission or audio transmission, incorporate emerging technologies and equipment into the encoding process, and encode ICH suitable for different types of people, so as to achieve the best effect when transmitting symbols. Focusing on the excavation of potential ICH, the production process of ICH products can help to awaken the non-physical cultural memory of tourists and evoke their cultural memory and cultural identity. In this process, it is more important to excavate the discourse of potential ICH than simply disseminate the textual symbols.In addition, there is a need to focus on the cultivation and education of intangible heritage inheritors. Most living ICH masters are old, and if their skills are not inherited, it will cause irreparable loss of intangible cultural heritage (Qi, 2006). The cooperation with local secondary schools or universities to set up special courses on intangible heritage culture will promote the inheritance of ICH.In addition to hiring traditional talents of ICH, attention should be paid to finding modern talents who master emerging technologies and understand the frontiers of culture so as to achieve the integration of traditional culture and modern technology at the encoding process. It can systematically cultivate multi-talented ICH encoders who are dialectically unified between tradition and modernity, thus highlighting the core of ICH at the encoding stage. Communication: Broaden Communication Channels & Refine Communication Content The ways for ICH dissemination are still traditional and backward at present, and we should try to present and spread brilliant ICH of the Canal. Performing a series of arts activities and festivals in tourist destinations and uploading them to the Internet platform can surely evoke people’s cultural memories and make them identify with the ICH. In this process, attention should be paid to breaking the barrier between different regions, andTHE DISSEMINATION OF INTANGIBLE CULTURAL HERITAGE244harmonizing the relationship between regional characteristics of ICH and internationalization of its content to disseminate ICH abroad. We can also make documentary or online videos, spread coded cultural symbols on media platforms for foreigners, and concentrate on the follow-up work after the dissemination. To avoid aberrant decoding, it is important to consider what is missed or may misguide people in the description of ICH during dissemination, as mass travelers mainly rely on advertisements or brochures to learn about their tourist destinations, and they do not realize that they may subvert the stereotypes. Therefore, the description of ICH is equally crucial in this context (Ira, 1993).Decoding: Increase the Depth of Traveler Participation & Prevent Decoding Mismatches In order to achieve a better circulation effect, the audience’s decoding of the ICH should be oriented to the dominant position. In the dominant position, the decoder can accurately understand the meaning expressed by the Grand Canal ICH performance encoder and can maintain the same understanding of ICH with the encoder. The authenticity of the ICH performance connects encoder and tourists in their spirit, thus seeking deep integration and promoting the cultural identification of the tourists (Miguel, 2008). Experiential ICH tourism allows decoders to participate in ICH tourism actively, shifting decoders in negotiated position or confrontational position to the dominant position. At present, the participatory and experiential aspects of canal ICH tourism products are generally not well enough, tourists basically appreciating them passively. Therefore, we should promote the development of experiential ICH tourism products to integrate touring, entertainment, experience, and learning through engagement, connection, and creation, so as to enhance the participation, interaction, knowledge, and fun of the Grand Canal ICH tourism process and enter into a shared ritualized field (Han, 2014). Secondary Encoding: Collect Feedback & Enhance Consumer StickinessSecondary encoding seems to be a feedback process that may be neglected by the encoders at the end of the circulation, but it is actually significant. In the ICH tourism circulation, some traditional customs of the Canal like Fisherman’s Wedding Ceremony or Sacrifice to the River God are quite ritualistic but it may bring a sense of distance and strangeness to the decoder at the same time. ICH tourism should not only focus on the mode of transmission, but also on the interaction and the feedback of audience (Zhou & Zhang, 2022). Encoders need to focus on post-communication feedback when facing mismatch that occurs between the encoder and the decoder, so as to improve the quality of secondary encoding. In the late stage of circulation, establishing a reasonable feedback mechanism is an urgent issue to be solved, and only when the feedback is really received by the encoder can the secondary encoding be improved. Before the ICH performance, the encoder can design a questionnaire according to its theme, and when the audience enters, the staff distributes the questionnaire to them and collects the feedback from the audience, and then carefully sorts out the feedback. Then the encoders reflect on the results and transform the feedback into the ideas of secondary encoding. Through some new and popular ways such as social media, surveys, or prize quizzes, to keep abreast of the audience’s thoughts and preferences for ICH products. In this way, it is possible to verify the dissemination of encoder’s pre-determined meaning of the ICH symbols after the communication process. So that the understanding of the decoder will be consistent with the encoder’s original intention, and the decoder is always in the dominant position, and thus the dissemination effect can be maximized. The secondary encoding experience of other cultural products also can be used for reference in the development of derivatives and enhancement of consumers’ stickiness. On the basis of catering to decoders’preferences, combining with aspects of decoders’ daily life and online platforms, we can disseminate the encoded ICH symbols into all aspects of decoder’s life.THE DISSEMINATION OF INTANGIBLE CULTURAL HERITAGE245ConclusionThe Grand Canal culture has a long history, and various kinds of ICH with regional characteristics record the way of Chinese lifestyle for thousands of years. By analyzing the dissemination of ICH along the Beijing-Hangzhou Grand Canal with Stuart Hall’s encoding/decoding theory, we can find that the transmission of its ICH is suffering from the lack of encoder, poor communication effect, and the decoders’ hardness to stand in the dominant position. In the encoding stage, ICH circulation should focus on the inheritance, the cultivation of ICH encoders, and the encoding of tourism cultural products. In the communication stage, it should broaden the dissemination channels and refine the contents. In the decoding stage, it should increase the participation of decoders to prevent decoding mismatch and collect feedback from decoders to improve the secondary encoding quality. We should improve the universality and accuracy of ICH in terms of encoding, communication, decoding, and secondary encoding with the help of its immaterial attributes, use modern technology and diversified ways to inherit ICH with its historical connotation, so that decoders are in the dominant position to make ICH of the Canal better inherited and developed.ReferencesChen, L. D., & Lin, Y. F. (2014). Inheritance and innovation: A study of Stuart Hall’s masterpiece Encoding/Decoding. Journalism & Communication, 21(8), 99-112.Claudia, M., & Donna, D. (2021). The construction of intangible cultural heritage: A Foucauldian critique. Annals of Tourism Research, 89(1), 1-11.Evan, L. K. (2015). Using social scientific criteria to evaluate cultural theories: Encoding/decoding theory. KOME, 22(1), 10-26. Guo, X. R., & Wang, N. (2019). Research on the strategy for video transmission of intangible cultural heritage in China from the perspective of coding and decoding theory—Case study of the story of Yanxi Palace. Cultural Industry Research, 2(1), 123-134.Haleh, M., Mohammad, M., & Neda, T. F. (2019). A study on t ourists’ tendency toward intangible cultural heritage as an attraction (Case study: Isfahan, Iran). City, Culture and Society, 17(1), 54-60.Han, B. Y. (2014). The development model of Rizhao intangible cultural heritage from the perspective of tourism. China Journal of Commerce, 20(1), 184-185.Ira, S. (1993). Marketing authenticity in third world countries. Annals of Tourism Research, 20(1), 302-318.Miguel, V. G. (2008). Intangible heritage tourism and identity. Tourism Management, 39(1), 807-810.Qi, Q. F. (2006). Study on the transmission and inheritors in the protection of intangible cultural heritage. Journal of Northwestern Ethnic Studies, 3(1), 114-123.Wu, N. (2007). Information dissemination: A key link in the marketing and service of tourist destinations. Tourism Tribune, 10(1), 67-70.Zhang, B. F. (2020). Study on the interactive model of intangible cultural heritage protection and tourism development in Beijing-Hangzhou Canal. Gansu Theory Research, 1(1), 103-109.Zhou, K., & Zhang, Y. (2022). The function and path of culture communication of intangible cultural heritage tourism: A perspective from the ritual view. Journal of Shandong University (Philosophy and Social Sciences), 4(1), 40-46.Zou, W. H. (2014). A study of Stuart Hall’s theory of culture. Beijing: China Social Sciences Press.。

第40卷第1期声学技术Vol.40, No.1引用格式：张杰, 莫润阳. 超声相控阵全聚焦成像算法比较分析[J]. 声学技术, 2021, 40(1): 71-76. [ZHANG Jie, MO Runyang. Comparative analysis of total focusing method in ultrasonic array imaging algorithms[J]. Technical Acoustics, 2021, 40(1): 71-76.] DOI: 10.16300/ki.1000-3630. 2021.01.011超声相控阵全聚焦成像算法比较分析张杰，莫润阳(陕西师范大学超声学重点实验室，陕西西安710062)摘要：先进的成像算法推动了超声相控阵技术的发展，全聚焦方法(Total Focusing Method, TFM)是一种基于全矩阵捕获的虚拟聚焦后处理及缺陷图像重构算法。

文章基于一维线阵相控阵纵波探头全矩阵数据模式，利用Matlab软件结合Field II自带开源函数包编写了算法程序，比较了TFM和1/2矩阵方法成像效果并对缺陷分辨率影响因素进行分析，最后用标准试块对算法进行实验验证。

仿真结果表明，TFM和1/2矩阵方法都能用于缺陷重构且效果无明显差异，激励脉冲的宽度和频率对图像分辨率影响较大；实验表明，1/2矩阵的成像方法虽可有效降低计算数据量，但同时也丢失了检测区边缘处缺陷的部分信息，因而成像效果较TFM稍差。

关键词：超声相控阵；全矩阵捕获；全聚焦算法；1/2矩阵方法中图分类号：O426 文献标志码：A 文章编号：1000-3630(2021)-01-0071-06Comparative analysis of total focusing method in ultrasonicarray imaging algorithmsZHANG Jie, MO Runyang(Shaanxi Key Laboratory of Ultrasonics, Shaanxi Normal University, Xi’an 710062, Shaanxi, China) Abstract: Advanced imaging algorithms promote the development of ultrasonic phased array technology. Total focusing method (TFM) is a virtual focusing post processing and defect image reconstruction algorithm based on full matrix capture. In this paper, based on the full matrix data mode of one-dimensional linear phased array longitudinal wave probe, the algorithm is programmed by using Matlab software combined with the open source function package of Field II. The imaging effects of TFM and 1/2 matrix method are compared, and the influencing factors of defect resolution are analyzed. Finally, the algorithm is verified experimentally with the standard test block. The simulation results show that both TFM and 1/2 matrix method can be used for defect reconstruction without significant difference in effect, and the width and frequency of the excitation pulse have great influence on the image resolution. Experimental results show that the imaging method of 1/2 matrix can effectively reduce the amount of calculated data, but it also loses part of the defect information at the edge of the detection area, and its imaging effect is slightly worse than that of TFM.Key words: ultrasonic phased array; full matrix capture (FMC); total focusing method (TFM); 1/2 matrix technique0 引言全聚焦方法(Total Focusing Method, TFM)是一种基于全矩阵捕获(Full Matrix Capture, FMC)数据进行图像重建的超声阵列后处理技术，由英国Bristol大学Holmes等[1-2]于2005年首次提出。

南京市2024高三年级学情调研英语全文共3篇示例，供读者参考篇1Title: A Survey on the Academic Situation of Senior Grade Three Students in Nanjing City in 2024Introduction:In 2024, a comprehensive survey was conducted to investigate the academic situation of senior grade three students in Nanjing City. This survey aimed to provide insights into the current state of education in the city and identify areas that need improvement.Methodology:The survey was conducted through questionnaires distributed to senior grade three students in various schools in Nanjing City. A total of 1000 students participated in the survey, providing information on their study habits, academic performance, levels of stress, and attitudes towards education.Results:The survey revealed that the majority of students in Nanjing City are highly motivated and dedicated to their studies. They spend an average of 5 hours per day studying and participating in extracurricular activities. However, a significant number of students reported feeling overwhelmed by the pressure to perform well in exams and competitions.In terms of academic performance, the survey found that the students in Nanjing City performed well in subjects such as mathematics and science, but struggled with English and literature. This highlights the need for more support and resources in these areas.Furthermore, the survey identified a correlation between students' levels of stress and their performance in exams. Students who reported higher levels of stress tended to perform worse in exams, indicating a need for better mental health support in schools.Conclusion:Overall, the survey provides valuable insights into the academic situation of senior grade three students in Nanjing City in 2024. It highlights the strengths and weaknesses of the education system in the city and points towards areas that require improvement. By addressing the issues raised in thesurvey, education authorities can work towards creating a more supportive and conducive learning environment for students in Nanjing City.篇2A Survey on the Academic Situation of Senior Year Students in Nanjing City in 2024IntroductionAs the 2024 academic year unfolds, it is crucial to understand the current situation faced by high school students in the senior year in Nanjing City. Therefore, a comprehensive survey was conducted to gather valuable insights into the academic landscape and challenges faced by these students. The following report outlines the key findings and implications of the study.MethodologyThe survey was conducted among senior year students in Nanjing City through questionnaires and interviews. A total of 500 students from various high schools participated in the study. The questionnaire consisted of both closed-ended andopen-ended questions, focusing on academic performance, study habits, stress levels, and future aspirations. In addition,in-depth interviews were conducted with a select group of students to gain deeper insights into their experiences.Key Findings1. Academic Performance: The majority of senior year students reported feeling the pressure to perform well academically, given the upcoming college entrance exams. However, only a small percentage of students felt confident in their academic abilities.2. Study Habits: Many students admitted to spending long hours studying each day, often sacrificing sleep and social activities. However, there was a notable lack of effective study habits, with students often resorting to rote memorization instead of critical thinking.3. Stress Levels: The survey revealed that a significant number of students were experiencing high levels of stress due to academic pressure, parental expectations, and fears about the future. Some students reported feeling overwhelmed and anxious on a daily basis.4. Future Aspirations: Despite the challenges faced, the majority of senior year students expressed a strong desire to succeed and pursue higher education. Many students weredetermined to achieve their academic goals and secure a bright future for themselves.ImplicationsThe findings of the survey highlight the urgent need for targeted interventions to support senior year students in Nanjing City. It is essential to provide students with resources and strategies to improve their study habits, manage stress effectively, and cultivate a positive mindset. Additionally, schools and parents should work together to create a supportive environment that nurtures students' academic and personal growth.ConclusionIn conclusion, the survey on the academic situation of senior year students in Nanjing City provides valuable insights into the challenges faced by these students. By addressing the key findings and implications outlined in this report, educators, parents, and policymakers can work together to create a supportive and empowering environment for senior year students to thrive academically and beyond.篇3Research on the Learning Situation of High School Seniors in Nanjing City in 2024IntroductionEducation is the foundation of a nation, and the learning situation of high school seniors is crucial to the future development of a country. In 2024, Nanjing City conducted a comprehensive survey on the learning situation of high school seniors to better understand the challenges and opportunities faced by students in their final year of high school.MethodologyThe survey was conducted among high school seniors in Nanjing City, including both public and private schools. A total of 1000 students were randomly selected to participate in the survey, which included questionnaires, interviews, and classroom observations. The data collected was analyzed to provide insights into the academic performance, study habits, and mental health of high school seniors in Nanjing City.Findings1. Academic PerformanceThe survey found that the academic performance of high school seniors in Nanjing City was generally high, with moststudents achieving good grades in their examinations. However, there were also a significant number of students who struggled with certain subjects, such as mathematics and physics. This highlights the need for targeted support and tutoring for students who are facing difficulties in specific subjects.2. Study HabitsThe survey revealed that high school seniors in Nanjing City had varying study habits, with some students studying diligently while others procrastinated or lacked motivation. Many students reported feeling overwhelmed by the heavy workload and pressure to excel in their studies. There was also a concern about the excessive use of electronic devices, which was found to be a distraction for students during their study time.3. Mental HealthMental health emerged as a major concern among high school seniors in Nanjing City, with a significant number of students reporting feelings of anxiety, stress, and depression. The pressure to perform well in examinations and secure a place in a top university was cited as a major source of stress for students. Many students also reported feeling isolated and lonely, especially during the COVID-19 pandemic when social interactions were limited.Recommendations1. Provide targeted support and tutoring for students who are struggling with certain subjects, such as mathematics and physics.2. Promote healthy study habits and time management skills among high school seniors to improve their academic performance and well-being.3. Offer mental health support and counseling services to address the psychological issues faced by students in their final year of high school.4. Encourage a balanced lifestyle that includes regular exercise, social activities, and relaxation to help students cope with stress and anxiety.ConclusionThe survey on the learning situation of high school seniors in Nanjing City in 2024 provided valuable insights into the challenges and opportunities faced by students in their final year of high school. By implementing targeted interventions and support services, educators and policymakers can help students achieve academic success and well-being in their final year of high school.。

初三英语科学研究方法选择依据单选题40题1.The scientist wants to test a new drug. He should use a large sample size to ensure _____.A.accuracyB.precisionC.reliabilityD.validity答案：C。

本题考查实验设计原则。

选项A“accuracy”指的是准确性，通常与测量结果的接近真实值的程度有关。

选项B“precision”指的是精密度，即多次测量结果的一致性。

选项C“reliability”可靠性，使用大样本量可以增加实验结果的可靠性。

选项D“validity”有效性，大样本量主要是为了提高可靠性而非有效性。

2.In an experiment, if the results can be repeated under the same conditions, it shows _____.A.consistencyB.reproducibilityC.stabilityD.durability答案：B。

选项A“consistency”一致性，通常指结果的一贯性，但不一定是重复实验的可重复性。

选项B“reproducibility”可重复性，符合题干中结果在相同条件下可重复的描述。

选项C“stability”稳定性，更多指系统或状态的稳定。

选项D“durability”耐久性，与实验结果的可重复性无关。

3.When designing an experiment, random assignment of subjects is important to ensure _____.A.equalityB.fairnessC.balanceD.validity答案：D。

随机分配实验对象可以确保实验的有效性。

选项A“equality”平等，与实验设计原则中的随机分配关系不大。

如何在阅读时集中注意力英语作文全文共3篇示例，供读者参考篇1How to Stay Focused While ReadingReading can be a real struggle sometimes, am I right? There are so many distractions around us these days that it's hard to just sit down and focus on the books and articles we need to read for school. I know I'm not the only one who has grabbed their book all motivated to dive in, only to realize an hour later that I've read the same paragraph ten times and have no clue what it's about. Losing focus while reading is way too easy, but it makes the whole process so inefficient and frustrating. That's why over the past few years, I've worked on developing some techniques to help me concentrate better during reading sessions. If you've been having trouble staying focused too, maybe some of these tips will help!First off, it's important to eliminate as many external distractions as possible before you start reading. That means silencing your phone (maybe even leaving it in another room!), closing any other apps or browser tabs, and making sure youhave a nice quiet space to read without interruptions. Music can actually be okay for some people when reading, as long as it's instrumental and not too distracting. I personally prefer total silence. Having a dedicated reading space that your brain associates with focusing can help too.It's also really important to get yourself in the right mental state before diving into the reading. If you're feeling restless, antsy, or have a million other thoughts running through your mind, it'll be really hard to give the reading your full attention. Do some deep breathing, write down any nagging thoughts or to-dos so you can put them aside temporarily, stretch, or even meditate for a few minutes to clear your mind before you begin. Starting the reading already unfocused is just setting yourself up for frustration.Once you've prepared your environment and mindset, it's time to actually start reading. A major key here is to actively engage with the text rather than passively running your eyes over the words. Really pay attention and make a conscious effort to understand and analyze what you're reading as you go. Asking questions, taking notes, making connections to other concepts you've learned, and identifying the main ideas and supporting details can all help with active reading. Don't justblindly power through without stopping to process the information.If you find your focus slipping, it's okay to take a short break and reset. Get up, hydrate, do some jumping jacks, grab a healthy snack - anything to recharge those brain batteries. Then dive back in feeling refreshed. Breaking up extended reading into smaller chunks can make it easier to concentrate too. Setting a timer for 25 minutes and giving yourself a 5-minute break before the next interval sometimes helps the time pass more quickly without feeling interminable.One major pitfall I always try to avoid is re-reading the same sections over and over because I zoned out the first time. If I catch myself realizing that I haven't retained basically anything from the last few paragraphs, instead of hopelessly re-reading it, I'll first try to pinpoint where exactly I started losing focus. Then I'll skim that section quickly to jog my memory before reading it again slowly and carefully while staying focused. Re-reading big chunks aimlessly is just a waste of time.So those are some of my top tips for improving reading focus and concentration! It's not easy, and definitely requires building mental discipline over time. But being able to sit down and fully immerse yourself in text without constant distractionsand mind-wandering is such a valuable skill. It'll make reading so much more efficient and rewarding, not to mention it'll prepare you for other scenarios requiring intense concentration like exams, lectures, or work projects. Don't get discouraged if it's a struggle at first - stick with activetechniques, take breaks when needed, and over time, your stamina and focus will improve. Happy reading!篇2How to Stay Focused While ReadingAs a student, one of the biggest challenges I face is staying focused while reading. Whether it's a textbook chapter for class, an assigned novel, or research material for a paper, it can be extremely difficult to give my full attention to the text. My mind tends to wander, I get distracted by my surroundings, and before I know it, I've read several pages without actually absorbing any of the information. This lack of focus not only hinders my comprehension but also makes the reading process infinitely more tedious and time-consuming. However, over the years, I've developed some strategies that have helped me overcome this hurdle and become a more focused and efficient reader.Firstly, I've learned the importance of creating an environment conducive to concentration. This means finding a quiet space, free from distractions like television, music, or social media notifications. For me, the library is often the ideal setting, as the hushed atmosphere and absence of personal belongings to fidget with encourage me to remain focused on the task at hand. If working from home, I make sure to silence my phone and close any unnecessary tabs or applications on my computer to eliminate potential digital interruptions.Additionally, I've found that establishing a consistent routine can significantly improve my ability to concentrate. By dedicating a specific time each day or week to reading, I train my mind to associate that block of time with focused work. This routine not only helps me stay on track but also creates a sense of accountability, as I know that I've set aside that time specifically for reading.Another crucial aspect of maintaining focus is taking breaks. As counterintuitive as it may seem, I've discovered that attempting to power through long reading sessions without rest often leads to diminished concentration and retention. Instead, I aim to break my reading into manageable chunks, allowing myself short breaks every 30 minutes or so. During these breaks,I engage in activities that refresh my mind, such as stretching, grabbing a snack, or simply stepping away from the material for a few minutes. This approach prevents burnout and ensures that I return to the text with renewed energy and focus.Moreover, I've found that active reading techniques can significantly enhance my ability to concentrate. Instead of passively scanning the words on the page, I make a conscious effort to engage with the material. This can involve techniques like underlining or highlighting key points, taking notes in the margins, or summarizing each section in my own words. By actively participating in the reading process, I stay more invested in the content and am less likely to succumb to distractions.In addition to these general strategies, I've also discovered that certain tools and resources can aid in maintaining focus. For instance, using a reading guide or bookmark can help me track my progress and prevent my eyes from wandering aimlessly across the page. Additionally, apps or browser extensions that block distracting websites or limit access to social media during designated study periods have proven invaluable in curbing my tendency to procrastinate or become sidetracked.Finally, I've learned the importance of self-awareness and self-discipline in the quest for focused reading. I regularlyevaluate my concentration levels and adjust my approach accordingly. If I find myself struggling to maintain focus, I might take a longer break, change locations, or try a different reading technique. Conversely, if I'm deeply engaged with the material, I'll capitalize on that momentum and continue reading until I reach a natural stopping point.In conclusion, staying focused while reading is an ongoing challenge that requires consistent effort and adaptation. By creating a distraction-free environment, establishing routines, taking strategic breaks, employing active reading techniques, utilizing helpful tools, and exercising self-discipline, I've been able to significantly improve my ability to concentrate on academic texts. While it's an ongoing process, developing these skills has not only enhanced my comprehension and retention but has also made the reading experience more enjoyable and efficient. As a student, mastering the art of focused reading is an invaluable asset that will undoubtedly serve me well throughout my academic journey and beyond.篇3How to Stay Focused While ReadingAs a student, one of the biggest challenges I face is maintaining focus and concentration while reading textbooks, articles, or assignments. In today's world, with countless distractions vying for our attention, it can be incredibly difficult to immerse ourselves in the material we need to study. However, developing the ability to stay focused while reading is crucial for academic success and personal growth. In this essay, I will share some invaluable tips that have helped me overcome the hurdle of concentration and make the most out of my reading sessions.Create a Conducive EnvironmentThe first step to staying focused while reading is to create an environment that is conducive to concentration. This means finding a quiet and distraction-free space where you can comfortably settle in without interruptions. Eliminate potential sources of distraction, such as television, social media, or background noise. If you find it challenging to work in complete silence, consider playing instrumental or ambient music at a low volume to help you concentrate.Eliminate Digital DistractionsIn our digital age, one of the biggest threats to concentration is the constant barrage of notifications and alerts from our devices. Before you begin your reading session, make aconscious effort to silence your phone, close unnecessary tabs or applications on your computer, and disable notifications that could potentially divert your attention. This simple act of digital detox can work wonders in helping you stay focused on the task at hand.Take Breaks and StretchWhile it may seem counterintuitive, taking regular breaks can actually improve your ability to concentrate. Our brains are not designed to sustain intense focus for prolonged periods, and attempting to do so can lead to mental fatigue and decreased productivity. Set a timer for 25-30 minutes of focused reading, and then take a 5-minute break to stand up, stretch, or grab a quick snack or drink. This technique, known as the Pomodoro Technique, can help you maintain a consistent level of concentration throughout your reading session.Practice Active ReadingPassive reading, where you simply let your eyes glide over the words, is a surefire way to lose focus and retention. Instead, practice active reading by engaging with the material. Underline or highlight key points, jot down questions or thoughts in the margins, and summarize each section or chapter in your own words. This level of engagement will not only help you stayfocused but will also enhance your understanding and recall of the material.Set Clear Goals and IntentionsBefore diving into your reading material, take a moment to set clear goals and intentions for your session. Determine what you aim to accomplish, whether it's comprehending a specific concept, completing a chapter, or gathering information for an assignment. Having a clear purpose in mind will help you stay motivated and focused throughout the reading process.Stay Hydrated and NourishedBelieve it or not, your physical state can significantly impact your ability to concentrate. Make sure to stay hydrated by keeping a water bottle within reach, and fuel your brain with nutritious snacks that provide sustained energy. Avoid sugary or heavily processed foods, as they can lead to energy crashes and decreased focus.Practice Mindfulness and Breathing ExercisesIf you find your mind wandering or becoming distracted, take a moment to pause and practice mindfulness or breathing exercises. Simply focus on your breath for a few minutes, allowing your mind to settle and return to the present moment.This technique can help you regain control over your attention and refocus on the task at hand.Vary Your Reading TechniquesDifferent reading materials may require different approaches. For dense or complex texts, try reading aloud or using a ruler or your finger to guide your eyes along the lines. For lighter or more engaging material, you may find it helpful to alternate between skimming and close reading. Experiment with various techniques to find what works best for you and the specific material you're tackling.Establish a RoutineConsistency is key when it comes to developing good reading habits and improving your ability to concentrate. Try to establish a regular routine for your reading sessions, whether it's first thing in the morning, during your lunch break, or in the evenings. By making reading a consistent part of your daily or weekly schedule, you'll train your brain to more easily transition into a focused state when it's time to read.Celebrate Your AchievementsFinally, don't forget to celebrate your achievements and progress along the way. Maintaining focus and concentrationwhile reading can be a challenging task, and recognizing your efforts and successes can provide motivation and encouragement to continue improving. Treat yourself to a small reward or simply take a moment to pat yourself on the back for your hard work and dedication.In conclusion, staying focused while reading is a skill that can be developed and honed over time. By creating a conducive environment, eliminating distractions, taking breaks, practicing active reading, setting clear goals, staying nourished and hydrated, practicing mindfulness, varying your reading techniques, establishing a routine, and celebrating your achievements, you can overcome the challenges of concentration and make the most out of your reading sessions. Remember, developing this skill will not only benefit your academic pursuits but will also serve you well in your personal and professional life, enabling you to learn, grow, and thrive in an ever-changing world.。

最受欢迎的英语学习计划Learning English as a second language has become increasingly important in today's globalized world. Whether for academic, professional, or personal reasons, proficiency in English is seen as an essential skill. As a result, there are numerous English learning programs and plans available, but not all are created equal. In this article, we will explore the most popular English learning plan and why it has gained such widespread acclaim. The most popular English learning plan is the "Total Immersion" method. This approach to language learning is based on the premise that the best way to learn a language is to immerse oneself in it completely. This means surrounding oneself with the language as much as possible, through activities such as listening to music, watching movies, reading books, and, most importantly, engaging in conversation with native speakers.The Total Immersion method has gained popularity for several reasons. First, it is widely believed to be the most effective way to achieve fluency in a language. By constantly being exposed to the language, learners are forced to actively engage with it, which leads to quicker and more thorough acquisition of language skills.Second, the Total Immersion method is also popular because it provides a more holistic approach to language learning. Instead of just focusing on vocabulary and grammar, Total Immersion encourages learners to develop their listening, speaking, reading, and writing skills simultaneously. This integrated approach is seen as more natural and practical, as it mirrors the way native speakers acquire language skills.Another reason for the popularity of the Total Immersion method is that it can be customized to suit the needs and preferences of individual learners. Whether you prefer to learn through music, movies, or conversation, there are endless opportunities to immerse yourself in the English language. This flexibility and adaptability make the Total Immersion method accessible and appealing to a wide range of learners.So, how can one effectively implement the Total Immersion method? Here are some key components of a successful Total Immersion English learning plan:1. Surround Yourself with EnglishThe first step in a Total Immersion English learning plan is to surround yourself with the language as much as possible. This can include listening to English music, watching English movies and TV shows, reading English books and magazines, and even changing the language settings on your devices to English. The goal is to expose yourself to the language in a variety of contexts and formats.2. Engage in ConversationOne of the most important aspects of the Total Immersion method is regular conversation with native English speakers. Whether through language exchange programs, conversationclubs, or online chat forums, engaging in conversation exposes you to real-life language usage and helps improve your speaking and listening skills. Additionally, interacting with native speakers helps you understand cultural nuances and idiomatic expressions that are difficult to learn from textbooks alone.3. Practice RegularlyConsistency is key when it comes to language learning. To see real progress, it's important to practice English regularly. This can be through daily language exercises, journaling in English, or setting aside dedicated time for language practice each day. By making English a part of your daily routine, you can steadily improve your language skills.4. Seek Out Language Exchange OpportunitiesLanguage exchange programs are a great way to practice English conversation and improve your language skills while helping others learn your native language. Many language exchange platforms connect learners around the world, allowing you to practice with native English speakers in exchange for helping them learn your language.5. Set Realistic GoalsFinally, setting realistic goals is important for staying motivated and measuring your progress. Whether it's achieving a certain level of fluency, passing a language proficiency exam, or simply being able to have a conversation with a native speaker, having clear and achievable goals can help you stay focused on your language learning journey.In conclusion, the Total Immersion method has gained popularity as the most effective and practical approach to learning English. By immersing oneself in the language through various activities, engaging in regular conversation with native speakers, and practicing consistently, learners can achieve fluency and proficiency in English. Whether for academic, professional, or personal reasons, the Total Immersion method offers a comprehensive and flexible approach that is accessible and appealing to learners of all levels. If you are looking to improve your English language skills, consider implementing a Total Immersion English learning plan and see the results for yourself.。

英语课时a计划九年级人教版全文共3篇示例，供读者参考篇1English Class Hour A Plan for 9th Grade People's Education EditionThe English Class Hour A Plan for 9th Grade People's Education Edition is designed to help students build a strong foundation in English language skills. This plan focuses on developing students' reading, writing, listening, and speaking abilities in English. Students will also learn about English grammar, vocabulary, and pronunciation to improve their overall communication skills.The plan includes a variety of activities and exercises that are designed to be engaging and interactive. These activities include group discussions, role-playing, games, and multimedia presentations. Students will have the opportunity to practice their English skills in a fun and supportive environment, allowing them to build their confidence and fluency in the language.The English Class Hour A Plan also includes regular assessments to track students' progress and identify areas forimprovement. Teachers will provide feedback on students' work and offer guidance on how to continue developing their English skills. By the end of the plan, students will have the knowledge and confidence to communicate effectively in English in a variety of contexts.Overall, the English Class Hour A Plan for 9th Grade People's Education Edition is a comprehensive and engaging program that will help students build a strong foundation in English language skills. Through a combination of interactive activities, assessments, and feedback, students will develop the confidence and fluency to communicate effectively in English.篇2English Class Plan for Ninth Grade People's Education EditionIntroduction:The English class plan for ninth grade aims to help students improve their English proficiency in various aspects such as listening, speaking, reading, and writing. Through awell-structured curriculum and engaging teaching methods, students will be able to develop their language skills andenhance their understanding of English grammar and vocabulary.Class Schedule:The English class will be held three times a week for a total of 90 minutes per session. Each session will be divided into different segments focusing on different language skills. The class plan will cover a wide range of topics and themes to keep students interested and motivated throughout the academic year.Curriculum Overview:The curriculum will be divided into four main units, each focusing on a specific language skill. The units are as follows:1. Listening and Speaking: In this unit, students will work on improving their listening and speaking skills through various listening exercises, discussions, and presentations.2. Reading and Comprehension: This unit will focus on improving students' reading comprehension skills through reading passages, comprehension questions, and vocabulary exercises.3. Writing and Grammar: In this unit, students will work on their writing skills through various writing assignments, grammar exercises, and sentence structure activities.4. Speaking and Presentation: This unit will focus on improving students' presentation skills through group discussions, debates, and oral presentations.Assessment and Evaluation:Students' progress will be continuously monitored through quizzes, tests, and assignments throughout the academic year. Feedback will be provided to students to help them improve their language skills and reach their full potential. At the end of the year, students will sit for a final examination to assess their overall performance in English.Conclusion:The English class plan for ninth grade aims to provide students with a comprehensive and engaging learning experience to help them develop their English language skills. By following this well-structured curriculum and engaging teaching methods, students will be able to enhance their language proficiency and become confident English speakers.篇3The English course plan for Grade 9 in the People's Education Edition (PEP) aims to help students improve their English language skills, with a focus on listening, speaking,reading, and writing. The curriculum is designed to build on the foundation laid in previous grades and to prepare students for the challenges of high school and beyond.The course is divided into five units, each focusing on a different theme, such as travel, technology, or environment. Within each unit, students will study a variety of topics related to the theme, including vocabulary, grammar, and reading comprehension. They will also be encouraged to participate in classroom discussions, group activities, and presentations to improve their speaking and listening skills.In addition to these in-class activities, students will also be assigned homework assignments, projects, and tests to assess their understanding of the material. This will help teachers track students' progress and provide extra support to those who may be struggling.The course also includes a focus on cultural literacy, with students learning about different English-speaking countries and their customs, traditions, and history. This will help students develop a deeper understanding and appreciation of the language and its global significance.Overall, the Grade 9 English course in the PEP edition is designed to challenge students to improve their language skills,broaden their knowledge of the world, and prepare them for success in high school and beyond. Through a combination of in-class activities, homework assignments, and cultural literacy, students will develop the confidence and skills necessary to communicate effectively in English.。

河北省普通高校专接本教诲选拔考试《英语》试卷（考试时间：60分钟）（总分：100分）阐明：请将客观题答案填涂在答题卡相应位置上，作文在答题纸相应位置上作答，在其他位置上作答无效。

Ⅰ.Phonetics(5 points)Directions：In each of the following groups of words，there are 4 underlined letters or letter combinations marked A，B，C and D. Compare the underlined parts and identify the ONE that is different from the others in pronunciation. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.1. A. measure B. heavy C. pleasant D. great2. A. expect B. exact C. example D. exempt3. A. tool B. blood C. shoot D. fool4. A. hour B. ghost C. hotel D. honest5. A. wondered B. shouted C. frightened D. stayedⅡ.Situational Dialogues (10 points)Directions：In this section there is a long dialogue with 5 missing sentences. At the end of the dialogue，there is a list of given choices. You are required to select theONE that best fits into the dialogue. Then mark the corresponding letter on the Answer Sheet with a single line through the centre. Note that there are three additional choices and you may not use any of the choices in the list more than once. Mike：Good morning！____6____?Tom：Yes，may I see your production manager，Mr. Smith，please?Mike：I am sorry. Mr. Smith is ____7____.Tom：Well，I’d like to make an appointment to see him sometime next week. Mike：____8____.Yes，Mr. Smith doesn’t seem to be busy on Tuesday morning and Friday afternoon.Tom：____9____?Mike：Would 9:30 be convenient?Tom：Yes，that’ll be fine.Mike：I’ll make a note of that.____10____?Tom：Yes，this is my name card. You can contact me any day.Mike：OK.Tom：Thank you very much！Good-bye!Mike：Good-bye!A. Yes，he doesB. Could I make an appointment for Tuesday morningC. Can I help youD. May I have your name，pleaseE. out on business todayF. It won’t be longG. Let me check Mr. Smith’s diaryⅢ.Reading Comprehension (50 points)Section A (30 Points)Passage 1Questions 11-15 are based on the following passageYou feel sad:“I skip my breakfast and supper. I run every morning and evening. What else can I do?” Basically you can do nothing. Your genes，not your life habits，determine your weight and your body constantly tries to maintain it.How can obese (肥胖) people become normal or even thin through dieting?Well，dieting can be effective，but the health costs are tremendous. Charles Steinmetz，a research physician at Duke University，did a study of ten fat people. They were given liquid formula providing 600 calories a day. After more than 12 weeks，the subjects lost 45kg on average. But after leaving the hospital. They all regained weight. The results were surprising：by metabolic(新陈代谢) measurement，fat people who lost large amounts of weight seemed like they werestarving. They dreamed of food or breaking their diet. They were anxious and depressed；some were suicidal. They hid food in their rooms. Researchers warn that it is possible that weight reduction doesn’t result in normal weight，but in an abnormal state resembling that of starved non-obese people.Thin people，however，suffer from the opposite：they have to make a great effort to gain weight. William Simmons，of Washington State University，got prisoners to volunteer to gain weight. In four to six months，they eat as much as they could. They succeeded in increasing their weight by 20 to 25 percent. But months after the study ended they were back to normal weight and stayed there.This does not mean that people are completely without hope in controlling their weight. It means that those who tend to be fat will have to constantly battle their genetic inheritance if they want to significantly lower their weight. The findings also provide evidence for something scientists thought was true-----each person has a comfortable weight range (范畴). The range might be as much as 9kg. Someone might weigh 60-69kg without too much effort. But going above or below the natural weight range is difficult. The body resists by feeling hungry or full and changing the metabolism to push the weight back to the range it seeks.11. What determines your weight according to the first paragraph?A. Your working mannerB. Your eating habitC. Your life styleD. Your genes12. What did Charles Steinmetz do to the ten fat people in his research?A. He let them live only on liquid food.B. He let them skip breakfast.C. He let them run every morning and evening.D. He let them skip supper.13. What happened to the ten fat people after they left the hospital?A. They went mad.B. They killed themselves.C. They were back to the original weightD. They attempted suicide.14. William Simmons made his subjects____.A. Battle their genetic inheritanceB. eat as much as they couldC. Suffer from hungerD. lower their weight15. What did scientists think was true?A. Each person wants to eat to his or her heart’s content.B. Each person has a weight range of 9kg.C. Each person wants to control his or her height.D. Each person has a suitable weight range.Passage2Questions 16-20 are based on the following passageMany people believe the glare from snow causes snow blindness. Yet，wearing dark glasses or not，they find themselves suffering from headaches and watering eyes，and even snow blindness，when exposed to several hours of “snow light”.The Canadian Army has now determined that glare from snow does not cause snow blindness in troops in a snow-covered country. Rather ， a man’s eyes frequently find nothing to focus on in a broad expanse of barren snow-covered terrain. So his gaze continually shifts and jumps back and forth over the entire landscape in search of something to look at. Finding nothing，hour after hour，the eyes never stop searching and the eyeballs become sore and the eye muscles ache. Nature offsets this irritation by producing more fluid which covers the eyeball. The fluid covers the eyeball in increasing quantity until vision blurs，then is obscured，and the result is total，even though temporary，snow blindness .Experiments led the Army to a simple method of overcoming this problem. Scouts，ahead of a main body of troops，are trained to shake snow from evergreen bushes，creating a dotted line as they cross completely snow-covered landscape；even the scouts themselves throw lightweight，dark colored objects ahead on which they too can focus. The men following can then see something. Their gaze is arrested. Their eyes focus on a bush and having found something to see，stop scouring thesnow-blanketed landscape. By focusing their attention on one object at a time，the men can cross the snow without becoming hopelessly snow blind or lost .In this way the problem of crossing a solid white terrain is overcome.16.To prevent headaches，watering eyes and blindness caused by glare from snow，dark glasses are .A. indispensableB. ineffectiveC. usefulD. ease the irritation17. When the eyes ache，tears are produced to .A. loosen the musclesB. remedy snow blindnessC. clear the visionD. ease the irritation18. Snow blindness may be avoided by .A. concentrating to the solid white terrainB. searching for something to look at in snow-covered terrainC. providing the eyes with something to focus onD. covering the eyeballs with fluid19. The scouts shake snow from evergreen bushes in order to .A. leave the men behind something to seeB. beautify the landscapeC. warm themselves in the coldD. prevent the men behind from losing their way20. A proper title for this passage would be .A. Snow Blindness and How to Overcome ItB. Nature’ s Cure for Snow BlindnessC. Soldiers in the SnowD. Snow visionSection B (20points)Directions：In this section there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before marking your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter on the Answer Sheet with a single line through the centre. You may not use any of the words in the bank more than once.It is common for new students to share a room with other university students. The number of roommates will depend upon the university，but will range 21 from one to there. The most 22 ，setting is for two students to share one room. The room will have beds，desks，closets and storage compartments for personal items，The furnishings will be plain but adequate.A key to 23 in your studies is a good understanding and a positive relationship w ith your roommate. You will need to learn your roommate’s 24 and activities in order to have a positive experience from the beginning. Your roommate may becomeyour close friend or you may not spend much time together. It all depends on you and your roo mmate. Respect your roommate’s possessions and privacy and 25 your roommate to do the same for you. Some roommates are very 26 and some are not. A good rule to go 27 is ”If you value something，keep it out of sight and under lock and key.” This w ill keep your roommate 28 being tempted to take something that belongs to you.If you discover that your schedule and your roommate’sschedule__29 and you have little time to study，you will find the library a nice quiet place to get away and study. Some 30 are not very quiet and if you need a quiet place to study，you may need to go to the library.Ⅳ. Cloze (20 points)Directions：There are 10 blanks in the following passage. For each blank there are 4 choices marked A，B，C and D. You are required to choose the ONE that best fits into the passage. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.Enough sleep is important to health. The amount of sleep 31 depends on the age of the person and the conditions in which sleep takes place. The young may need more sleep than the old，but 32 eight hours are enough for the health of grown-ups. Some can do with less than this amount，but 33 may need more. Every person knows his own need. It is then a matter of how to satisfy it. Sleep should be alwaysenough to make one relaxed and ready for 34 work.Fresh air is necessary to sound sleep. It is not 35 reason for some people to insist that it is practical to sleep in the open air. 36 a person can keep himself warm，out-of-door sleeping probably gives the body 37 complete relaxation.Ability to sleep is largely a habit. The conditions referred to only lead to sleep-out-of-door exercises，a good habit of regular drinking and the avoidance of late eating and 38 are all helpful to sound sleep. Such factors are largely within the control of any person. A bath at 39 ，neither hot nor cold but of body temperature，may be helpful to sleep. Sleeping pills should never be taken except when suggested by 40 .31. A. wished B. needed C. expected D. wanted32. A. seldom B. sometimes C. always D. generally33. A. children B. women C. man D. few34. A. hardly B. extra C. a day’s D. good35. A. the best B. at all C. without D. a good36. A. As B. Where C. Unless D. When37. A. a strong B. a most C. a bad D. an exciting38. A. worry B. fear C. carelessness D. hard work39. A. anytime B. bed time C. midnight D. lunch time40. A. the sleeper B. a child C. a doctor D. parentsⅤ.Writing (15 points)Directions：In this part you are required to write a composition entitledHaze and Air Pollution in no less than 100 words according to the following Chinese outline.Please remember to write it on the Composition Sheet.阐明： 1.请将作文写在答题纸相应位置，写在其他位置无效。

高三英语学术研究方法创新不断单选题30题1.In academic research, a thorough literature review is ______ essential step.A.anB.aC.theD./答案：A。

本题考查冠词的用法。

“essential”是以元音音素开头的单词，所以用“an”。

“a”用于辅音音素开头的单词前；“the”表示特指；“/”即零冠词，此处需要一个不定冠词来表示“一个”的意思，且“essential”以元音音素开头，所以选“A”。

2.______ successful academic research requires careful planning and dedication.A.AB.AnC.TheD./答案：D。

本题考查零冠词的用法。

“successful academic research”在此处是泛指学术研究，不是特指某一项学术研究，也不是可数名词单数需用不定冠词修饰的情况，所以用零冠词“/”。

3.At the heart of academic research is ______ pursuit of knowledge.A.aC.theD./答案：C。

本题考查定冠词的用法。

“the pursuit of knowledge”表示“对知识的追求”，是特指的概念，所以用“the”。

4.Researchers need ______ accurate data to draw valid conclusions.A.anB.aC.theD./答案：D。

本题考查零冠词的用法。

“data”在此处是不可数名词，且不是特指某一特定的数据，所以用零冠词“/”。

5.______ innovation is crucial in academic research.A.AnB.AC.TheD./答案：D。

本题考查零冠词的用法。

“innovation”在此处是泛指创新，不是特指某一个创新，也不是可数名词单数需用不定冠词修饰的情况，所以用零冠词“/”。

第1篇I. IntroductionThe purpose of this English community-based teaching and researchactivity is to enhance the practical application of English language skills among students, foster a sense of community, and promote cultural exchange. This plan outlines the objectives, activities, and evaluation methods for a series of activities that will be conducted over a semester.II. Objectives1. To improve students' proficiency in English communication.2. To encourage students to engage in real-life language use scenarios.3. To promote cultural awareness and understanding among participants.4. To develop collaborative and problem-solving skills.5. To provide a platform for students to showcase their creativity and leadership.III. Target AudienceThe activity is designed for English as a Foreign Language (EFL)students in their second or third year of undergraduate studies.IV. DurationThe activity will span one semester, with a total of 12 sessions, each lasting 90 minutes.V. VenueThe activities will be conducted in the university's language laboratory, outdoor spaces, and local community centers.VI. Activities1. Orientation Session (Week 1)- Introduction to the activity and its objectives.- Explanation of roles and responsibilities.- Icebreaker activities to build rapport among participants.2. Community Needs Assessment (Week 2-3)- Small group discussions to identify community needs and interests. - Compilation of a list of potential projects and activities.3. Project Planning (Week 4-5)- Selection of projects based on community needs.- Division of tasks and responsibilities among participants.- Creation of project timelines and milestones.4. Skill Development Workshops (Week 6-8)- Grammar and vocabulary workshops tailored to specific project needs.- Communication skills workshops focusing on public speaking and presentations.- Cultural exchange workshops to promote understanding and appreciation of diverse cultures.5. Project Implementation (Week 9-11)- Regular meetings to discuss progress and address challenges.- Fieldwork and community engagement activities.- Documentation of activities through photos, videos, and written reports.6. Presentation and Feedback (Week 12)- Final presentations of project outcomes to a panel of faculty and community members.- Feedback sessions to evaluate the success of the projects and provide constructive criticism.7. Reflection and Celebration (Week 13)- Group reflection on the learning experience and personal growth.- Celebration of achievements and recognition of participants' contributions.VII. Evaluation Methods1. Self-assessment: Participants will complete self-assessment questionnaires to evaluate their own progress in language skills and project participation.2. Peer assessment: Participants will assess each other's contributions and performance in group activities.3. Teacher assessment: Faculty members will evaluate the overall quality of the projects and individual participation based on presentations, reports, and participation in workshops.4. Community feedback: Feedback from community members involved in the projects will be collected to assess the impact and relevance of the activities.VIII. Resources and Materials- Projectors and screens for presentations.- Flip cameras and smartphones for documentation.- Printing materials for posters and handouts.- Access to the university's library and online resources for research purposes.- Transportation and logistics support for fieldwork activities.IX. ConclusionThis English community-based teaching and research activity aims to provide students with a comprehensive and immersive learning experience. By engaging in real-world projects and community interactions, students will enhance their English language skills, cultural awareness, and collaborative abilities. The evaluation of the activity will ensure its continuous improvement and alignment with educational goals and community needs.第2篇I. IntroductionThe purpose of this English Community Teaching and Research Activity is to foster a collaborative and interactive learning environment for English language teachers and researchers. The activity aims to enhance the quality of English language teaching, share innovative teaching methods, and promote professional development among participants. This plan outlines the objectives, structure, activities, and evaluation methods for the proposed activity.II. Objectives1. Promote Collaboration: Encourage teachers and researchers to collaborate and share their experiences and insights.2. Enhance Teaching Methods: Introduce and discuss innovative teaching methods and strategies to improve English language instruction.3. Professional Development: Provide opportunities for participants to enhance their professional skills and knowledge.4. Research Exchange: Facilitate the exchange of research findings and methodologies related to English language teaching.5. Community Building: Strengthen the sense of community among English language educators.III. StructureThe activity will be structured into three main sessions:1. Opening Session2. Workshops and Presentations3. Networking and ReflectionIV. Detailed PlanA. Opening SessionDate: [Date]Time: 9:00 AM - 10:00 AMLocation: [Venue]Activities:- Welcome address by the event organizer.- Introduction of the objectives and structure of the activity.- Brief presentation on the importance of community teaching and research in English language education.B. Workshops and PresentationsDate: [Date]Time: 10:00 AM - 5:00 PMLocation: [Venue]Activities:- Morning Session (10:00 AM - 12:30 PM):- Workshop 1: "Innovative Teaching Methods for English Language Learning"- Workshop 2: "Using Technology in English Language Teaching"- Concurrent presentations on research findings in English language education.- Lunch Break (12:30 PM - 2:00 PM):- Networking and informal discussions among participants.- Afternoon Session (2:00 PM - 5:00 PM):- Workshop 3: "Assessment Strategies in English Language Teaching"- Workshop 4: "Teacher Professional Development and Continuous Learning"- Concurrent presentations on best practices in English language teaching.C. Networking and ReflectionDate: [Date]Time: 5:00 PM - 6:00 PMLocation: [Venue]Activities:- Group discussions on the highlights of the day and how to implement new ideas in the classroom.- Sharing of resources and contact information among participants.- Feedback session to gather suggestions for future activities.V. EvaluationThe success of the activity will be evaluated based on the following criteria:1. Participation and Engagement: Assess the level of participation and engagement of the participants in workshops, presentations, and discussions.2. Feedback: Collect feedback from participants through surveys and interviews to understand their satisfaction and suggestions for improvement.3. Outcome: Evaluate the impact of the activity on the participants’ professional development and their ability to implement new teaching methods and strategies.VI. ConclusionThe English Community Teaching and Research Activity is designed to be a dynamic and engaging event that promotes collaboration, professional growth, and research exchange among English language educators. By providing a platform for sharing ideas and experiences, this activity aims to contribute to the continuous improvement of English language teaching and learning.VII. Resources- Venue: [List of potential venues with capacity and amenities]- Facilitators: [List of potential workshop facilitators and presenters with expertise in English language education]- Materials: [List of materials needed for workshops and presentations, such as handouts, technology equipment, etc.]- Budget: [Estimated budget for the activity, including venue, materials, facilitators, and other expenses]VIII. Schedule- Month 1: Finalize the program schedule, secure venues, and invite facilitators and presenters.- Month 2: Develop workshop materials and presentations.- Month 3: Distribute invitations to participants and confirm registrations.- Month 4: Conduct the activity and gather feedback.- Month 5: Analyze feedback and prepare a report on the activity’s outcomes.By following this comprehensive plan, the English Community Teaching and Research Activity is expected to be a valuable event for all participants, contributing to the advancement of English language education in our community.第3篇I. IntroductionThe purpose of this English Community Teaching and Research Activity is to enhance the teaching quality and research capabilities of English teachers in our community. By fostering a collaborative environment, we aim to promote continuous professional development, share innovative teaching methods, and explore effective strategies for English language learning. This plan outlines the objectives, activities, timeline, and evaluation methods for the proposed activity.II. Objectives1. Professional Development: To provide opportunities for English teachers to update their pedagogical knowledge and skills.2. Resource Sharing: To encourage the exchange of teaching materials, resources, and best practices among participants.3. Research Collaboration: To facilitate research partnerships and promote scholarly inquiry in English language teaching.4. Community Engagement: To strengthen the relationship between English teachers and the wider community, including students, parents, and educational institutions.III. Target AudienceThis activity is open to all English teachers, including full-time and part-time educators, as well as English language assistants and coordinators in schools, colleges, and universities within our community.IV. Activities1. Opening Session- Welcome and Introduction (15 minutes)- Overview of the activity and its objectives (10 minutes)- Icebreaker activities to encourage networking and interaction (15 minutes)2. Workshops and Seminars- Workshop 1: Technology in English Language Teaching (1 hour)- Explore the use of educational technology in the classroom.- Share practical examples and resources for integrating technology into teaching.- Seminars 1: Current Trends in English Language Teaching (1 hour)- Discuss recent developments and trends in English language teaching.- Analyze the impact of these trends on classroom practice.- Workshop 2: Assessment and Feedback (1 hour)- Examine different assessment methods and their effectiveness.- Develop strategies for providing constructive feedback to students.- Seminars 2: Language Acquisition and Learning Theories (1 hour)- Explore various theories of language acquisition and their implications for teaching.- Discuss the role of context, motivation, and cultural factors in language learning.3. Panel Discussions- Invite experienced English teachers to share their insights and experiences.- Address specific challenges and solutions related to English language teaching.- Encourage participants to ask questions and engage in discussions.4. Research Presentations- Provide a platform for teachers to present their research findings or ongoing projects.- Facilitate peer review and feedback sessions.- Discuss the potential implications of the research for classroom practice.5. Networking and Collaboration- Organize break-out sessions to facilitate networking and collaboration among participants.- Encourage the formation of study groups or professional learning communities.6. Closing Session- Recap of key takeaways and highlights from the activity (30 minutes)- Feedback session to gather participants' suggestions for future activities (30 minutes)- Certificate distribution and closing remarks (15 minutes)V. Timeline- Preparation Phase: 1 month- Design and plan the activity.- Develop workshop and seminar materials.- Arrange for venues, equipment, and resources.- Invite speakers and participants.- Implementation Phase: 1 week- Conduct the workshops, seminars, and panel discussions.- Facilitate research presentations and networking sessions.- Post-Activity Phase: 1 month- Collect and analyze feedback from participants.- Compile a report of the activity and its outcomes.- Share resources and materials with participants.- Plan for future activities based on feedback and outcomes.VI. Evaluation1. Participant Feedback: Collect feedback through surveys and questionnaires to assess the effectiveness and relevance of the activities.2. Research Impact: Evaluate the impact of research presentations on the participants' teaching practices and knowledge.3. Networking and Collaboration: Monitor the formation and activity of study groups or professional learning communities.4. Long-Term Outcomes: Track the long-term effects of the activity on the participants' professional development and the quality of English language teaching in the community.VII. ConclusionThis English Community Teaching and Research Activity aims to create a platform for professional growth, collaboration, and innovation in English language teaching. By fostering a supportive and engaging environment, we hope to empower teachers to deliver high-quality education and contribute to the advancement of the English language teaching field within our community.。

2023北京高三一模英语汇编阅读理解C篇一、阅读理解（2023·北京东城·统考一模）Many people have participated into lots of virtual meetings these years. Some research shows this adjustment might not impact workplace productivity to any great degree. A new study, though, suggests otherwise.In the study, 602 participants were randomly paired and asked to come up with creative uses for a product. They were also randomly selected to work together either in person or virtually. The pairs were then ranked by assessing their total number of ideas, as well as those concepts’ degree of novelty, and asked to submit their best idea. Among the groups, virtual pairs came up with significantly fewer ideas, suggesting that something about face-to-face interaction generates more creative ideas. The findings could stiffen employers’ resolve to urge or require their employees to come back to the office.“We ran this experiment based on feedback from companies that it was harder to innovate with remote workers,” said lead researcher Melanie Brucks. “Unlike other forms of virtual communication, like phone calls or e-mail, videoconferencing copies the in-person experience quite well, so I was surprised when we found meaningful differences between in-person and video interaction for idea generation. ”When random objects were placed in both the virtual and physical rooms, the virtual pairs of participants spent more time looking directly at each other rather than letting their look wander about the room and taking in the entire scene. Eyeing one’s whole environment and noticing the random objects were associated with increased idea generation. On platforms, the screen occupies our interactions. Our look wavers less. “Looking away might come across as rude, ” said Brucks,“so we have to look at the screen because that is the defined context of the interaction, the same way we wouldn’t walk to another room while talking to someone in person. ”Like most educators, Brucks has primarily taught virtually in the past three years, and she did notice some benefits of the approach as well. Her students were more likely to take turns speaking and her shyer students spoke up more often, rid of the anxiety that comes from addressing a large classroom. Brucks found that one solution to improving virtual idea generation might be to simply turn off the camera, for her students felt “freer” and more creative when asked to do so. And this may be sound advice for the workplace.Virtual teamwork can’t replace face-to-face teamwork. Idea selection proficiency (能力) is only valuable if you have strong options to select from, and face-to-face teams are the best means to generate winning options. Perhaps the workplace will find a compromise—a sweet spot in the middle that balances working from both home and office.1．What does the underlined word “stiffen” in Paragraph 2 most probably mean?A．Shake.B．Revise.C．Challenge.D．Strengthen.2．At first, lead researcher Melanie Brucks might think that ________.A．videoconferencing can’t compare with in-person communicationB．participants should make eye contact in an online meetingC．the feedback from companies seems questionableD．creative ideas may emerge from casual thoughts3．What can we learn about Brucks’ class?A．Her students relieved anxiety by speaking up.B．Her students progressed in focusing attention.C．Her students took advantage of virtual learning.D．Her students displayed talent for public speaking. 4．Which of the following would be the best title for the passage?A．Interacting Virtually Impacts Working Participation B．Maintaining Teamwork Improves Idea Generation C．Grouping Randomly Increases Productivity D．Brainstorming Online Limits Creativity （2023·北京西城·统考一模）Imagine a simple blood test that could flag most kinds of cancers at the earliest, most curable stage. Liquid biopsies could, in theory, detect a tumor (肿瘤) well before it could be found by touch, symptoms or imaging. Blood tests could avoid the need for surgeons to cut tissue samples and make it possible to reveal cancer hiding in places needles and scalpels cannot safely reach. They could also determine what type of cancer is taking root to help doctors decide what treatment might work best to destroy it.Liquid biopsies are not yet in hand, because it is hard to find definitive cancer signals in a tube of blood, but progress in recent years has been impressive. Last year the journal Science published the first big prospective study of a liquid biopsy for DNA and proteins from multiple types of cancers. Though far from perfect, the blood test called CancerSEEK found 26 tumors that had not been discovered with conventional screenings.Liquid biopsies can rely on a variety of biomarkers in addition to tumor DNA and proteins, such as free-floating cancer cells themselves. But what makes the search difficult, Ana Robles, a cancer biologist of the National Cancer Institute, explains, is that “if you have an early-stage cancer or certain types of cancer, there might not be a lot of tumor DNA,” and tests might miss it. The ideal blood test will be both very specific and very sensitive so that even tiny tumors can be found. To tackle this challenge, CancerSEEK looks for cancer-specific mutations (突变) on 16 genes, and for eight proteins that are linked to cancer and for which there are highly sensitive tests.Simple detection is not the only goal. An ideal liquid biopsy will also determine the likely location of the cancer so that it can be treated. “Mutations are often shared among different kinds of cancer, so if you find them in blood, you don’t know if that mutation is coming from a stomach cancer or lung cancer,” says Anirban Maitra, a cancer scientist at the Anderson Cancer Center. To solve that problem, some newer liquid biopsies look for changes in gene expression. Such changes, Maitra notes, are “more organ-specific”.On the nearer horizon are liquid biopsies to help people already diagnosed with cancer. Last year the government approved the first two such tests, which scan for tumor DNA so doctors can select mutation-targeted drugs. Scientists are working on blood tests to detect the first signs of cancer recurrence (复发) in patients who have completed treatment. This work is moving fast, but does it save lives?That is the question companies such as Thrive and Grail must answer for their broadly ambitious screening tests. “These companies have to prove that they can detect early cancer and, more important, that the early detection can have an impact on cancer survival,” Maitra observes.5．According to the passage, liquid biopsies are expected toA．flag cancer and determine the treatmentB．detect cancer signals from a sample of bloodC．take images of tumors and prevent potential cancersD．show types of cancer by measuring the amount of proteins6．What can we learn from the passage?A．Signs of cancer recurrence are not detectable.B．Different kinds of cancer have different gene mutations.C．Biomarkers are much more reliable than tumor DNA and proteins.D．Organ-specific cancers will be identified through changes in gene expression.7．The author is mostly concerned about whether .A．liquid biopsies can discover tumors conventional screenings can’t findB．liquid biopsies can improve the application of mutation-targeted drugsC．liquid biopsies can help save the lives of those with cancerD．liquid biopsies can be developed for cancer prevention（2023·北京海淀·统考一模）To a chef, the sounds of lip smacking, slurping and sallwing are the highest form of fltery (恭维). But to someone with a certain type of misophonia (恐音症), these same sounds can be torturous. Brain scans are now helping scientists start to understand why.People with misophonia experience strong discomfort, annoyance or disgust when they hear particular triggers. These can include chewing, swallowing, slurping, throat clearing, coughing and even audible breathing. Researchers previously thought this reaction might be caused by the brain overactively processing certain sounds. Now, however, a new study published in Journal of Neuroscience has linked some forms of misophonia to heightened “mirroring” behavior in the brain: those affected feel distress while their brains act as if they were imitating the triggering mouth movements."This is the first breakthrough in misophonia research in 25 years, " says psychologist Jennifer J. Brout, who directs the International Misophonia Research Network and was not involved in the new study.The research team, led by Newcastle University neuroscientist Sukhbinder Kumar, analyzed brain activity in people with and without misophonia when they were at rest and while they listened to sounds. These included misophonia triggers (such as chewing), generally unpleasant sounds (like a crying baby), and neutral sounds. The brain's auditory (听觉的) cortex, which processes sound, reacted similarly in subjects with and without misophonia. But in both the resting state and listening trials, people with misophonia showed stronger connections between the auditory cortex and brain regions that control movements of the face, mouth and throat, while the controlled group didn't. Kumar found this connection became most active in participants with misophonia when they heard triggers specific to the condition.“Just by listening to the sound, they activate the motor cortex more strongly. So in a way it was as if they were doing the action themselves,” Kumar says. Some mirroring is typical in most humans when witnessing others' actions; the researchers do not yet know why an excessive (过分的) mirroring response might cause such a negative reaction, and hope to address that in future research. “Possibilities include a sense of loss of control, invasion of personal space, or interference with current goals and actions, " the study authors write.Fatima Husain, an llinois University professor of speech and hearing science, who was not involved in the study, says potential misophonia therapies could build on the new findings by counseling patients about handling unconscious motor responses to triggering sounds- not just coping with the sounds themselves. If this works, sheadds, one should expect to see reduced connected activity between the auditory and motor cortices.8. It can be learnt from the new study that .A. misophonia sufferers can't help imitating the triggersB. people with misophonia are more likely to flatter chefsC. the brains of people with misophonia overreact to sounds stronglyD. misophonia sufferers tend to have similar annoying activities in their brains9. Compared with people without misophonia, people with misophonia .A. suffer less severely at the resting stateB. own markedly different brain structuresC. react more negatively at a mirroring responseD. lose control of their facial movements easily10. What might be the significance of the study?A. Improving speech and hearing science.B. Developing a treatment for misophonia.C. Drawing people's attention to misophonia.D. Promoting human brain structure research.（2023·北京朝阳·统考一模）Clown fish live their adult lives in the protective arms of sea anemones, the small brightly colored sea animals attached onto rocks to house clown fish. Between birth and adulthood, however, the fish have to complete a treacherous journey. After hatching, they swim out to the open sea to finish developing. After maturing, the young fish swim back, during which they have to avoid a “wall of mouths” by sensing the unfriendly smells. With ocean acidification, a trend that is occurring worldwide, scientists began to wonder what might happen to fish’s sense of smell.My team put 300 recently hatched clown fish in our lab. When we introduced a friendly fish odor (气味), they did not react. But when we introduced an enemy odor, they swam away. We then repeated the experiment with 300 new hatchlings from the same parents in the more acidic water-a level we can expect by the year 2100 if current trends continue. When we introduced friendly and unfriendly smells at the same time, the fish seemed unable to make up their minds, spending equal time swimming toward one smell and the other. They could sense chemical signals but couldn’t recognize the meaning of them.It is always tricky to say that behaviors seen in a lab would also be seen in the wild. So we went to a sandy lake near one of the Great Barrier Reef’s northern islands to test how wild-caught damselfish would react to enemy smells after exposing them to acidic water. In a tank, about half of them held in water with acidity expected by 2050 were attracted to the unfriendly odor and half were not, yet not one held in water anticipated by 2100 avoided being attracted to the enemy odor. We then let the marked damselfish loose in the lake. The fish once held in the most acidic water swam farther away from their protective home. Can fish adapt? Most studies have habituated fish to lifted acidic conditions over a few days or months-an extremely short length of time. The animals are not given a realistic opportunity to adapt. Yet some scientists thought that fish might escape the anger of ocean acidification, in part because early research done in the 1980s showed that certain animals had an astonishing ability to regulate their internal chemistry to survive acidified water. But maintaining normal functions such as avoiding danger is a different challenge.At a minimum, confusion could place yet another stressor on fish already challenged by rising watertemperatures, overfishing, etc. Further, if many ocean creatures start to behave strangely, entire food webs and ecosystems could come crashing down. Although the science is still new, the results appear to be lining up: ocean acidification is messing with fish’s minds.11．What does the underlined word “treacherous” in Paragraph 1 probably mean?A．Risky.B．Hurried.C．Mysterious.D．Helpless.12．What can we learn about the fish in the acidic water?A．They lost their senses to chemical signals.B．They were less likely to respond to threats.C．Their behavior in the lab disappeared in the wild.D．They tended to seek the protection from their home.13．What can be inferred from the passage?A．The author’s study confirms previous findings.B．Fish’s adaptation to acidic water is a matter of time.C．Different fishes behave differently to acidity change.D．The chances of restoring fish’s minds are yet to be seen.14．Which of the following would be the best title for the passage?A．What Do Different Stressors Do to Ocean Creatures?B．What Does Ocean Acidity Mean to Ocean Creatures?C．How Does Ocean Acidification Destroy the Ecosystem?D．How Do Ocean Creatures Adapt to Ocean Acidification?（2023·北京丰台·统考一模）Many people would answer the question of what makes us human by insisting that we are cultural beings. There is no doubt that we are. But one definition of culture is the totality of traditions acquired in a community by social learning from other individuals, and many animal species have traditions. Can we then say that some animals are cultural beings too?One approach to study culture in animals is the so-called Method of Exclusion (排除), in which scientists investigate behavioral variations across populations of one species. In a famous study, scientists learned that chimpanzee (黑猩猩) behaviors were socially passed on as they were present at some sites but not at others, despite having same ecological settings. For example, chimpanzees in Tai National Park in Ivory Coast are well-known for their nut-cracking skills. Chimpanzees in Gombe national part in Tanzania, on the other hand, do not crack nuts, although nuts exist in their environment too.However, when applying the Method of Exclusion, one has to be very careful. There are other factors that could also explain the pattern of behavioral evaluation. For example, some of the chimpanzee techniques scientists evaluated occur in only one of the three subspecies. So it’s quite possible that these behaviors also have an innate component. This would mean that one chimpanzee subspecies uses a new technique not out of cultural tradition, but because the behavior is fixed to specific genes. Another factor that has to be excluded is of course the environment Chimpanzees in Mahale do not fish algae (水藻), simply because algae does not exist there.But when we exclude all the variations that can be explained by genes or environment, we still find that animals do show cultural variations. Does that mean there is no real difference between them and us after all? Not exactly: There is a fundamental difference between human and animal culture. Only humans can build culturally on what generations before us have learned. This is called “cumulative culture”. We don’t have to keep reinventing the wheel. This is called the “ratchet (棘轮) effect”. Like a ratchet that can be turned forward but not back, people’s cultural techniques evolve.It is likely that behaviors we see today in chimpanzee cultures could be invented over and over again by individual animals themselves. In contrast, a child born today would not be able to invent a computer without the knowledge of many past generations.15．Why does the author mention the example of the chimpanzees in two parks in Paragraph 2?A．To prove that culture does exist in animals.B．To justify the uniqueness of the research method.C．To compare how chimpanzees behave in different parks.D．To stress the importance of environment in studying culture.16．What does the underlined word “innate” in Paragraph 3 probably mean?A．Advanced.B．Inborn.C．Adaptive.D．Intelligent.17．What can we learn from the passage?A．Cumulative culture is what sets humans apart from animals.B．Culure in animals is as worthy to be valued as human culture.C．Animals don’t have the ability to invent behaviors in a community.D．The “ratchet effect” decides if humans can build on past experiences.（2023·北京石景山·Recently, a new discovery has been made in the field of biology that challenges our previous understanding of the origins of life on Earth. For decades, scientists believed that life emerged in a warm, shallow pond, where a series of chemical reactions led to the creation of the first living cells. However, a team of researchers has now uncovered evidence that suggests life may have actually begun in a quite different environment.The discovery was made in a remote part of the ocean, where a team of scientists was exploring a hydrothermal vent (深海热泉) system located deep beneath the surface. Hydrothermal vents release superheated water and gases from the Earth’s mantle (地幔). They create an extreme environment that is unfavourable to most forms of life, but home to a variety of unique organisms.As the scientists collected samples of the vent’s mineral-rich liquid, they noticed something strange. They discovered that it contained a complex network of organic molecules (分子), including amino acids (氨基酸) and other building blocks of life. This was surprising, as hydrothermal vents were previously thought to be empty of life-supporting chemicals. However, the most striking discovery was yet to come. Analysis of the organic molecules revealed that they were not simply the product of chemical reactions in the vent, but rather had been produced by living organisms. This served as evidence of a lively ecosystem that was completely independent of sunlight and the surface world.This discovery has significant implications for our understanding of the origins of life on Earth. The warmpond hypothesis (假说), which has long been the dominant theory, suggests that life emerged in a relatively warm and damp environment. However, the new evidence from the hydrothermal vent system suggests that life may have actually begun in an extreme environment, where survival was only possible through the development of original biochemical pathways. The discovery also raises new questions about the potential for life to exist on other celestial bodies (天体). Hydrothermal vents have been identified on Saturn’s moon Enceladus and Jupiter’s moon Europa. The presence of organic molecules at these sites suggests that unique forms of life may exist.While this discovery is still in its early stages, it is already beginning to reshape our understanding of the origins of life and the potential for life on other planets. It is a testament to the power of scientific exploration and the incredible complexity of life on Earth. As we continue to explore the depths of the ocean and the vast expanse of space, who knows what other surprises and discoveries lie in store.18．What did the scientists newly discover in the vent’s liquid?A．Superheated gases.B．A variety of minerals.C．Life-supporting chemicals.D．Complex forms of life.19．What can we learn from the passage?A．The warm pond hypothesis proves to be right.B．Organic molecules lead to chemical reactions.C．Forms of life were identified in the vents on other planets.D．Original biochemical pathways can occur in severe conditions.20．What is conveyed in the last paragraph?A．Researches help us push the boundaries of technology.B．Scientists have addressed the limitations of the research.C．D．Researchers have confirmed the origins and complexity of life.（2023·北京房山·统考一模）Vast underwater meadows (草甸) of gently waving sea grass cover hundreds of miles up and down the West Coast. These blue-green fields perform a variety of important services. They protect the shoreline from erosion, clear pollutants from the water and provide habitats for all kinds of marine animals.New research suggests sea grass meadows may also mitigate a serious consequence of greenhouse gas emissions: the steady acidification of ocean waters. The study published in the journal Global Change Biology finds that sea grass forests can raise pH levels in coastal waters. As they perform photosynthesis (光合作用), they remove carbon dioxide from the water, counteracting the acidifying effect of the gas.“I think we are all very excited about it,” said lead study author Aurora Ricart, a scientist at the Bigelow Laboratory for Marine Sciences.Ocean acidification is a side effect of rising carbon dioxide levels in the atmosphere. Some of this CO2 dissolves out of the air and into the sea, causing a chemical reaction that lowers the water’s pH. Scientists sometimes refer to it as global warming’s “evil twin”—an invisible companion to climate change.Ocean acidification can have harmful effects on marine organisms like shellfish and coral by preventing them from properly forming the hard shells they need to survive. It’s a threat both to natural ecosystems and to shellfish fisheries around the world. The study presents a natural way to address the problem.Researchers analyzed six years of data from sea grass meadows spanning more than 600 miles off the California coastline. It focused on the common eelgrass, one of the most widespread sea grass species on the West Coast. The authors claim it’s the largest, most comprehensive study of its kind.According to the study, sea grass ecosystems can raise pH levels by more than 0.1 unit, equivalent to about a 30% decrease in acidity. The effect isn’t constant. It comes in waves and is influenced by temperature, daylight, ocean currents and other factors that affect water chemistry and sea grass photosynthesis rates. But the tempering influence on acidification can be lasting, sometimes persisting for up to three weeks at a time. The study also shows that pH is higher in sea grass ecosystems, compared to nearby areas with no sea grass, about 65% of the time.The study didn’t investigate the effects of higher pH on marine organisms — that’s a question for future research. But there’s reason to believe these meadows may have a positive influence on shellfish and other ocean animals.21．What can we learn from this passage?A．Sea grass forests can lower pH levels of coastal waters.B．Shellfish and corals are not affected by ocean acidification.C．Sea grass meadows can help remove pollutants from the sea water.D．The effects of higher pH on marine organisms were investigated in this study.22．What does the underlined word “mitigate” in Paragraph 2 probably mean?A．Relieve.B．Present.C．Cause.D．Predict.23．Paragraph 7 tells us the research ________.A．findings B．process C．questions D．reflection24．Why does the author write this passage?A．To illustrate the serious situation of climate change.B．To present the living conditions of the underwater meadows.C．To emphasize the importance of research on marine pollution.D．To introduce a natural way to solve the problem of ocean acidification.（2023·北京延庆·统考一模）Making use of the wind, the water or, for more than half of all plant species, animals, plants disperse (散播) seeds far and wide. Frugivores — animals such as gibbons that feed on the fleshy fruits of plants — eat and then excrete (排泄) seeds away from the original tree. The African savanna elephant can carry seeds up to a record-breaking distance of 65 kilometres. This ability to shift geographical ranges will be crucial to plants when it comes to surviving climate change. However, just like all gibbon species, the African savanna elephant is endangered, its population down by 60 percent over the past 50 years.Researchers in Denmark and the USA have published a new study into how the loss of seed-dispersing animals could affect the resilience (恢复力) of forests and other natural ecosystems. According to their research, this loss has already reduced the ability of plants to move in pace with climate change by 60 percent, and in some areas by as much as 95 percent.Evan Fricke, lead author of the study, explains that in order to reach these results, they pulled together existing data from all previous studies and used machine learning to develop models that could estimate the seed dispersal potential of any animal, even ones that are now extinct.The researchers found that, historically, the decline of seed-dispersing animals has had the greatest influence on plants across the temperate (温带的) regions of North and South America, Europe and southern Australia. “Our temperate ecosystems have lost a lot of the natural seed-dispersal function that they would have had.” explains Fricke, referring to large mammals that were once widespread in these regions.Nevertheless, the poor conservation status of many seed-dispersing tropical animals puts plants in regions such as Southeast Asia and Madagascar most at risk today. Without the preservation of such animals, global seed dispersal could decline by a further 15 percent. “The direct implication of this decline is that many plant species will be unable to keep pace with a changing climate,” says Fricke. “That means the potential loss not only of plant biodiversity but of the ecosystem functions that those plants provide.”As wildlife is lost, plants can no longer adapt and survive and forests become less sustainable, which reduces the amount of carbon they can store. They also lose their ability to support wildlife. Whole ecosystems are disrupted. The conclusion, Fricke says, is clear: we must conserve currently endangered species and restore the populations of important seed dispersers. “Independent of climate change, rewilding has the potential to benefit our ecosystems, but in a changing climate, it has the added benefit of increasing the climate resilience of those ecosystems,” he says.25．The author mentions the African savanna elephant in Paragraph 1 is to ________.A．highlight the problem B．predict the endingC．express an opinion D．provide a solution26．What does Fricke conclude from the study?A．plants disperse seeds by way of animals excreting them.B．rewilding can promote the climate resilience of our ecosystems.C．seed-dispersing animals could hardly affect the natural ecosystems.D．the loss of seed-dispersing animals has little influence on temperate regions.27．Which would be the best title of the passage?A．The Resilience of EcosystemsB．The Conservation of Seed-dispersing AnimalsC．Animals That Spread Seeds Are Essential — And Under ThreatD．Animals That Spread Seeds Are Endangered — And Well Protected。

Unit 3 Ships in the DesertShips in the DesertShips in the DesertAL Gore--------------------------------------------------------------------------------I was standing in the sun on the hot steel deck of a fishing ship capable of processing a fifty-ton catch on a good day. But it wasn' t a good day. We were anchored in what used to be the most productive fishing site in all of central Asia, but as I looked out over the bow , the prospects of a good catch looked bleak. Where there should have been gentle blue-green waves lapping against the side of the ship, there was nothing but hot dry sand – as far as I could see in all directions. The other ships of the fleet were also at rest in the sand, scattered in the dunes that stretched all the way to the horizon . Ten year s ago the Aral was the fourth-largest inland sea in the world, comparable to the largest of North America's Great Lakes. Now it is disappearing because the water that used to feed it has been diverted in anill-considered irrigation scheme to grow cotton In the user t. The new shoreline was almost forty kilometers across the sand from where the fishing fleet was now permanently docked. Meanwhile, in the nearby town of Muynak the people were still canning fish – brought not from the Aral Sea but shipped by rail through Siberia from the Pacific Ocean, more than a thousand miles away.My search for the underlying causes of the environmental crisis has led me to travel around the world to examine and study many of these images of destruction. At the very bottom of the earth, high in the Trans-Antarctic Mountains, with the sun glaring at midnight through a hole in the sky, I stood in the unbelievable coldness and talked with a scientist in the late tall of 1988 about the tunnel he was digging through time. Slipping his parka back to reveal a badly burned face that was cracked and peeling, he pointed to the annual layers of ice in a core sample dug from the glacier on which we were standing. He moved his finger back in time to the ice of two decades ago. "Here's where the U. S Congress passed the Clean Air Act, ” he said. At the bottom of the world, two continents away from Washington, D. C., even a small reduction in one country's emissions had changed the amount of pollution found in the remotest end least accessible place on earth.But the most significant change thus far in the earth' s atmosphere is the one that began with the industrial r evolution early in the last century and has picked up speed ever since. Industry meant coal, and later oil, and we began to burn lots of it – bringing rising levels of carbon dioxide (CO2) , with its ability to trap more heat in the atmosphere and slowly warm the earth. Fewer than a hundred yards from the South Pole, upwind from the ice runway where the ski plane lands and keeps its engines running to prevent the metal parts from freeze-locking together, scientists monitor the air sever al times ever y day to chart the course of that inexorable change. During my visit, I watched one scientist draw the results of that day'smeasurements, pushing the end of a steep line still higher on the graph. He told me how easy it is – there at the end of the earth – to see that this enormous change in the global atmosphere is still picking up speed.Two and a half years later I slept under the midnight sun at the other end of our planet, in a small tent pitched on a twelve-toot-thick slab of ice floating in the frigid Arctic Ocean. After a hearty breakfast, my companions and I traveled by snowmobiles a few miles farther north to a rendezvous point where the ice was thinner – only three and a half feet thick – and a nuclear submarine hovered in the water below. After it crashed through the ice, took on its new passengers, and resubmerged, I talked with scientists who were trying to measure more accurately the thickness of the polar ice cap, which many believe is thinning as a re-suit of global warming. I had just negotiated an agreement between ice scientists and the U. S. Navy to secure the re-lease of previously top secret data from submarine sonar tracks, data that could help them learn what is happening to the north polar cap. Now, I wanted to see the pole it-self, and some eight hours after we met the submarine, we were crashing through that ice, surfacing, and then I was standing in an eerily beautiful snowcape, windswept and sparkling white, with the horizon defined by little hummocks, or "pressure ridges " of ice that are pushed up like tiny mountain ranges when separate sheets collide. But here too, CD, levels are rising just as rapidly, and ultimately temperature will rise with them – indeed, global warming is expected to push temperatures up much more rapidly in the polar regions than in the rest of the world. As the polar air warms, the ice her e will thin; and since the polar cap plays such a crucial role in the world's weather system, the consequences of a thinning cap could be disastrous.Considering such scenarios is not a purely speculative exercise. Six months after I returned from the North Pole, a team of scientists reported dramatic changes in the pattern of ice distribution in the Arctic, and a second team reported a still controversialclaim (which a variety of data now suggest) that, over all, the north polar cap has thinned by 2 per cent in just the last decade. Moreover, scientists established several years ago that in many land areas north of the Arctic Circle, the spring snowmelt now comes earlier every year, and deep in the tundra below, the temperature e of the earth is steadily rising.As it happens, some of the most disturbing images of environmental destruction can be found exactly halfway between the North and South poles – precisely at the equator in Brazil – where billowing clouds of smoke regularly black-en the sky above the immense but now threatened Amazon rain forest. Acre by acre, the rain forest is being burned to create fast pasture for fast-food beef; as I learned when I went there in early 1989, the fires are set earlier and earlier in the dry season now, with more than one Tennessee's worth of rain forest being slashed and burned each year. According to our guide, the biologist Tom Lovejoy, there are more different species of birds in each square mile of the Amazon than exist in all of North America – which means we are silencing thousands of songs we have never even heard.But one doesn't have to travel around the world to wit-ness humankind's assault on the earth. Images that signal the distress of our global environment arenow commonly seen almost anywhere. On some nights, in high northern latitudes, the sky itself offers another ghostly image that signals the loss of ecological balance now in progress. If the sky is clear after sunset -- and it you are watching from a place where pollution hasn't blotted out the night sky altogether -- you can sometimes see a strange kind of cloud high in the sky. This "noctilucent cloud" occasionally appears when the earth is first cloaked in the evening dark-ness; shimmering above us with a translucent whiteness, these clouds seem quite unnatural. And they should: noctilucent clouds have begun to appear more often because of a huge buildup of methane gas in the atmosphere. (Also called natural gas, methane is released from landfills , from coal mines and rice paddies, from billions of termites that swarm through the freshly cut forestland, from the burning of biomass and from a variety of other human activities. ) Even though noctilucent clouds were sometimes seen in the past., all this extra methane carries more water vapor into the upper atmosphere, where it condenses at much higher altitudes to form more clouds that the sun's rays still strike long after sunset has brought the beginning of night to the surface far beneath them.What should we feel toward these ghosts in the sky? Simple wonder or the mix of emotions we feel at the zoo? Perhaps we should feel awe for our own power: just as men "ear tusks from elephants’ heads in such quantity as to threaten the beast with extinction, we are ripping matter from its place in the earth in such volume as to upset the balance between daylight and darkness. In the process, we are once again adding to the threat of global warming, be-cause methane has been one of the fastest-growing green-house gases, and is third only to carbon dioxide and water vapor in total volume, changing the chemistry of the upper atmosphere. But, without even considering that threat, shouldn't it startle us that we have now put these clouds in the evening sky which glisten with a spectral light? Or have our eyes adjusted so completely to the bright lights of civilization that we can't see these clouds for what they are – a physical manifestation of the violent collision between human civilization and the earth?Even though it is sometimes hard to see their meaning, we have by now all witnessed surprising experiences that signal the damage from our assault on the environment --whether it's the new frequency of days when the temperature exceeds 100 degrees, the new speed with which the -un burns our skin, or the new constancy of public debate over what to do with growing mountains of waste. But our response to these signals is puzzling. Why haven't we launched a massive effort to save our environment? To come at the question another way' Why do some images startle us into immediate action and focus our attention or ways to respond effectively? And why do other images, though sometimes equally dramatic, produce instead a Kin. of paralysis, focusing our attention not on ways to respond but rather on some convenient, less painful distraction?Still, there are so many distressing images of environ-mental destruction that sometimes it seems impossible to know how to absorb or comprehend them. Before considering the threats themselves, it may be helpful to classify them and thus begin to organize our thoughts and feelings so that we may be able to respondappropriately.A useful system comes from the military, which frequently places a conflict in one of three different categories, according to the theater in which it takes place. There are "local" skirmishes, "regional" battles, and "strategic" conflicts. This third category is reserved for struggles that can threaten a nation's survival and must be under stood in a global context. Environmental threats can be considered in the same way. For example, most instances of water pollution, air pollution, and illegal waste dumping are essentially local in nature. Problems like acid rain, the contamination ofunder-ground aquifers, and large oil spills are fundamentally regional. In both of these categories, there may be so many similar instances of particular local and regional problems occurring simultaneously all over the world that the patter n appears to be global, but the problems themselves are still not truly strategic because the operation of- the global environment is not affected and the survival of civilization is not at stake.However, a new class of environmental problems does affect the global ecological system, and these threats are fundamentally strategic. The 600 percent increase in the amount of chlorine in the atmosphere during the last forty years has taken place not just in those countries producing the chlorofluorocarbons responsible but in the air above every country, above Antarctica, above the North Pole and the Pacific Ocean – all the way from the surface of the earth to the top of the sky. The increased levels of chlorine disrupt the global process by which the earth regulates the amount of ultraviolet radiation from the sun that is allowed through the atmosphere to the surface; and it we let chlorine levels continue to increase, the radiation levels will al-so increase – to the point that all animal and plant life will face a new threat to their survival.Global warming is also a strategic threat. The concentration of carbon dioxide and other heat-absorbing molecules has increased by almost 25 per cent since World War II, posing a worldwide threat to the earth's ability to regulate the amount of heat from the sun retained in the atmosphere. This increase in heat seriously threatens the global climate equilibrium that determines the pattern of winds, rainfall, surface temperatures, ocean currents, and sea level. These in turn determine the distribution of vegetative and animal life on land and sea and have a great effect on the location and pattern of human societies.In other words, the entire relationship between humankind and the earth has been transformed because our civilization is suddenly capable of affecting the entire global environment, not just a particular area. All of us know that human civilization has usually had a large impact on the environment; to mention just one example, there is evidence that even in prehistoric times, vast areas were sometimes intentionally burned by people in their search for food. And in our own time we have reshaped a large part of the earth's surface with concrete in our cities and carefully tended rice paddies, pastures, wheat fields, and other croplands in the countryside. But these changes, while sometimes appearing to be pervasive , have, until recently, been relatively trivial factors in the global ecological sys-tem. Indeed, until our lifetime, it was always safe to assume that nothing we did or could do would haveany lasting effect on the global environment. But it is precisely that assumption which must now be discarded so that we can think strategically about our new relationship to the environment.Human civilization is now the dominant cause of change in the global environment. Yet we resist this truth and find it hard to imagine that our effect on the earth must now be measured by the same yardstick used to calculate the strength of the moon's pull on the oceans or the force of the wind against the mountains. And it we are now capable of changing something so basic as the relationship between the earth and the sun, surely we must acknowledge a new responsibility to use that power wisely and with appropriate restraint. So far, however, We seem oblivious of the fragility of the earth's natural systems.This century has witnessed dramatic changes in two key factors that define the physical reality of our relation-ship to the earth: a sudden and startling surge in human population, with the addition of one China's worth of people every ten years, and a sudden acceleration of the scientific and technological revolution, which has allowed an almost unimaginable magnification of our power to affect the world around us by burning, cutting, digging, moving, and trans-forming the physical matter that makes up the earth. The surge in population is both a cause of the changed relationship and one of the clearest illustrations of how startling the change has been, especially when viewed in a historical context. From the emergence of modern humans 200 000 years ago until Julius Caesar's time, fewer than 250 million people walked on the face of the earth. When Christopher Columbus set sail for the New World 1500 years later, there were approximately 500 million people on earth. By the time Thomas Jefferson wrote the Declaration of Independence in 1776, the number had doubled again, to 1 billion. By midway through this century, at the end of World War II, the number had risen to just above 2 billion people. In other words, from the beginning of humanity's appearance on earth to 1945, it took more than ten thousand generations to reach a world population of 2 billion people. Now, in the course of one human lifetime -- mine -- the world population will increase from 2 to more than 9 million, and it is already more than halfway there.Like the population explosion, the scientific and technological revolution began to pick up speed slowly during the eighteenth century. And this ongoing revolution has also suddenly accelerated exponentially. For example, it is now an axiom in many fields of science that more new and important discoveries have taken place in the last ten years that. in the entire previous history of science. While no single discover y has had the kind of effect on our relationship to the earth that unclear weapons have had on our relationship to warfare, it is nevertheless true that taken together, they have completely transformed our cumulative ability to exploit the earth for sustenance -- making the consequences, of unrestrained exploitation every bit as unthinkable as the consequences of unrestrained nuclear war.Now that our relationship to the earth has changed so utterly, we have to see that change and understand its implications. Our challenge is to recognize that the startling images of environmental destruction now occurring all over the world have much more in common than their ability to shock and awaken us. They aresymptoms of an underlying problem broader in scope and more serious than any we have ever faced. Global warming, ozone depletion, the loss of living species, deforestation -- they all have a common cause: the new relationship between human civilization and the earth's natural balance. There are actually two aspects to this challenge. The first is to realize that our power to harm the earth can in-deed have global and even permanent effects. The second is to realize that the only way to understand our new role as a co-architect of nature is to see ourselves as part of a complex system that does not operate according to the same simple rules of cause and effect we are used to. The problem is not our effect on the environment so much as our relationship with the environment. As a result, any solution to the problem will require a careful assessment of that relationship as well as the complex interrelationship among factors within civilization and between them and the major natural components of the earth's ecological system.There is only one precedent for this kind of challenge to our thinking, and again it is military. The invention of nuclear weapons and the subsequent development by the Unit-ed States and the Soviet Union of many thousands of strategic nuclear weapons forced a slow and painful recognition that the new power thus acquired forever changed not only the relationship between the two superpowers but also the relationship of humankind to the institution at war-fare itself. The consequences of all-out war between nations armed with nuclear weapons suddenly included the possibility of the destruction of both nations – completely and simultaneously. That sobering realization led to a careful reassessment of every aspect of our mutual relationship to the prospect of such a war. As early as 1946 one strategist concluded that strategic bombing with missiles "may well tear away the veil of illusion that has so long obscured the reality of the change in warfare – from a fight to a process of destruction.”Nevertheless, during the earlier stages of the nuclear arms race, each of the superpower s assumed that its actions would have a simple and direct effect on the thinking of the other. For decades, each new advance in weaponry was deployed by one side for the purpose of inspiring fear in the other. But each such deployment led to an effort by the other to leapfrog the first one with a more advanced deployment of its own. Slowly, it has become apparent that the problem of the nuclear arms r ace is not primarily caused by technology. It is complicated by technology, true; but it arises out of the relationship between the superpowers and is based on an obsolete understanding of what war is all about.The eventual solution to the arms race will be found, not in a new deployment by one side or the other of some ultimate weapon or in a decision by either side to disarm unilaterally , but ratter in new understandings and in a mutual transformation of the relationship itself. This transformation will involve changes in the technology of weaponry and the denial of nuclear technology to rogue states. But the key changes will be in the way we think about the institution of war far e and about the relationship between states.The strategic nature of the threat now posed by human civilization to the global environment and the strategic nature of the threat to human civilization now posedby changes in the global environment present us with a similar set of challenges and false hopes. Some argue that a new ultimate technology, whether nuclear power or genetic engineering, will solve the problem. Others hold that only a drastic reduction of our reliance on technology can improve the conditions of life -- a simplistic notion at best. But the real solution will be found in reinventing and finally healing the relationship between civilization and the earth. This can only be accomplished by undertaking a careful reassessment of all the factors that led to the relatively recent dramatic change in the relationship. The transformation of the way we relate to the earth will of course involve new technologies, but the key changes will involve new ways of thinking about the relationship itself.--------------------------------------------------------------------------------NOTESI) Al Gore: born in 1948 in Washington D. C., U. S. Senator (1984-1992) from the State of Tennessee,and U. S. Vice-President ( l 992-) under President Bill Clinton. He is the author of the book Earth in the Balance from which this piece is taken. 2) Aral Sea: inland sea and the world’s fourth largest lake, c. 26 000 sqmiles, SW Kazakhstan and NW Uzbekhstan, E of the Caspian Sea3) Great Lakes: group of five freshwater lakes, Central North America, between the United States and Canada, largest body of fresh water in the world. From west to east, they are Lake Superior,Lake Michigan,Lake Huron, Lake Erie, and Lake Ontario.4) Trans-Antarctic Mountains: mountain chain stretching across Antarctica from Victoria I and to Coats I and; separating the E Antarctic and W Antarctic subcontinents5) Clean Air Act: one of the oldest environmental laws of the U. S., as well as the most far-reaching, the costliest, and the most controversial. It was passed in 1970.6) Washington D. C.: capital of the United States. D. C. (District of Columbia).is added to distinguish it from the State of Washington and 3 other cities in the U. S bearing the sonic name.7) freeze-locking: the metal parts are frozen solid and unable to move freely8)midnight sun: phenomenon in which the sun remains visible in the sky for 24 hours or longer, occurring only in the polar regions9)global warming; The earth is getting warmer. The temperature of the earth's atmosphere and its surface is steadily rising.10) Submarine sonar tracks: the term sonar is an acronym for sound navigation ranging. It is used for communication between submerged submarines or between a submarine and a surface vessel, for locating mines and underwater hazards to navigation, and also as a fathometer, or depth finder.11) greenhouse (effect): process whereby heat is trapped at the surface of the earth by the atmosphere. An increase of man-made pollutants in the atmosphere will lead to a long-term warming of the earth's climate.12) Julius Caesar: (102? B. C -- 44 B. C:. ), Roman statesman and general13) Christopher Columbus: ( 1451-1506), discoverer of America, born Genoa, Italy14) Thomas Jefferson: (17-13-1826 ), 3d President of the UnitedStates(1801-1809), author of the Declaration of Independence.15) Declaration of Independence: full and formal declaration adopted July 4,1776, by representatives of the thirteen colonies in North America announcing the separation of those colonies from Great Britain and making them into the United States16)Ozone depletion: A layer of ozone in the stratosphere prevents most ultraviolet and other high-energy radiation, which is harmful to life, from penetrating to the earth's surface.Some.environmental, scientists fear that certain man-made pollutants, e.g. nitric oxide, CFCs(Chlorofluorocarbons), etc., may interfere with the delicate balance of reactions that maintains the ozone’ s concentration, possibly leading to a drastic depletion of stratospheric ozone. This is now happening in the stratosphere above the polarShips in the Desert 课文讲解/Detailed StudyShips in the Desert--------------------------------------------------------------------------------Detailed Study1. Ships in the Desert [image-7]: Ships anchored in the desert. This is aneye-catching title and it gives an image that people hardly see. When readers read the title, they can’t help wondering why and how.Paragraph 1. typical example of environmental destruction[image-7]2. capable of processing a fifty-ton catch on a good day: having the ability of cleaning and preparing for marketing or canning fifty-tons of fish on a productive day.catch: the amount of something caught; in the sentence it refers to the amount of fish caught e.g. The boat brought back a big catch of fish.3. but as I looked out over the bow, the prospects of a good catch looked bleak:a good catch did not look promising / hopeful.This is obviously an understatement because with sand all around there was no chance of catching fish, to say nothing of catching a lot of fish.bow[audio-1] : the front part of a shipant. sterncompare: bow[audio-2]: v. & n. to bend the upper part of the body forward, as away of showing respect, admitting defeat, etc.bow [audio-3]: n. a weapon for shooting arrowa long thin piece of wood with a tight string fastened along it, used for playing musical instruments that have stringsa knot formed by doubling a string or cord into two curved pieces, and used for decoration in the hair, in tying shoes, etcbleak: a) If a situation is bleak, it is bad, and seems unlikely to improve.e.g. His future looked bleak.bleak prospect; the bleakness of the post war yearsb) If a place is bleak, it looks cold, bare, and unattractivee.g. the bleak coastlinec) When the weather is bleak, it is cold, dull, and unpleasante.g. the bleak wintersd) If someone looks or sounds bleak, they seem depressed, hopeless, or unfriendlye.g. his bleak featuresbleakly adv.e.g. He stared bleakly ahead.“What,” he asked bleakly, “are these?”4. waves lapping against the side of the ship: waves touching the side of the ship gently and makes a soft sound lap can also be used as a noun.e.g. Your lap is the flat area formed by your thighs when you are sitting down. Her youngest child was asleep in her lap.He placed the baby on the woman’s lap.In a race, when you say that a competitor has completed a lap when he or she has gone round the course race.5. as far as I could see in all direction: that extended as far as the eye could see;6. that stretched all the way to the horizon: that extended to the far off place where the sky meet the earth7. comparable: something that is comparable to something else is a) as good as/ as big as/ as important as the other thing; b) similar to the other thinge.g. This dinner is comparable to the best French cooking.Our house is not comparable with yours. Ours is just a small hut while yours is a palace.8. Now it is disappearing because the water that used to feed it has been diverted in an ill-considered irrigation scheme to grow cotton in the dessert: Now it is becoming smaller and smaller because the water that used to flow into the sea has been turned away to irrigate the land created in the desert to grow cotton. The。

Academic Course Description (Undergraduate)专业：电气工程及其自动化Enrollment Date: 09/2022Schooling Period: 4 years工程图学木课程讲述绘制和阅读工程图样的原理和方法，培养学生的二维绘图能力、空间逻辑思维和形象思维能力，是一门既有系统理论义有较强实践性的技术墓础课.主要内容包括制图的基木知识和基木技能:投影法和正投影特性;点、线、面及相对位置的投影:投影变换;立体的投影，包括基本儿何体投影，截交线、相贯线投影;组合体的视图及尺寸标注;轴测图;机件常用的表达方法;标准件和常用件;零件图;装配图:立体表面的展开等。

绘制和阅读丁程图样的原理和方法，培养学生的形象思维能力，是一门既有系统理论又有较强实践性的技术基础课。

本课程包括画法儿何、制图基础、专业图(机械图)等部份。

大学计算机基础总学时：学分：2.5周学时：本课程是全院计算机教学第一门公共基础课程。

是专门面向全院非信息专业学生开设的一层操作系统，汉字输入和次计算机必修课。

本课程系统地介绍计算机基础知识，Windows XP，电子表格软件Excel2003，文稿演示软件办公自动化，文字处理软件Word2003及计算机网络基础等内容。

通过本课程的学习，Powerpoint2003数据库管理软件Access2003使学生能掌握计算机的基础知识，计算机操作的基本技能，为今后进一步学习计算机知识打下基础。

Fundamentals of College ComputerHours Per Week: Total Class Hours: Credit: 2.5This course is the public foundation course of the computer teaching in our university and specially designed for students except for Information majors as a required course. It systematically introduced the the basic knowledge of computer, Windows Operating Systems, Hanzi Input, Office Automation, Word 2003, Excel 2003, PowerPoint 2003, Access 2004 and computer network, etc. The aim is to enable the students to master the basic knowledge of computer and grasp the basic skills of computer operation, and lay a solid foundation of computer for the future study.思想道德修养与法律基础周学时：总学时：学分：3.0课程主要涉及人生观、价值观、道德观和法制观四个大的方面，具体教学内容包括理想信念教育、爱国主义与民族精神教育、人生观与价值观教育、社会主义与共产主义教育、社会公共生活中的道德与法律规范教育、职业生活中的道德与法律规范教育、恋爱婚姻中的道德与法律规范教育、社会主义法律精神与法治观念教育、我国基本法律制度与规范知识教育等。

统计学里总集的英语The concept of the total population in statistics is a fundamental one that underpins many of the core principles and techniques used in data analysis and inference. In its most basic form, the total population refers to the complete set of individuals, objects, or observations that are of interest for a particular study or investigation. This can encompass a wide range of entities, from the entire human population of a country or the world, to the universe of all possible product sales within a specific market, to the complete set of measurements taken from a scientific experiment.Regardless of the specific context, the total population represents the broadest and most comprehensive representation of the phenomenon or subject under study. It is the starting point from which all statistical analysis and inference must be derived, as it provides the foundation for understanding the true nature and characteristics of the population as a whole.One of the key reasons why the total population is so important in statistics is that it allows researchers and analysts to make reliableand generalizable conclusions about the larger group based on the information and data collected from a smaller, representative sample. By studying the properties and behaviors of a carefully selected subset of the total population, statisticians can draw inferences and make predictions about the population as a whole with a high degree of confidence.This process of sampling and inference is at the heart of much of the work done in fields such as market research, public health, and social science. For example, a political pollster might survey a sample of registered voters to gauge public opinion on a particular issue, with the goal of making accurate predictions about the voting behavior of the entire electorate. Similarly, a medical researcher might conduct a clinical trial with a group of patients to evaluate the efficacy of a new drug, with the ultimate aim of understanding how the drug would perform when administered to the broader patient population.In both of these cases, the total population represents the complete set of individuals or observations that are relevant to the study, and the sample is a carefully selected subset that is used to make inferences about the larger group. The validity and reliability of these inferences, in turn, depend heavily on the degree to which the sample is representative of the total population and the appropriateness of the statistical methods used to analyze the data.It is important to note that the total population is not always directly observable or accessible to researchers. In many cases, the true size and characteristics of the population may be unknown or difficult to determine with certainty. This is particularly true in situations where the population is large, dispersed, or constantly changing, such as the global population of internet users or the universe of all possible financial transactions.In such cases, statisticians must rely on various techniques and assumptions to estimate the properties of the total population based on the information that is available. This may involve the use of sampling methods, statistical modeling, and other analytical approaches to make informed inferences about the population as a whole.One common technique used in this context is the concept of the "target population," which represents the specific group of individuals or observations that the researcher is ultimately interested in studying or making inferences about. The target population may be a subset of the total population, but it is the group that the researcher ultimately wants to understand and draw conclusions about.For example, in a study of consumer spending habits, the total population might include all individuals who have made purchases ina particular market, while the target population might be a specific demographic group, such as middle-income households in a particular geographic region. By focusing on the target population, the researcher can tailor their sampling and analysis methods to better address the specific research questions and objectives of the study.Another important consideration in the context of the total population is the issue of sampling bias and the potential for errors or distortions in the data. Because researchers can rarely study the entire total population directly, they must rely on samples that may not be perfectly representative of the larger group. This can introduce a variety of biases, such as selection bias, non-response bias, or measurement error, which can compromise the validity and generalizability of the findings.To address these challenges, statisticians have developed a range of techniques and strategies for designing and implementing sampling methods that minimize the risk of bias and maximize the representativeness of the sample. This may involve the use of random sampling, stratified sampling, or other advanced sampling approaches, as well as the application of statistical weighting and adjustment methods to correct for any biases or errors that may be present in the data.Overall, the concept of the total population is a fundamental and indispensable part of the field of statistics, as it provides the foundation for understanding the broader context and implications of any data-driven investigation or analysis. By carefully defining and studying the total population, researchers can gain valuable insights into the underlying patterns, trends, and relationships that govern the phenomena they are investigating, and use this knowledge to make informed decisions and drive meaningful change in a wide range of domains.。

第1篇Introduction:This practical application guide focuses on the implementation ofvarious English teaching methods in a classroom setting. The aim is to provide educators with hands-on strategies that can enhance student engagement, improve language acquisition, and foster critical thinking skills. The guide will cover a range of methods, including communicative, task-based, and problem-based learning, and will include activities and reflection questions to aid in the application and evaluation of these methods.Section 1: Communicative Language Teaching (CLT)Activity 1: Role-Playing ScenariosObjective: To practice speaking and listening skills in a realistic context.Materials:- A list of role-playing scenarios (e.g., at a restaurant, at the airport, in a doctor's office)- Props (if available) to enhance the authenticity of the scenariosInstructions:1. Divide the class into small groups, ensuring that each group has amix of language proficiency levels.2. Provide each group with a scenario and props, if necessary.3. Instruct students to prepare a short dialogue based on the scenario.4. Have each group perform their dialogue for the class.5. After each performance, ask the audience to provide feedback and suggestions for improvement.Reflection Questions:- How did the students interact during the role-plays?- Were there any language barriers or misunderstandings?- How could the activity be modified to cater to different learning styles?Activity 2: Jigsaw MethodObjective: To encourage cooperative learning and deep understanding of a topic.Materials:- A complex topic divided into smaller subtopics- Handouts or notes for each subtopicInstructions:1. Assign each student a subtopic related to the main topic.2. Students research their subtopic individually and prepare a presentation or summary.3. After researching, students form new groups based on the subtopics they have studied.4. Each student in the new group shares their knowledge with their peers.5. The class comes together to discuss the main topic, using the information gathered from the subtopics.Reflection Questions:- How did the students work in groups?- Did the jigsaw method enhance their understanding of the main topic?- What could be done to ensure that all students contribute equally to the group discussions?Section 2: Task-Based Language Teaching (TBLT)Activity 3: Real-World ProjectObjective: To apply English language skills to solve real-world problems.Materials:- A list of real-world problems (e.g., environmental issues, social inequalities)- Research materials and resourcesInstructions:1. Present the class with a list of real-world problems.2. Divide the class into small groups and assign each group a problem to research and solve.3. Instruct students to use English to communicate, research, and propose solutions.4. Allow time for groups to work on their projects and prepare presentations.5. Have each group present their findings and solutions to the class.Reflection Questions:- How did the students use English in their project work?- Were there any challenges in communicating and collaborating in English?- How could the project be adapted to different levels of English proficiency?Section 3: Problem-Based Learning (PBL)Activity 4: Case Study AnalysisObjective: To develop critical thinking and problem-solving skills through English.Materials:- A case study with a language-related problem- Discussion questions and promptsInstructions:1. Provide students with a case study that presents a language-related problem.2. Instruct students to read the case study and prepare to discuss it in class.3. Conduct a class discussion, encouraging students to analyze the problem, propose solutions, and justify their reasoning.4. After the discussion, ask students to write a short essay summarizing the main points and their own conclusions.Reflection Questions:- How did the students engage with the case study?- Were there any misconceptions or misunderstandings during the discussion?- How could the activity be made more interactive and engaging?Conclusion:The practical application of English teaching methods can greatly enhance the learning experience for students. By incorporating communicative, task-based, and problem-based learning activities, educators can create a dynamic and interactive classroom environmentthat promotes language acquisition and critical thinking. The activities and reflection questions provided in this guide aim to assist educators in implementing these methods effectively and evaluating their impact on student learning.第2篇Title: Implementing the Communicative Approach in an English ClassroomObjective: This practice question aims to guide future English teachers in implementing the Communicative Approach in their classroom settings. The Communicative Approach emphasizes language use in real-life situations, focusing on communication skills rather than just linguistic knowledge.Context: Imagine you are a teacher in a secondary school in China, teaching an intermediate English class. The students are 14 years old and have been studying English for three years. They have a basic understanding of grammar and vocabulary, but they struggle with speaking and listening skills.Task:1. Design a Lesson Plan:- Lesson Objective: By the end of the lesson, students will be able to engage in a group discussion about their favorite hobbies in English.- Teaching Methods: Use a mix of communicative techniques, including pair work, group work, and whole-class discussions.- Materials: Handouts with pictures of different hobbies, whiteboard, markers, and a clock.2. Preparation:- Warm-up Activity: Begin with a short review of hobbies in English using pictures. Ask students to guess what the hobbies are and describe them in simple sentences.- Main Activity:- Divide the class into small groups of four.- Hand out the handouts with pictures of various hobbies to each group.- Ask each group to discuss their favorite hobby using the pictures as a prompt.- Encourage students to use new vocabulary and phrases they have learned.- Set a timer for 10 minutes to ensure that each group has enough time to discuss.- Feedback and Correction:- After the discussion, bring the class together for a whole-class discussion.- Invite each group to present their findings.- Provide positive feedback and correct any mistakes in a supportive manner.- Conclusion:- Ask students to write a short paragraph about their favorite hobby, using the vocabulary and phrases they have learned.- Have students share their paragraphs with a partner for peer feedback.3. Reflection:- Assessment: How will you assess the students' speaking and listening skills in this lesson? Consider using a checklist or a rating scale.- Challenges: What challenges do you anticipate in implementing this lesson, and how will you overcome them?- Adaptations: How could you adapt this lesson for students with different learning styles or abilities?Lesson Plan Outline:Warm-up Activity:- Duration: 5 minutes- Activity: Show pictures of different hobbies and ask students to guess what they are.- Aim: To activate prior knowledge and create a relaxed learning environment.Main Activity:- Duration: 20 minutes- Activity: Group discussion about favorite hobbies using pictures.- Aim: To develop speaking and listening skills in a communicative context.Feedback and Correction:- Duration: 10 minutes- Activity: Whole-class discussion and peer feedback.- Aim: To provide students with an opportunity to practice their speaking skills and receive feedback from their peers and the teacher.Conclusion:- Duration: 10 minutes- Activity: Writing a short paragraph about favorite hobbies and peer feedback.- Aim: To reinforce the vocabulary and phrases learned during the lesson and provide an opportunity for students to practice writing.Reflection:Assessment:- Use a checklist to assess students' participation in the group discussion and whole-class presentation.- Use a rating scale to evaluate students' speaking fluency and accuracy.Challenges:- Some students may be shy or hesitant to speak in English.- Limited time for each group discussion.Adaptations:- Pair students up for more comfortable speaking practice.- Provide visual aids or gestures to help students who struggle with vocabulary.- Extend the time for group discussions if needed.Conclusion:Implementing the Communicative Approach in the English classroom can be a rewarding experience for both teachers and students. By focusing on communication skills and creating real-life situations, students are more likely to develop a genuine interest in learning the language. As a teacher, it is important to be prepared to adapt and overcome challenges to ensure that all students have the opportunity to succeed.第3篇Introduction:In this tutorial practice, we will design a lesson plan for a beginner level English as a Second Language (TESL) class. The goal of this lesson is to introduce basic vocabulary and grammar concepts, while also ensuring that the students are engaged and actively participating in the learning process. The lesson will be structured around the Communicative Language Teaching (CLT) approach, which emphasizes interaction and real-life communication.Lesson Objectives:By the end of this lesson, students will be able to:1. Identify and use basic greeting phrases in English.2. Understand and use simple present tense verbs.3. Ask and answer simple questions about themselves and others.4. Participate in a group activity to practice vocabulary and grammar.Target Group:Beginner level students with no prior knowledge of English.Materials Needed:- Whiteboard and markers- Handouts with vocabulary and grammar exercises- Flashcards with pictures and corresponding words- Pencils and erasers for students- Timer or clockLesson Duration:1 hourLesson Plan:1. Warm-Up (10 minutes)- Activity: Circle Time- Objective: To create a relaxed and welcoming atmosphere for the class.- Procedure:- Begin with a brief introduction to yourself and ask students to introduce themselves, using simple greeting phrases such as "Hello, my name is [name]."- Encourage students to ask and answer simple questions to practice using basic present tense verbs.2. Introduction to Vocabulary (15 minutes)- Activity: Vocabulary Presentation- Objective: To introduce new vocabulary related to greetings and personal information.- Procedure:- Write the following vocabulary on the whiteboard: hello, goodbye, nice to meet you, my name is, I am, I am from, I am a student, I live in, etc.- Use flashcards with pictures to illustrate each word and its meaning.- Have students repeat the words after you and ask them to use the words in sentences.3. Grammar Focus: Present Tense Verbs (15 minutes)- Activity: Grammar Practice- Objective: To introduce and practice the present tense form of verbs.- Procedure:- Explain the present tense and demonstrate the structure "I am + verb" (e.g., I am a student, I am from China).- Provide a list of common verbs and have students change them intothe present tense form.- Have students practice forming questions by adding "am I" or "are you" before the verb.4. Group Activity: Role Play (15 minutes)- Activity: Role Play- Objective: To practice vocabulary and grammar in a real-life context.- Procedure:- Divide the class into small groups of three or four students.- Give each group a scenario (e.g., meeting at a cafe, introducing friends, etc.) and a list of vocabulary and grammar structures to use.- Set a timer for 5 minutes and let the groups practice their role play.- After the timer, ask each group to present their role play to the class.5. Wrap-Up and Homework (10 minutes)- Activity: Review and Homework Assignment- Objective: To review the lesson content and assign homework forfurther practice.- Procedure:- Review the vocabulary and grammar points covered in the lesson.- Assign homework that includes writing a short paragraph about themselves, using the vocabulary and grammar structures learned.- Encourage students to ask questions or seek clarification if needed.Conclusion:This lesson plan for a beginner level TESL class focuses on introducing basic vocabulary and grammar concepts through interactive and engaging activities. By using the Communicative Language Teaching approach, students are encouraged to actively participate in the learning process, which helps reinforce their understanding of the language. The lesson plan can be adapted and expanded upon to suit the needs and abilities of the students.。

英语教学方法有哪些English Teaching Methods。

Teaching English as a second language requires a variety of effective methods to engage students and help them achieve language proficiency. In this document, we will explore some of the most commonly used English teaching methods and their advantages.1. Communicative Language Teaching (CLT)。

CLT emphasizes the importance of communication in language learning. This method encourages students to use English in real-life situations, such as role-plays, discussions, and group activities. By focusing on meaningful communication, students can improve their speaking and listening skills while also learning grammar and vocabulary in context.2. Task-Based Language Teaching (TBLT)。

TBLT is a student-centered approach that focuses on completing meaningful tasks as a way to learn language. Teachers design tasks that require the use of English, such as problem-solving activities, projects, or simulations. Through these tasks, students develop their language skills while also achieving specific learning objectives.3. Total Physical Response (TPR)。

高三英语学术研究方法创新不断探索单选题30题1.In an academic research discussion, what is the most important aspect of a research method?A.AccuracyB.SpeedC.CreativityD.Popularity答案：A。

解析：在学术研究中，准确性是至关重要的，它确保研究结果的可靠性。

速度在某些情况下可能重要，但不是最主要的。

创造力也很重要，但不是最重要的方面。

而受欢迎程度与研究方法的重要性关系不大。

2.What does a good research method ensure?A.Lots of dataB.Accurate resultsC.Fast completionD.High popularity答案：B。

解析：一个好的研究方法能确保得到准确的结果。

大量的数据不一定能保证结果准确。

快速完成也不是主要目的。

高人气与研究方法的主要作用无关。

3.In academic research, the definition of a research method mainly includes?A.Question asking and data collectionB.Guessing and intuitionC.Opinion sharing and discussionD.Random selection and chance答案：A。

解析：学术研究方法主要包括提出问题和收集数据。

猜测和直觉不是科学的研究方法。

意见分享和讨论是研究的一部分但不是研究方法的定义。

随机选择和偶然也不是研究方法的主要内容。

4.Which of the following is not a characteristic of an effective research method?A.Biased data collectionB.Systematic approachC.ReliabilityD.Validity答案：A。

英国硕士毕业论文AbstractThis thesis explores the impact of social media on mental health in the UK, focusing on young people aged 18-30. Drawing on quantitative and qualitative research methods, the study examines the relationship between social media use and mental health outcomes, including depression, anxiety, and self-esteem. The findings indicate that there are both positive and negative effects of social media on mental health, with higher levels of social media use associated with increased risk of mental health problems, particularly depression and anxiety. However, social media use can also have positive effects on mental health, including providing social support and access to information and resources. The study concludes by highlighting the need for further research on the complex relationship between social media and mental health, and suggesting approaches for promoting positive mental health outcomes among young people who use social media.Chapter 1: Introduction1.1 BackgroundSocial media has become an integral part of modern life, with an estimated 45 million people in the UK using social media regularly in 2021 (Statista, 2021). It is a powerful tool for communication, self-expression, and social connection, and has revolutionised the way we interact with each other and the world around us. However, social media use has also been linked to a range of negative outcomes, particularly concerning mental health. There is growing concern about the impact of social media on mental health, particularly among young people who are frequent users of social media platforms.Depression, anxiety, and low self-esteem are among the most commonly reported mental health problems experienced by young people in the UK (NHS, 2018). These problems are often linked to social factors, such as social isolation, loneliness, and lack of social support. Social media could potentially exacerbate these problems or offer new opportunities for social connection and support. The nature of this relationship is complex, and requires further research to fully understand.1.2 Aims and objectivesThe aim of this study is to investigate the relationship between social media use and mental health among young people aged 18-30 in the UK. The objectives of this study are to:- Explore the extent and nature of social media use among young people in the UK- Investigate the impact of social media use on mental health outcomes, including depression, anxiety, and self-esteem- Identify potential mechanisms through which social media use impacts mental health- Assess the efficacy of interventions aimed at promoting positive mental health outcomes among young people who use social media1.3 Research questionsThis study addresses the following research questions:- What are the patterns of social media use among young people in the UK?- What is the relationship between social media use and mental health outcomes among young people in the UK?- What mechanisms underlie the relationship between social media use and mental health?- What interventions are effective in promoting positive mental health outcomes among young people who use social media?1.4 Significance of the studyThis study has several significant implications for research and practice. It contributes to the growing body of literature on the impact of social media on mental health, particularly among young people, and provides insights into the mechanisms through which social media may impact mental health outcomes. This study also has practical implications for promoting positive mental health outcomes among young people who use social media, by identifying effective interventions that can be implemented in real-world settings.Chapter 2: Literature review2.1 Patterns of social media use among young peopleSocial media use among young people has increased rapidly in recent years. In the UK, 91% of 16-24 year olds use social media, with Facebook, Instagram, andSnapchat being the most commonly used platforms (Ofcom, 2020). Social media use is often characterised by high frequency and intensity, with young people spending an average of 2 hours and 22 minutes on social media per day (Ofcom, 2020). Peer pressure and social norms are important drivers of social media use, with young people feeling the need to keep up with their peers and present a certain image of themselves online.2.2 The impact of social media on mental healthThe relationship between social media use and mental health outcomes is complex and multifaceted. On the one hand, social media use can promote social connection, social support, and positive affect (Vannucci et al., 2021). On the other hand, social media use can have negative effects on mental health, including increased risk of depression, anxiety, and low self-esteem (Lin et al., 2020). The negative effects of social media use may be particularly pronounced among vulnerable populations, such as those with pre-existing mental health problems or who are socially isolated (Naslund et al., 2020).2.3 Mechanisms underlying the relationship between social media use and mental healthSeveral mechanisms have been proposed to explain the relationship between social media use and mental health outcomes. These include:- Social comparison: Social media provides a constant stream of updates and posts from other people's lives, which can lead to social comparison and feelings of inadequacy (Fardouly et al., 2018).- Cyberbullying: Social media can be a platform for cyberbullying, which has been linked to increased risk of mental health problems (Kowalski et al., 2021).- Sleep disturbance: Social media use can disrupt sleep patterns, which has been linked to poor mental health outcomes (Chou et al., 2019).- Reduced face-to-face social interaction: Social media use can lead to decreased face-to-face social interaction, which is an important protective factor for mental health (Primack et al., 2017).2.4 Interventions aimed at promoting positive mental health outcomes among social media usersSeveral interventions have been developed to promote positive mental health outcomes among social media users. These include:- Social media education programs: Educational programs aimed at increasing young people's awareness of the potential risks and benefits of social media use have been found to promote positive mental health outcomes (Hale et al., 2019).- Social media-based interventions: Interventions delivered via social media platforms, such as cognitive behavioural therapy (CBT), have been found to be effective in reducing symptoms of depression and anxiety (Ellis et al., 2020).- Social media detox: Taking a break from social media has been found to reduce symptoms of depression and anxiety (Hunt et al., 2018).Chapter 3: Methodology3.1 Research designThis study employs a mixed-methods design, incorporating both quantitative and qualitative research methods. The quantitative component involves a survey of young people aged 18-30 in the UK, exploring patterns of social media use, mental health outcomes, and potential mechanisms underlying the relationship between social media use and mental health. The qualitative component involves in-depth interviews witha subset of survey respondents, exploring their experiences and perceptions of social media and mental health.3.2 ParticipantsParticipants for this study were recruited through social media platforms, online forums, and university email lists. Participants were eligible if they were aged 18-30 and resided in the UK. A total of 500 participants completed the survey, and a subset of 20 participants were selected for interviews.3.3 MeasuresThe survey included measures of social media use (including frequency, duration, and platform use), mental health outcomes (including depression, anxiety, and self-esteem), and potential mechanisms underlying the relationship between social media use and mental health (including social comparison, cyberbullying, sleep disturbance, and reduced face-to-face social interaction). The qualitative interviews explored participants' experiences and perceptions of social media and mental health, including the benefits and challenges of social media use for mental health.3.4 Data analysisQuantitative data were analysed using descriptive statistics, chi-square tests, and regression analyses. Qualitative data were analysed using thematic analysis, involving the identification of patterns and themes in participants' responses.Chapter 4: Results4.1 Patterns of social media useThe survey results indicated that social media use is highly prevalent among young people in the UK, with 98% of participants reporting regular social media use. The most commonly used platforms were Instagram (70%), Facebook (60%), and Snapchat (55%). Participants reported spending an average of 3 hours per day on social media.4.2 The relationship between social media use and mental health outcomesRegression analyses revealed a significant positive relationship between social media use and depression and anxiety. Higher levels of social media use were associated with increased risk of depression and anxiety. Self-esteem was not significantly associated with social media use.4.3 Mechanisms underlying the relationship between social media use and mental health outcomesThematic analysis of the qualitative data revealed several themes related to the mechanisms underlying the relationship between social media use and mental health outcomes. These included:- Social comparison: Participants reported feeling pressure to present a certain image of themselves online, which led to social comparison and feelings of inadequacy.- Cyberbullying: Several participants reported experiencing cyberbullying on social media, which had a negative impact on their mental health.- Sleep disturbance: Participants reported that social media use disrupted their sleep patterns, which led to decreased mood and increased anxiety.- Social support: Despite the potential negative effects of social media on mental health, many participants also reported that social media provided social support and connection, particularly during periods of social isolation.4.4 Interventions aimed at promoting positive mental health outcomes among social media usersThe survey results suggested that social media education programs and social media-based interventions may be effective in promoting positive mental health outcomes among young people who use social media. Participants who reported engaging in these types of interventions reported higher levels of self-esteem and lower levels of depression and anxiety.Chapter 5: DiscussionThe findings of this study highlight the complex relationship between social media use and mental health outcomes. While social media use can provide social connection and support, it can also have negative effects on mental health, particularly in the context of social comparison and cyberbullying. The findings suggest that interventions aimed at promoting positive mental health outcomes among social media users should focus on increasing young people's awareness of the potential risks and benefits of social media use, and providing support and resources for those who experience negative effects.Chapter 6: ConclusionThis study provides important insights into the relationship between social media use and mental health among young people in the UK. The findings suggest that there are both positive and negative effects of social media on mental health, and highlight the need for further research on the mechanisms underlying this relationship. The study also identifies potential interventions for promoting positive mental health outcomes among social media users, and highlights the importance of social support and resources for those who experience negative effects of social media use.。

2023人教版高中英语教材时间分配2023 People's Education Press High School English Textbook Time AllocationTime management is crucial in education, especially when it comes to studying English. With the new 2023 People's Education Press High School English Textbook, students need to allocate their time wisely in order to cover all the necessary materials and excel in the subject. In this article, we will discuss the suggested time allocation for studying the new textbook.1. Reading Comprehension (40% of total study time)Reading comprehension is a fundamental skill in learning English. Students should allocate a significant amount of time to practicing reading and comprehending various texts in the textbook. It is recommended to spend at least 40% of the total study time on reading comprehension exercises, including both fiction and non-fiction passages.2. Vocabulary Building (20% of total study time)Expanding vocabulary is essential for improving language proficiency. Students should allocate 20% of their study time to learning new words and phrases from the textbook. This can bedone through flashcards, vocabulary quizzes, and regular review sessions.3. Grammar and Syntax (20% of total study time)Understanding grammar rules and sentence structures is essential for mastering the English language. Students should dedicate 20% of their study time to practicing grammar exercises and analyzing sentence patterns in the textbook. This will help them communicate effectively and accurately in English.4. Listening and Speaking (15% of total study time)Listening and speaking skills are equally important in learning a language. Students should allocate 15% of their study time to practicing listening comprehension and speaking exercises. This can be done through listening to audio recordings, watching videos, and engaging in speaking activities with classmates.5. Writing (5% of total study time)Effective writing skills are essential for academic success. Students should allocate 5% of their study time to practicing writing essays, reports, and other written assignments. This will help them improve their writing fluency and accuracy in English.Overall, students should strive to create a balanced study schedule that incorporates all aspects of language learning. By allocating their time effectively and focusing on each skill area, students can make significant progress in mastering the new 2023 People's Education Press High School English Textbook. Proper time management will not only help students succeed in their English studies but also develop valuable skills for lifelong learning.。