Chapter 7 waves

大海啊故乡英文版Oh, Sea! My Beloved HomelandHow I long to embrace the vastness of the ocean, to immerse myself in its gentle waves and feel the salt air brushing against my face. The sea, my dear homeland, holds a special place in my heart. Its beauty and grandeur never fail to captivate me, no matter where I may roam.Chapter 1: The Melody of WavesAs I stroll along the sandy shore, the symphony of the sea fills my ears. The rhythmic crashing of the waves against the rocks creates a soothing melody, a lullaby that brings me comfort. The ebb and flow of the tides, like the heartbeat of the ocean, remind me of the constant change in life.Chapter 2: A Kaleidoscope of ColorsGazing out onto the horizon, I marvel at the kaleidoscope of colors that dance upon the water's surface. The brilliant hues of blue, turquoise, and emerald mingle with the golden rays of the sun, painting a picture that is both serene and awe-inspiring. How fortunate I am to witness this natural masterpiece!Chapter 3: Untapped TreasuresBeneath the surface lies a world of wonders waiting to be explored. Coral reefs, teeming with vibrant marine life, create a mosaic of colors just below the water's edge. Schools of fish play hide and seek amidst the rocks, while graceful dolphins and majestic whales gracefully glide through the depths. The sea is a treasure trove, holding secrets that still remain untold.Chapter 4: The Serenity of SeclusionThere is a certain serenity that can only be found at sea. The vast expanse offers a haven from the chaos of the world, a place where one can find solace in the gentle lapping of the waves. With each breath of the salty air, I am reminded of the tranquility that exists in the simplicity of nature.Chapter 5: A Source of InspirationFor centuries, the sea has inspired poets, artists, and dreamers. Its ever-changing nature serves as a metaphor for the unpredictable journey of life. Just as the sea can be calm and tranquil one moment, it can also unleash its fury in a tempestuous storm. Through its constant motion, the sea teaches us to embrace change and find strength in adversity.Chapter 6: A Connection to Beloved OnesThe sea holds a special place in my heart because it connects me to my loved ones. As a child, I would visit the shore with my family, building sandcastles and collecting seashells. These memories are etched in my mind, and every time I return to the sea, I feel their presence by my side. The sea bonds us across time and space, reminding me of the enduring power of love.Chapter 7: Reflection and RenewalStanding at the water's edge, I find a sense of clarity and renewal. The vastness of the sea is a mirror that reflects my innermost thoughts and feelings. It is here that I can let go of my worries and fears, allowing the waves to wash them away. The sea acts as a therapist, soothing my soul and guiding me towards self-discovery.Epilogue: A Love Letter to the SeaOh, sea, how I cherish you, my dear homeland. You are a source of wonder, a place of solace, and a muse for my soul. Your vastness and beauty remind me of the infinite possibilities that lie within and around me. As I bid you farewell for now, know that I carry your spirit with me, wherever I may go. Until we meet again, my beloved sea.。

循环对称结构的模态分析主要用在如齿轮，涡轮，叶轮等的具有循环对称结构物体的模态分析。

它通过模拟结构的一个扇区，通过分析这个扇区，从而扩展到整个模型。

它的步骤主要有6个。

1，建立基本扇区模型，也就是只建1/n的模型，一个齿活一个叶片的模型。

2，确定循环对称面（可以自动确定，也可以手动选择）。

3，施加边界条件。

4，制定分析类型和分析选项。

5，通过cycop命令指定循环求解选项，并用solve求解。

6，通过/cyexpand将振型扩展到全部360度范围，观察整个结果。

由于选择的谐波指数的关系，固有频率在排列上会有一些凌乱。

以前的ansys版本把谐波指数这个概念叫做节径，现在的都叫做谐波指数了。

按照整体结构分析，系统会把频率按照从小到大排列。

而用谐波指数这样计算出来的频率，他在排列的时候是按照谐波指数的增加而排列的，因此，相对应的固有频率有大有小，不规则（但是数值一样，就是排列不同）。

解决的办法是，你把这个结果提取出来，自己把它按照从小到大排列一下就可以了。

另外求解这个过程有一些注意的地方。

a在建立基本扇区的时候要在柱坐标系，你把csys置1就可以，b另外，扇区角选择能被360整除的。

c选择循环对称面时选择节点，好像其他特征不行（原因别人和我讲了，忘了）。

ac比较重要，b稍微注意一下就好。

然后就是求解方面了。

循环对称模态分析结果提取一般的结构模态分析完成后，要提取相应阶次结果，就用下面命令*GET,PARA,MODE,i,FREQ对于循环对称结构，取单个扇区进行分析，指定谐波指数The harmonic index，数值上谐波指数可以通过下面计算得到，The harmonic index= N/2 （N为偶数）The harmonic index=（N-1）/2 （N为奇数）上式中，N为总体模型分成的扇区总数。

然后对每次谐波设定提取模态阶次，分析的时候，ansys在原来扇区有限元模型的基础上，叠加一个完全相同的模型，通过谐波指数控制不同的傅里叶级数展开，从而扩展得到全模型的结果，对于这样计算的模态结果，ansys计算的时候，默认从0谐波开始计算，每次谐波按照一个载荷步（LSstep）进行，对应每次谐波下提取的固有频率按照子步substep给出，要提取所有谐波指数下的模态解，可采用下面命令/POST1*dim,frq_0,,7,10*do,i,1,7*do,j,1,10SET,i,j*GET,frq_0(i,j),ACTIVE,,SET,FREQ*enddo*enddo解释：按照谐波指数提取结构固有频率到数组frq_0中，i代表计算的LSstep，循环对称结构模态分析中，其最大值在数值上等于谐波指数+1，比如说，提取6次谐波，就需要7步计算；j代表每次谐波提取的固有频率个数。

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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!新概念英语第四册第40课:WavesLesson 40 Waves海浪 First listen and then answer the following question.听录音，然后回答以下问题。

香港朗文3A单词及句子（5篇范文）第一篇：香港朗文3A单词及句子3A Chapter One Weather and seasons 1.Words and phrases:(单词和短语)①weather 天气foggy有雾的windy刮风的rainy下雨的cloudy多云的sunny 晴朗的下雪的dry干燥的 wet潮湿的warm温暖的hot热的 cool凉的 cold冷的②season季节spring春天summer夏天autumn秋天winter冬天favourite 最喜欢的③a bit 有点儿 chat 聊天 strong 强壮的 feel 感觉 warmly 温暖地outside在外面④plant flowers种花 go to the park去公园 eat ice cream吃冰淇琳go swimming去游泳 fly kites放风筝 go hiking去远足 wear a scarf带围巾 eat hotpot吃火锅 put on穿上 take off脱掉 give up 放弃 button up 扣上 blow off吹掉 blow hard大力吹 play in the rain 在雨中玩 wear a hat戴帽子 2.sentences:(句子)注：①weather 天气、②season季节部分的单词和句子都要求学生能听说读写。

其他③、④部分的单词和词组要求学生能认读。

3A Chapter Two Festivals we like 1.Words and phrases:(单词和短语)①festival节日Christmas 圣诞节Chinese New Year 春节Mid-Autumn Festival 中秋节 Easter 复活节 Dragon Boat Festival 端午节②send card 送卡片 give presents 送礼物watch fireworks 看烟花 get lucky money得压岁钱 eat moon cakes 吃月饼 eat chocolate eggs吃巧克力蛋 watch dragon boat races 看龙舟赛③Santa Claus 圣诞老人 already 已经 reindeer驯鹿 find 找到need 需要 person 人 sick 生病 try to help 试着帮忙 start 开始 sink 下沉 worry担心 idea主意 pull拉 enjoy 享受 last year 去年④poem 诗 fun乐趣 fresh 新鲜 bright 明亮 cheer欢呼 bloom 开花 humid 潮湿cookies曲奇饼soggy 潮乎乎drum 鼓shine照耀inside里面lanterns 灯笼wait for等待full moon圆月hope 希望soon 不久excited兴奋 end结束 2.Sentences:(句子)① Which festival do you like best? 你最喜欢哪个节日？ I like Mid-Autumn Festival best.我最喜欢中秋节。

夜的第七章英语部分汉语注音
【原创版】
目录
1.介绍《夜的第七章》英文版及汉语注音版的背景和创作背景
2.分析歌曲的歌词和旋律特点
3.对比英文版和汉语注音版的差异
4.总结《夜的第七章》英文版及汉语注音版的意义和价值
正文
《夜的第七章》是一首由周杰伦创作并演唱的歌曲，英文版名为“Chapter Seven”。

这首歌曲的创作背景源于周杰伦对侦探小说的喜爱，尤其是对福尔摩斯的敬仰。

歌词中提到了贝克街、苏格兰场、西敏寺等与福尔摩斯相关的地点，以及微笑回想、正义只是安静的伸张等评价福尔摩斯的词句。

《夜的第七章》英文版及汉语注音版的歌词和旋律特点各不相同。

英文版歌词采用了大量的巴洛克式词汇和表达，表现出一种神秘、华丽的氛围。

旋律方面，英文版采用了典型的周杰伦风格，节奏明快、旋律优美。

而汉语注音版歌词则更加贴近原著，让中国观众更容易理解歌曲的意义。

旋律方面，汉语注音版与英文版相似，但在某些细节上有所改进，使其更加符合中国人的审美习惯。

对比英文版和汉语注音版，《夜的第七章》在歌词和旋律上都有所差异。

英文版更加注重表现歌曲的华丽氛围，而汉语注音版则更加注重传达歌曲的意义。

这种差异体现了文化差异和观众需求的不同。

英文版旨在表达周杰伦对福尔摩斯的敬仰，以及对侦探小说的热爱；汉语注音版则让更多的中国观众能够理解这首歌曲的背景和意义。

总之，《夜的第七章》英文版及汉语注音版都有着独特的意义和价值。

英文版在歌词和旋律上表现出一种华丽、神秘的氛围，同时向福尔摩斯致敬；汉语注音版则通过更加贴近原著的歌词和旋律，让中国观众更容易理解歌曲的意义。

第1页共1页。

Waves PuigTec EQP-1AUser ManualTABLE OF CONTENTSCHAPTER 1 – INTRODUCTION (3)1.1W ELCOME (3)1.2P RODUCT O VERVIEW (4)1.3A BOUT THE M ODELING (5)1.4C OMPONENTS (7)CHAPTER 2 – QUICKSTART GUIDE (8)CHAPTER 3 – INTERFACE AND CONTROLS (9)3.1P UIG T EC EQP-1A I NTERFACE (9)3.2P UIG T EC EQP-1A C ONTROLS (10)CHAPTER 4 – THE WAVESYSTEM (12)4.1T HE W AVE S YSTEM T OOLBAR (12)Toolbar Functions (12)4.2P RESET H ANDLING (12)Preset Types (12)Loading Presets and Setups (13)Saving Presets and Setups (13)Deleting Presets (14)A/B Comparison and Copying (14)4.3I NTERFACE C ONTROLS (14)Toggle Buttons (14)Value Window Buttons (15)Sliders (15)Hover Box (15)Multiple Selection of Controls (15)TAB Functions (16)APPENDIX A – PUIGTEC EQP-1A CONTROLS (17)Waves PuigTec EQP-1A User ManualChapter 1 – Introduction1.1 WelcomeThank you for choosing Waves! In order to get the most out of your Waves processor, please take the time to read through this manual.In conjunction, we also suggest that you become familiar with . There you will find an extensive Answer Base, the latest Tech Specs, detailed Installation guides, new Software Updates, and current information on Authorization and Registration.By signing up at , you will receive personalized information on your registered products, reminders when updates are available, and information on your authorization status.Waves PuigTec EQP-1A User Manual1.2 Product OverviewABOUT PULTECCustom-engineered and built by hand, the original Pultecs have long been a top choice of leading recording and mastering engineers. Pultecs are known for their ability to bring out individual frequency ranges without significantly altering other frequencies.In 1951, Gene Shenk and Ollie Summerland of Pulse Techniques Inc. introduced the first passive program equalizer, the EQP-1. Using equalization circuit designs licensed from Western Electric, the initial Pultecs suffered the gain insertion losses typical of passive filters. So, they added a gain makeup stage, using a push-pull design with multiple vacuum tubes. The result is the classic we’ve come to know as the EQP-1A.Conceived and created for broadband equalization, the EQP-1A features four low boost/cut frequencies, three high-cut frequencies and seven HF boost points, along with a bandwidth control for shaping the high boost curve.Waves PuigTec EQP-1A User Manual1.3 About the ModelingMany different elements contribute to the unique sonic characteristics of analog gear such as the Pultec EQP-1A. Waves painstakingly modeled and incorporated these elements into the PuigTec EQP-1A in order to fully capture and replicate the sound and performance of the original equipment.These are some of the most important elements of analog behavior:•Total Harmonic DistortionPerhaps the most important analog behavior is Total Harmonic Distortion or THD, which isdefined as the ratio of the sum of the powers of all harmonic components to the power of thefundamental frequency. THD is usually caused by amplification, and changes signal shape and content by adding odd and even harmonics of the fundamental frequencies, which can change the overall tonal balance. THD can also change peak output gain, usually by no more than+/- 0.2-0.3 dB.•TransformersSome hardware uses transformers to stabilize or change Input/Output loads and signal levels.In earlier days, transformers did not have a flat frequency response, and often introduced lowand super-high frequency roll offs. The original Pultec EQP-1A has transformers which causehigh frequency roll off, so if you encounter loss above 10kHz, this is due to the modeled transformers.•HumWaves modeled both 50Hz power current and 60Hz power current. If you listen closely, you will hear that there is a difference in hum level between 50Hz and 60Hz. Since hum is unique toeach region and dependent upon the local electrical conditions, you may find that the modeled hum is different than the hum already present in your studio, and may not be suitable for your use.particular•Upon InstantiationUpon instantiation of the PuigTec EQP-1A, you may hear a small change in frequency balance, which sounds like top end boost, introducing about 1dB of gain. This replicates the actualbehavior of the modeled hardware, and will vary as you change the low cutoff frequency. This is also an attribute of the original hardware, caused by the interaction of its filters.Waves PuigTec EQP-1A User ManualBelow is a plot of the curve from the original Pultec EQP-1A, with all gains set to 0 and low cutoff set to 20hz (red) and cutoff at 100hz (yellow).Waves PuigTec EQP-1A User Manual1.4 ComponentsWaveShell technology enables us to split Waves processors into smaller plug-ins, which we call components. Having a choice of components for a particular processor gives you the flexibility to choose the configuration best suited to your material.The PuigTec EQP-1A has two component processors:•PuigTec EQP-1A Stereo – A 3-band passive stereo equalizer••PuigTec EQP-1A Mono – A 3- band passive mono equalizerWaves PuigTec EQP-1A User ManualChapter 2 – Quickstart Guide•The Low Frequency band offers a low shelf for Boost and/or Attenuation at four cutoff points.While Boost and Attenuation work on the same cutoff frequency, they do not cancel one another out when applied simultaneously; rather, they create a resonant shelf.•Hi Band Boost offers a high bell boost with 7 cutoff points and adjustable Q (bandwidth control).•Hi Band Attenuation offers high shelf attenuation at 3 cutoff points.•Gain controls level trimming.•The Output meter displays peak output level.Waves PuigTec EQP-1A User ManualChapter 3 – Interface and Controls3.1 PuigTec EQP-1A InterfaceWaves PuigTec EQP-1A User Manual3.2 PuigTec EQP-1A ControlsLow Band BoostRange0 to 11 (18dB boost, 0.1 steps)DefaultLow Band AttenRange0 to 11 (18dB attenuation, 0.1 steps)DefaultLow Band FrequencyFilter typeShelfCutoff points20Hz, 30Hz, 60Hz, 100HzDefault30HzHi Bell BoostRange0-11 (20 dB boost, 0.1 steps)Default0dBHi Bell Bandwidth (Q)Range0-11 (0=sharp, 11=wide)DefaultHi Bell FrequencyRange3kHz, 4kHz, 5kHz, 8kHz, 10kHz, 12kHz, 16kHzDefault3kHzFilter typesBellWaves PuigTec EQP-1A User ManualHigh Shelf AttenRange0 to 11 (18dB attenuation, 0.1 steps)DefaultHigh Shelf Frequency (Atten Sel)Range5kHz, 10kHz, 20kHzDefault20kHzIn turns the EQ on/off but leaves the analog modeling.RangeOn/OffDefaultOnMains controls analog characteristics caused by noise floor and hum, based on the power supplies of the original units.RangeOff, 50Hz, 60HzDefault60 HzGain controls the trim level.Range-18dB to +18dB (in 0.1dB steps)Default0dBMeter displays output level in dBFS. The LED located in the upper right corner lights up when output signal is clipping.Waves PuigTec EQP-1A User ManualChapter 4 – The WaveSystem4.1 The WaveSystem ToolbarAll Waves processors feature the WaveSystem toolbar which takes care of most administrative functions you will encounter while working with your Waves software. The features of the WaveSystem toolbar are the same on practically all Waves processors, so familiarity with its features will be helpful whichever processor you are using.Toolbar FunctionsUndo Undoes the last 32 performed action. The PuigTec supports multiple undo levels.Redo Redoes the last 32 undone actionSetup A/B Toggles between two presets. This is useful for close comparison of different parameter settingsCopy A->B Copies the current settings to the second preset registerLoad Recalls presets from fileSave Saves presets in the Waves file formats? Opens the manual for the processor you are using4.2 Preset HandlingPreset TypesFactory Presets are permanent presets in the Load menu. Factory presets cannot be over-written or deleted. When applicable, different component plug-ins may have different factory presets.User Presets are your favorite settings of the plug-in saved as a preset in the Load menu, under ‘User Presets’. User Presets can be over-written and deleted.Setup Files may contain more than one preset. For example, a single file can contain all the presets for a session. When you open a Setup File, all its setups become part of your Load pop-up menu for fast access. This can be particularly useful with multiple instances of a plug-in in a single session. By saving all the settings you create into a single Setup File, they can all be quickly available for every instance of that plug-in.Waves PuigTec EQP-1A User ManualLoading Presets and SetupsClick-and-hold on the Load button to see the Load pop-up menu. The menu is divided into four sections. If a section is not currently available it will not appear in the Load pop-up menu.Open Preset File…Select to open any setup or preset file, whether from the Library or your owncreations.‘Filename.xps’: Displays any currently loaded Setup File and its presets.Factory Presets:Displays the default Factory Presets.User Presets:Displays any loaded User Presets.Saving Presets and SetupsClick-and-hold on the Save button to see the Save pop-up menu. Four options are available. If an option is not currently available it will be grayed out and inaccessible.Save to New File…Select this to start a new Setup file. There are two prompts - first forthe setup filename, then for the preset name. You must provide aname for both the setup file and the preset. Click OK (ENTER) tocomplete the save. It is a good idea to create a folder in which tosave several setup files for a project.Save ‘File Name’ – “Preset Name” Overwrites the settings of the loaded preset (whether a User Presetor a preset from a Setup File) with the current settings. If a SetupFile is currently loaded, the name of the Setup File is displayedfollowed by the name of the preset itself. If a User Preset is loaded,its name is displayed.Save to ‘File Name’ As…Saves the current settings as a new preset into the Setup file that isopen (if one is not open, the option is grayed out). You will beprompted to give the preset a name.Put into Preset Menu As…Save the current settings into a User Preset that will always be inyour Load menu (until deleted). You will be prompted to give thispreset a name. User Presets are stored in the plug-in’s preferencefile.Waves PuigTec EQP-1A User ManualDeleting PresetsYou may delete User Presets and presets within a Setup File. Factory Presets and Setup Library files cannot be deleted or overwritten.1. Hold the Command (Mac)/Control (PC) key down.2. Click-and-hold the Load button to see the pop-up menu.3. While still holding the Command/Control key, select the preset or setup to delete.4. A confirmation box will appear, allowing you to cancel or ‘OK’ the deletion.A/B Comparison and CopyingThe Setup A/Setup B button may be clicked to compare two settings. If you load a preset in the Setup B position, this will not affect the preset loaded into the Setup A position, and vice-versa.If you want to slightly modify the settings in Setup A, you can copy them to Setup B by clicking on the Copy to B button, then alter Setup A and compare with the original Setup B.The name of the current setup will be shown in the title bar (on platforms which support it), and will switch as you change from Setup A to Setup B.Note: an asterisk will be added to the preset name when a change is made to the preset -4.3 Interface ControlsControls can be in one of three states:•Not Selected where the control is not the target of any user entry•Selected where the control is the target of mouse control entry only•Selected and Active where the control is the target for both mouse and keyboard entryToggle ButtonsToggle buttons display the state of a control, and allow switching between two or more states. Single-click to change the control’s state. Some toggle buttons have a text display which updates with the current setting, and others (bypass, solo, or monitoring toggles) illuminate when the control is active. Some processors have link buttons between a pair of toggle buttons, allowing click-and-drag adjustment while retaining the offset between the controls.Waves PuigTec EQP-1A User ManualValue Window ButtonsValue windows display the value of a control and allow click-and-drag adjustment, or direct control via the keyboard.•Using the mouse, click-and-drag on the value window to adjust. Some value windows support left/right, some up/down (as you hover over a button, arrows will appear to let you know whichdirection of movement that button supports).•Using the arrow keys, click once with mouse to select the button, and then use up/down – left/right (depending on the direction supported by that button) to move in the smallest incremental steps across the button’s range (holding down the arrow keys will move faster through the range).•Using key entry, double click on the button to open the value window, and directly enter the value from your keyboard. If you enter an out of range number, the button stays selected butremains at the current setting (system beeps? If system sounds are on?)Some processors have link buttons between a pair of value windows, allowing click-and-drag adjustment while retaining the offset between the controls.SlidersClick on the slider itself or anywhere within the sliders track. The numerical value of the slider settings is displayed in a hover window above the slider path.Hover BoxHovering boxes will appear and display the control value when hovering with the mouse over the control. Multiple Selection of ControlsOne of the most powerful features of the WaveSystem is the ability to select and adjust many controls at the same time. Using the mouse, simply drag-select the desired group of button or graphic controls by clicking and holding at a point outside the controls and forming a rectangle to include the controls you wish to adjust. Alternatively, you can hold down Shift while clicking the mouse on any control you wish to link. This second method is useful when you want to select two (or more) controls that are separated on the GUI by other controls you do not wish to select.Waves PuigTec EQP-1A User ManualTAB FunctionsTAB moves the ‘selected’ status to the next control, with shift-TAB moving in the reverse direction. Additionally, the Mac has an option-TAB function for ‘down’ movement and shift-option-TAB for ‘up’ movement where applicable.If you have several Value Window Buttons selected, TAB functions will take you through the selected controls only.Waves PuigTec EQP-1A User ManualAppendix A – PuigTec EQP-1A ControlsControl Range Default Low Band Boost0 to 11 (18 dB boost, 0.1 steps)0Low Band Atten0 to 11 (18 dB boost, 0.1 steps)0Low Band Frequency20Hz, 30Hz, 60Hz, 100Hz 30HzHi Bell Boost 0 to 11 (18 dB boost, 0.1 steps)0Hi Bell Bandwidth (Q) 0 to 11 (0=sharp 11=wide,0.1 steps)3kHzHi Bell Frequency 3kHz, 4kHz, 5kHz, 8kHz, 10kHz12kHz, 16kHzHigh Shelf Atten 0 to 11 (18 dB boost, 0.1 steps)05kHz, 10kHz, 20kHz 20kHzHigh Shelf Frequency(Atten Sel)In In/Out In Output-18dB to 18dB (0.1 steps) 0dBMains Off, 50Hz, 60Hz 60HzWaves PuigTec EQP-1A User Manual。

‘齐齐哈尔大学学报“(哲学社会科学版)2024年1月Journal of Qiqihar University(Phi&Soc Sci) Jan.2024　 收稿日期:2023-11-02 作者简介:成炬锦(1999-),男,在读硕士㊂主要从事科幻文学研究㊂刘梦瑶(1997-),女,助教,硕士㊂主要从事文艺学研究㊂ 基金项目:教育部产学合作协同育人项目:新师范科幻教育虚拟仿真实践基地(221004157091813)论刘宇昆小说‘人之涛“:科幻与神话的旨归交织成炬锦1,刘梦瑶2(1.深圳大学人文学院,广东深圳518060;2.齐齐哈尔大学文学与历史文化学院,黑龙江齐齐哈尔161006)摘　要:科幻小说沟通了过去与未来,现实与虚拟,与神话故事有着更深层次的主题呼应㊂科幻小说作家刘宇昆,拥有中美两种文化背景,擅长在他的科幻作品中把东方故事与西方现实技术相结合㊂在‘人之涛“中,他把世界各族不同的神话故事进行交织,又与科幻融合,书写了一个全新的宇宙神话,探索了人类生命与命运的意义价值,小说祛除神话表面的伪装,接受技术潮流的变迁,为科幻文学探寻更丰富的可能性㊂关键词:刘宇昆;‘人之涛“;科幻;神话中图分类号:I712.074 文献标识码:A 文章编号:1008-2638(2024)01-0045-04On Ken Liu ’s Science Fiction The Waves :The Integration of Main Themes of Science Fiction and MythCHENG Ju -jin 1,LIU Meng -yao 2(1.School of Humanities,Shenzhen University,ShenzhenGuangdong 518060,China;2.College of literature and History,Qiqihar University,Qiqihar Heilongjiang 161006,China) Abstract :Science fiction bridges the past and the future,the real and the virtual,and has deeper thematic echoes with mytholo⁃gy.The science fiction writer Ken Liu,who has a background in both Chinese and American cultures and specializes in combining Eastern stories with western reality and technology in his science fiction works.In The Waves ,he interweaves the different mythologies of the world's races and fuses them with science fiction to write a new cosmic mythology.He explores the value of the meaning of humanlife and clesting,and the novel removes the camouflage of mythic surfaces and embraces the shifting tides of techology to explore richer possibilities for science fiction litarature. Key words :Ken Liu;The Waves ;science fiction;myth. 科幻文学与神话传说往往被人们看作两种差异巨大的文学类型,二者似乎无法交织融合㊂但科幻文学除了扎实的科学技术作为基础之外,独特的幻想性也是其作为一种文类吸引读者的重要原因㊂一㊁重述神话与文化交流自上世纪中后期以来,西方文学中有一股重述经典,或曰重述神话的浪潮出现,如简㊃里斯的‘藻海无边“,唐纳德㊃巴塞尔姆的‘巴塞尔姆的白雪公主“,约翰㊃厄普代克的‘葛特露和克劳狄斯“等等,而其中较为经典的是玛格丽特㊃阿特伍德的‘珀涅罗珀记“㊂在‘珀涅罗珀记“中,小说 以重述神话为突破口,经由人物叙述视角的转换,通过女主人公打破数千年的沉默 通过重述神话表现了新的历史观与价值观 清晰地呈现出发人深省的现实意义”㊂[1]可以看到,经典故事㊁神话传说从未离我们远去,而是随着时间的推移,不断地被扩大文本㊁改变体裁㊁丰富内涵,由此照应了后现代主义的价值重估趋势㊂科幻批评家达科㊃苏恩文曾定义科幻文学是 认知有效”和 陌生化”的作品,在于以人们所熟知的领域中开创出新奇的故事情节,并且关照社会现实㊂于是,在众多的文本中,科幻文学因为体裁新颖,技术内核贴近现实,想象力出群,由此产生了许多引人深思㊁意蕴隽永的科幻小说与水平出众的科幻作家,其中具有代表性的便是刘宇昆与他的短篇科幻小说‘人之涛“(The Waves)㊂作为近些年极具代表性与影响力的华裔美籍科幻作家,刘宇昆的‘人之涛“在2013年成为星云奖最佳短篇提名作品㊂刘宇昆擅长以东方故事东方文化作为背景,结合科幻文学的技术想象,编织众多出了精美绝伦㊁寓意深远的科幻小说㊂刘宇昆本人1976年出生于中国兰州,十一岁时移民美国,在中国受到的教育浸润使得他与其他华裔美籍科幻作家在写作风格和作品文化内涵上有着极大的差别,拥有相当厚实的中国文化底蕴㊂他尤其喜欢重述东方民间故事,采用东方元素,包括上古神话㊁民间轶事等等㊂深度进入刘宇昆的作品时,能够发现他把东方文化与科学幻想结合得恰到好处,小说的结构与文笔十分精致,体现出了不同于以往美国科幻小说的中国式㊁东方式故事与价值观:‘结绳记事“(Ty⁃ing Knots)中,位于中缅边界高山上的边缘少数民族 萳族,因为所掌握的结绳记事传统能够解决DNA双螺旋结构的技术难题,而被代表着西方资本财团公司的托穆偷窃了技术;他们被迫用结绳技术向托穆换取生活所需的粮食与种子,却没有得到应有的报酬,反而被继续利用控制,彻底远离了传统生活模式,陷入困境㊂‘人生百味“(All the Flavours)中,中国古代武圣关羽穿越到了 西进运动”时期的美国西部,化名 老关”(Logan);他依然是人们心中那英勇威武㊁孔武有力的武圣,带领着不辞辛苦离家万里来到美国的华裔同胞们,筚路蓝缕,草创事业,同当地各式各样的美国人打交道,展现出了中西文化的丰富性与差异性,同时在文明互鉴中也促进了交流㊂双奖作品‘手中纸,心头爱“(The Paper Menagerie)中描写了现实中许多中美混血家庭与二代华裔移民所面临的身份认同困境缩影;主人公的母亲来自越南,祖籍中国河北,后在香港生活,通过婚姻中介公司与主人公的父亲结识并结婚生活㊂他的母亲有一种特殊的能力,那就是会折纸成各种小动物的形状并赋予它们生命㊂主人公进入青春期后一直不理解母亲的所作所为,妄图粗暴地甩掉身上的中国文化烙印,直到两年后母亲去世,他才在母亲留给他的纸老虎里发现了当年母亲给他写下的信,方才感悟到了母亲隐藏在不言中深沉的母爱,作品中包含着含蓄而深沉的东亚式母爱㊂‘物哀“(Mono No Aware)则在太空移民的星际探险中融入了日本传统美学 物哀㊁幽玄㊁侘寂”,日本宇航员大翔在维修飞船的太阳帆时,选择把自己当作一枚棋子, 用这手棋补了断点”,[2]19体现了传统东亚儒家牺牲小我成全大我的集体主义精神㊂而在长篇系列小说‘蒲公英王朝:七王之战“中,刘宇昆创建了一个架空的形似战国末期中国的达拉群岛背景,却又巧妙地融合了类似于古希腊神话传说中的奥林匹斯众神的体系,将东方古典技术美学与西方科学精神传统结合得淋漓尽致㊂有别于黄金时代与新浪潮时代的科幻作家,刘宇昆走出了一条属于自己的科幻写作道路,难能可贵地 做到了文学诗意和科幻诗意完美地融合与统一”㊂[2]Ⅲ刘慈欣在谈论自己的创作时曾说: 在文学史的大部分时间里,人类文学其实一直在描述人与大自然的关系,而不是人与人的关系㊂各民族古代神话中神的形象其实是宇宙的象征,而其中的人也不是真实历史意义上社会的人㊂”[3]这对于大部分科幻作家的创作都是相似的㊂刘宇昆在‘人之涛“中熟练地把多个神话故事融合起来,创作了一篇属于未来人类在宇宙中的 奥德赛”(Odyssey),探寻神话起源和生命意义,使得其小说拥有远超传统科幻小说的文学内涵㊂二、作为躯干的神话与作为灵魂的科幻关于文学中神话的本质,叶舒宪指出: 神话是人类各民族历史发展的特定阶段的普遍产物”,并且 神话作为文学的母胎,同文学一样具有 人学’的性质”㊂[4]同样地,现代西方科幻文学的起源也可以追溯到上古希腊神话㊂在1818年玛丽㊃雪莱的‘弗兰肯斯坦“中,她为这部后世公认的首部科幻作品起了一个副标题 当代普罗米修斯㊂在广为流传的古希腊神话中,普罗米修斯与雅典娜一起共同创造了人类,并为人类盗来了火种,一股既能造福人类又能毁灭人类的力量㊂而‘弗兰肯斯坦“中的怪物弗兰肯斯坦既可以说是当代普罗米修斯,叙事主人公科学家的造物,也可以说他即是当代普罗米修斯,他的出现使得人类进一步思考人类本质的问题,他作为新生造物的出现打破了以往所有的传统守则,更何况他还想拥有属于自己的夏娃,延续自己的种族㊂可以说,科幻文学从伊始就具有神话叙事的传统㊂刘宇昆继承了这个传统,他的‘人之涛“是由几段世界各民族的创世神话与他自己创作的类神话讲述而串联起来的现代科幻故事,讲述了未来的人类为了开拓生存空间而驾驶宇宙飞船前往外星系寻找适合的居住星球,并且在此过程中人类本身作为一个种族而不断循环发展的故事㊂小说借麦琪之口,总共讲述了五个创世神话故事,开篇便是麦琪㊃赵在飞船上给孩子波比和莉迪亚讲女娲用黄土造人的中国神话故事,这一神话既是小说的开头,同时也以另一种形式 麦琪用泥土捏出丈夫乔奥,并塑造了一个新星球的万物起源,出现在了小说的结尾,贯穿在整篇‘人之涛“的神话叙述之中㊂ 人从泥土中创造而出,注定重归于泥土㊂”[2]167女娲造人的神话中的这句话奠定了小说探讨的焦点之一,即人类是否应该选择永恒的生命,改变自己的生命形式,永远不再死亡㊂一前一后相互呼应,为传统的创世神话赋予了全新的科幻内涵,刘宇昆借此创造出了一个新的当代神话㊂这个当代神话以传统神话为躯干,以科学技术幻想为灵魂和内核,以古老传统的神话形式为我们探寻遥远的未来,讲述了人类经历神话一般阶梯式循环上升的形式,由神到人,再由人到神㊂‘人之涛“中的第二个神话是古希腊宙斯率领奥林匹亚诸神反抗克罗诺斯, 新神战胜了旧神,克罗诺斯和泰坦们被投入了暗无天日的塔耳塔罗斯”,[2]171而后普罗米修斯用黏土造人, 据说当时,他俯下身子,低声说出智慧之语,赋予了他们生命”[2]171的神话故事㊂在这个神话故事中,主人公麦琪说: 我们无从得知他对新生灵(我们 人)说了什么,但这位神在有生之年目睹了儿子反抗父亲,看到了新一代的出现总会取代老一代,每次世界都会焕然一新,我们大概能猜到他讲了什么㊂”[2]171这也代表了麦琪对于新事物的态度㊂她乐于接受改变,拥抱改变㊂正因如此,当地球上的永生科技传到 海洋泡沫”号飞船上,每个船员必须自己做出抉择时,她才义无反顾地接受了改变,选择了永生;与之相反的是他的丈夫乔奥,乔奥认为 死亡对人类种族的成长至关重要”,[2]173他宁愿正常地死去㊂传统的神话故事在宇宙飞64齐齐哈尔大学学报(哲学社会科学版)　船上再度重演,人类就像对抗泰坦的奥林匹亚诸神,面对决定命运的重大关头时,也要做出自己的选择㊂第三个是‘圣经“中亚当与夏娃的神话故事㊂此时麦琪已经接近四百岁,与死亡彻底告别㊂在这个神话中,麦琪说: 因此,亚当和夏娃永远年轻,永远充满好奇㊂他们不需要死亡带给他们生活目标㊁激励他们学习㊁工作,赋予他们存在的意义”, 如果这个故事是真的,那么,人类本来是不需要死亡的㊂而分辨善恶的知识实际上就是忏悔的知识㊂”[2]174但是在吃下了善恶树上的果实之后,他们失去了永远年轻的能力㊂这正与麦琪采用地球最新的科技获得永生的现实相反,体现了麦琪对于选择永生之后的矛盾斗争心理㊂到了第四个神话故事 玛雅众神造人”的神话故事时, 海洋泡沫”号飞船上的人类已经登陆了 围绕恒星室女座61转动的第四颗行星”,[2]175即 行星室女座61e”,并在这儿遇到了晚于他们出发,却早于他们到达的,并且已经完成了身体㊁社会结构极大改造的 人族”:他们让麦琪想起了 半人半马的机械怪物”,并且说着 听起来像是英语,但麦琪听不懂”的语言,而这实际上是 地球上经历了数世纪演变的英语”㊂在这时候,已经迎接了巨大改变,获得永生能力的麦琪,再一次被新事物 听得一阵恍惚”㊂就像玛雅创世神话中,动物㊁泥巴人㊁木头侏儒㊁玉米之子等新旧创世产物不断交替更迭,最终玉米之子赢得生存权利一样,人类自身的种族在茫茫宇宙的时间空间尺度之下,也不断地出现你追我赶的进化㊂旧的物种也许 还在阴影中等待着回归的机会,等待着造物主将一切扭转回去”㊂[2]180此时的麦琪对神话的本质作出了自己的一种诠释: 我们人类总是喜欢依靠故事来躲避未知的恐惧㊂”[2]179这时候飞船上的人类,再一次进入了进化抉择的关键节点㊂第五个是北欧的创世神话,同样是新生的一代推翻了旧一代的统治, 古神三兄弟威利㊁维和奥丁”杀掉了巨人始祖伊米尔,并用树木创造了世界上第一个男人和女人阿斯克与爱波拉㊂在这个神话之中,麦琪说 在我们找到永生的方法前,我们最为接近的不朽就是性和生育”㊂[2]185此时的麦琪 终于决定转变形态,与她的家人重聚”㊂[2]184而小说的结尾,既是作者刘宇昆创作的新神话,同时也是科幻想象的现实,神话与科幻在此时相互呼应,合二为一,呈螺旋式阶梯上升的趋势㊂麦琪进入了 奇点”之后,又跟随曾孙女 雅典娜”变成了能量体: 奇点”也就是一个有机物与人造物的结合,一个 世界之脑”,人类所有的思想都在那里以量子的速度计算,现实世界的一秒钟在那里就是无数个纪元,而 雅典娜”则是麦琪在 奇点”中的曾孙女,她们在虚拟世界中出生,灵魂与机器的界限也已不复存在㊂ 雅典娜”带着麦琪与其它星际移民组成的能量场一起在宇宙中游荡,她变成了光的一分子㊂麦琪游荡到了一个美丽的星球,被诱人的泥土吸引住;随后,就像神话中的女娲一般, 她将那堆泥塑成了人的样子”,[2]190捏出了丈夫乔奥的塑像㊂在这个星球上,她还发现了 一群头上长满钻石般眼睛的小生物”,并且对它们的遗传物质做出了微小的调整: 毫不费力地,她探进他们体内,抓住一种由特殊分子构成的长链条 它们的遗传物质 做了个小小的调整,然后松开㊂”[2]190这正是传统神话叙事中对物种起源的想象的科幻诠释,麦琪只是给了它们 一个朝正确方向进化的小小的推力”,在足够长时间之后,也许就像人类从漫长的石器时代到第一次能够钻木取火, 这些生物开始想到在夜晚有发光的太阳,想到取名字,想到对彼此讲述万物起源的故事㊂他们将有机会选择”㊂[2]190小说中的众多神话文本在这里走向了统一,因为生命将再度循环发展,新事物推翻旧事物,新的物种㊁新的神话就此诞生,传统神话与科幻故事也走向了共生㊂三、科幻与神话的旨归交织荣格认为, 人类的启蒙即起源于恐惧”,所以人类 总是期待着诗人,希望他借助于神话,来使他的经验得到最恰当的表现”㊂[5]因此,科幻作家如此钟情于重写神话,将神话与科学结合,应当是出于对人类种族延续与存在境况的担忧,这正如人类蒙昧时期口耳相传创作出的神话一样㊂生存问题,是文学里人类始终摆脱不掉的主题㊂‘人之涛“作为一篇科幻小说,其本质内核仍然是探讨人类种族的延续,人类刻在族群天性中对死亡的恐惧㊂主人公麦琪经历了从人到不死的接近于神一样的存在,再到变为能量体,永恒穿梭在宇宙之中;她对现实世界的巨大变动的态度也经历了由接受改变,回避改变,再度拥抱新的改变的交替变化㊂最初的 海洋泡沫”号飞船上的移民团掌握着例如 一块植入脑部的迷你光学神经接口芯片”等科技来进行无声的信息交流㊂而当地球分享给了飞船一种全新的医学手段,一种 分子纳米计算机”时,人们因为对死亡持有不同的态度而分成了两派㊂这种技术 在人体细胞内复制,依附于DNA的双螺旋线条,修复基因损伤㊁抑制某些基因片段㊁过表达其他的一些片段,产生的效果是细胞终止老化,人不再衰老”, 人类将再也不必死亡”㊂在这里,科学技术的进步使人类获得了永生,而这种永生在长久以来是被认为只有神话里的神祇才能拥有的㊂可以说,在科幻想象中,人类借助科学技术的前进发展,从人再度变成了远古的神,人性在技术的支持下促成了神性的复归㊂飞船上,麦琪一家因为对死亡持有不同的态度而做出了不同的决定㊂丈夫乔奥决定坦然接受人类自然的死亡,认为死亡对人类种族的成长至关重要;女儿莉迪亚和父亲一样选择了长大与死亡;儿子波比选择了青春永驻,但代价是他的大脑可塑性和身体将永远停留在十岁的样子㊂在这一阶段,麦琪开始消解自己的人类身份,因为她认为 从同意参加这次任务起”,他们 就已不再是人”,新事物不仅出现并给人类带来深刻的影响,他们自己也变成了 新事物”㊂在死亡与永生的对立中,麦琪选择了后者㊂可是当遇到新星球的金属状的人类时,她却又迟疑了,她保留了自己的有机体身体,拒绝接受改造, 她忙于浏览 海洋泡沫’号的档案,阅读其中记录的人类漫长的演变和消亡史”㊂[2]183麦琪在这时候认为自己是 旧的”了,是旧事物㊂但当雅典娜来找她时,她看到了仍然有新事物在出现,仍然有新生命在诞生㊂ 为什么旧的不能再变成新的呢?”正因为她这样思考,此时的她决定转变形态,变成能量体,才有了之后她复现女娲造人的神话故事,我们可以称之为 麦琪造人”㊂女娲神话是麦琪寻回自我身份的关键因素,叙事中穿插的其它神话也对应了麦琪74　第1期论刘宇昆小说‘人之涛“:科幻与神话的旨归交织对于自我身份认同㊁人类前途命运每一阶段不同的认知,也是麦琪重构人类身份的途径㊂原型批评理论认为,最基本的文学原型就是神话,而各种不同的文类只不过是神话的延续和演变㊂加拿大的理论家诺斯洛普㊃弗莱也曾指出: 神话是所有其他模式的原型,而其他模式只不过是 移位的神话’,即神话不同的变异㊂”[6]神话在人类原始时代帮助人们从混乱的现实世界寻求秩序,寻求解释,是一种对自然㊁对宇宙的初期探索精神;毫无疑问,这种探索精神在今时今日的科幻小说中传承了下来,人类勇敢寻求新的生活土地,不断挖掘种族族群存在的意义价值㊂从刘宇昆在‘人之涛“讲述的五个传统神话故事中我们可以看到,它们与小说结尾作者自创的神话故事有着统一的原型与母题,它们都是具有反抗精神㊁迎接改变的创世神话㊂当然,刘宇昆向来热衷于创作神话式的科幻小说,在他的 末日三部曲”‘解枷神灵“(The Gods Will Not BeChained)㊁‘天堂战争“(The Gods Will Not Be Slain)㊁‘死得其所“(The Gods Have Not Died in Vain)中,人类身体与意识的边界逐渐模糊,意识可以上载到电脑之中,由此也就创造了前所未有强大的人工智能AI,刘宇昆称呼其为 神灵”,因为在这三部曲的世界中,这些AI就是 神”,它们能够把控全世界的网络通信设备,制造国际间的事件冲突,让人类迅速倒退回原始社会,肆意地操控人类命运㊂刘宇昆善于从全新的角度推想后人类是如何看待人类肉身与自我意识的关系,想象突破桎梏,见解新颖独到,并将此继续运用到了‘人之涛“之中㊂正如张中载所说: 现当代的科幻小说也是借用古老的神话编织新神话”,[6]刘宇昆借用了中国㊁古希腊㊁希伯来㊁玛雅㊁北欧的神话,以它们为线索,并以 女娲捏黄土造人”为核心,引导这众多的神话故事贴附在现代科幻叙事的主干上,编织成了一篇新奇完美的新神话㊂在这新神话中,麦琪就是造物主,也许若干年后当这个行星上的生物再度仰望天空,追溯自身的起源时,麦琪的所作所为会代代相传成为神话,她就会成为这个世界的造物主,成为这个世界的神㊂古老的创世神话同探索宇宙的科幻在‘人之涛“中,至此紧密联为一体㊂综上所述,除了作为小说内容主体的神话故事之外,刘宇昆其实还设置了一个最明显不过,但也隐藏极深的暗喻㊂承载着人类文明希望的宇宙飞船名为 海洋泡沫”,它在宇宙中游荡了几百年,正如在大海中飘零浮沉的泡沫,不断地产生,飘浮,然后破碎,仿佛寓言着它所承载的人类也将拥有如此一样的命运㊂其实这也是一个同样包含神话故事的名字㊂古希腊赫西俄德的‘神谱“中记载,古希腊主管美丽㊁爱情㊁生育与航海的女神阿佛洛狄忒就是从海洋中的泡沫里诞生,她的名字原意即为 自海上的泡沫中诞生”㊂主人公麦琪就像阿佛洛狄忒一般从这艘 海洋泡沫”号飞船中走出来,成为了另一个星球的创世女神,她相当程度上可以说是这艘飞船的产物㊂而在小说结尾,当麦琪从另一个行星离开时, 在她正下方,一波一波的海浪拍打着海岸,后浪赶超着前浪,每次都能在沙滩上前进地更远一点㊂星星点点的海水泡沫溅了起来,乘风飘向未知的地方㊂”可以看到, 海洋泡沫”还代表着人类种族的不断发展,新生代取代旧事物,后浪推前浪,不断地给予前进发展的动力,推动驶向新旧交汇循环的航船㊂世界各地的众多神话几乎都是讨论人类起源的问题,而虽然很多科幻作家并不一定有高度自觉,但 事实上,很多科幻作品的基本结构和思维模式都延续了经典的神话结构”㊂[7]‘人之涛“的主题很明显也是结合了神话的起源与人类的传承㊂麦琪在小说最后转变了自己身体的状态,融入了能量场,变成能量体,自由自在地穿梭于宇宙之中,拥有改变生物进化方向的能力,谁又能说她不是她所在宇宙的神呢?那么自然,她的所作所为再经过一代代的流传,也就成为了她的宇宙的神话㊂刘宇昆的叙述既有科学技术的坚实基础,又有着充分的想象力,让神话的根基与科幻的飞跃在这部作品中融合交织得淋漓尽致㊂正如海伦㊃阿姆斯特朗所指出,人类神话会 让我们恍然觉得,在所有的绝望和无序背后,生命还有着另一重意义和价值”㊂[8]3 参考文献:[1]杨莉馨.女性主义烛照下的经典重述 评玛格丽特㊃阿特伍德的小说‘珀涅罗珀记“[J].当代外国文学,2006 (04):134-139.[2](美)刘宇昆.杀敌算法[M].萧傲然,等译.成都:四川科学技术出版社,2015:Ⅲ,19,167-191.[3]刘慈欣.重返伊甸园 科幻创作十年回顾[J].南方文坛,2010(06):31-33.[4]叶舒宪.神话的意蕴与神话学的方法[J].淮阴师范学院学报(哲学社会科学版),2002(02):219-229.[5]卡尔㊃荣格.心理学与文学的关系[M].冯川,苏克,译.北京:三联书店,1987:165.[6]张中载.原型批评[J].外国文学,2003(01):69-74.[7]黄悦.试论科幻文学中科学与神话的共生关系[J].贵州社会科学,2020(04):39-44.[8]凯伦㊃阿姆斯特朗.神话简史[M].胡雅豳,译.重庆:重庆出版社,2005:3.(责任编辑　李　维) 84齐齐哈尔大学学报(哲学社会科学版)　。

WAVESDTS Neural DownMixUSER GUIDETable of ContentsChapter 1 – Introduction (3)1.1 Welcome (3)1.2 Product Overview . (3)1.3 Concepts and Terminology (4)1.4 Components (4)1.5 Sample Rate Support (4)Chapter 2 – Quick Start Guide (5)Chapter 3 – Interface and Controls (6)3.1 Interface (6)3.2 Controls (8)3.3WaveSystem T oolbar (12)Chapter 1 – Introduction1.1 WelcomeThank you for choosing Waves! In order to get the most out of your new Waves plugin, please take a moment to read this user guide.To install software and manage your licenses, you need to have a free Waves account. Sign up at . With a Waves account you can keep track of your products, renew your Waves Update Plan, participate in bonus programs, and keep up to date with important information.We suggest that you become familiar with the Waves Supportpages: /support. There are technical articles about installation, troubleshooting, specifications, and more. Plus, you’ll find company contact information and Waves Support news.1.2 Product OverviewThe Waves DTS Neural DownMix plugin is primarily intended for downmixing from 7.1 or 5.1 surround to stereo. DTS Neural DownMix technology effectively processes 5.1 or 7.1 surround content into a 2-channel stereo mix that accurately represents the original intent of the content creator.Featuring the patented Active Correction technology, DTS Neural DownMix fixes common stereo processing issues, such as comb filtering and spatial inaccuracies. The result is a natural-sounding stereo mix that is spatially true to the original multichannel content.Key use cases:∙Archiving∙Network broadcasting∙Live sports broadcasting∙Internet streaming andwebcasting∙Terrestrial radio broadcastin g1.3 Concepts and TerminologySurround channels are divided and displayed into different orders according to different standards. The DTS Neural DownMix plugin supports the following surround channels: ∙ 5.1 – 6 Channels: Left, Right. Center, LFE, Left Surround, Right Surround∙7.1 – 8 Channels: Left, Right. Center, LFE, Left Side Surround, Right Side Surround, Left Surround, Right Surround(7.1 support is according to ITU 159 and not the 7.1 SDDS format)The meters within the plugin display the channels according to the ITU standard, which may differ from the meter order displayed in your DAW. The plugin assures that the correct input and output channels are routed correctly.1.4 ComponentsWaveShell technology enables us to split Waves processors into smaller plugins, which we call components. Having a choice of components for a particular processor gives you the flexibility to choose the configuration best suited to your material.The DTS Neural DownMix plugin has three components:∙7.1 to 5.1∙7.1 to Stereo∙ 5.1 to Stereo1.5 Sample Rate SupportThe DTS Neural DownMix plugin supports 44.1 kHz and 48 kHz sample rates.Chapter 2 – Quick Start GuideLaunch the DTS Neural DownMix component you wish to use on the main output of the material you choose to process. The plugin will launch with default settings.The plugin will have the same number of inputs and outputs, but the signal will be less active on the output than on the input.Since different DAWs behave differently, you may need to create surround sub-paths to your internal buss feeds or external outputs.Chapter 3 – Interface and Controls 3.1 Interface7.1. to 5.17.1. to Stereo5.1. to Stereo3.2 ControlsInput sectionInput Meter sIndicate the level of the incoming signal.The number of input meters is either six oreight, depending on your chosen component.The meters have a peak hold of one second (standard in Waves plugins). The peak indication can be cleared by clicking on the red indication.Additionally, a numerical display field below each meter displays the held peak value in dBFS.Input TrimTrim controls are available for each input channel. Range: 6.0 dB to infinity, in 0.5 dB increments Default: 0 dBInput Channel SoloWhen a Solo button is enabled, it will turn yellow,and it will mute all other channels. Clicking the Solobutton again will turn solo off. You can solo multiplechannels by clicking on additional Solo buttons whilepressing the Shift key.Options: On/OffDefault: OffSettings Section7.1 to 5.1 7.1 to Stereo / 5.1 to StereoLFE Cutoff FrequencyThe LFE Cutoff Frequency determines at what frequency theincoming LFE content will be rolled off. The text display fieldunder the slider stair-steps from 0 to 160 Hz. You can clickthe values or move the slider to change the value.Options: 60, 80, 100, 120, 140, 160 HzDefault: 80 HzDownMix TypeThe following DownMix Types can be selected by the user:∙Standard – 7.1/5.1-to-stereo encoder with full correction capabilities∙Lite – 7.1/5.1-to-stereo encoder with lower latency andpartial correction capabilities∙Lt-Rt – 7.1/5.1-to-stereo time domain encoder with very∙low latency and no correction capabilitiesDefault: Standard∙Multi Standard – 7.1-to-5.1 encoder with full correction capabilities∙Multi Lite – 7.1-to-5.1 encoder with lower latency andpartial correction capabilitiesDefault: StandardFront Encoding ModeEncoding mode for the Left and Right channels. This allows usersto encode with a hard center image, or try to maintain a phantomcenter image throughout the encode-decode process.NOTE: The Front Encoding Mode parameter applies to the 7.1/5.1-to-stereo encoding types only.Options: On/OffDefault: StandardOutput SectionTrimRange: -9.0 dB to 9.0 dBDefault: 0 dBOutput Channel SoloWhen a Solo button is enabled, it will turn Yellow, and it will mute all other channels. Clicking the Solo button again will turn Solo off. You can solo multiple channels by clicking on additional Solo buttons while pressing the Shift key.Options: On/OffDefault: OffClear SoloWhen a channel is soloed, the Clear Solo button will illuminate. Pressing the Clear Solo button willdeactivate ALL selected solosLimiterWhen enabling the limiter, you can specify the ceiling using the Ceiling slider.Range: On/OffDefault: OffCeiling Range: 0 to -24 dBFS, in 1 dB incrementsDefault: 0 dBFSOutput MetersIndicate the level of the outgoing signal. The number of output meters is either two to six, depending on your chosen component.The meters have a peak hold of one second (standard in Waves plugins). The peak indication can be cleared by clicking on theRed indication.Additionally, a numerical display field below each meter will display theheld peaks value in dBFS.Use the bar at the top of the plugin to save and load presets, compare settings, undo and redo steps, and resize the plugin. To learn more, click the icon at the upper-right corner of the window and open the WaveSystem Guide.3.3 WaveSystem Toolbar。

The Wave600 wordsMORTON RHUELevel 2Retold by Kieran McGovern Series Editors: Andy Hopkins andJocelyn PotterContentspage Introduction v Chapter 1 Hitler and the Nazis1 Chapter 2 Winners Need Discipline!4 Chapter 3 The Team9 Chapter 4 Members of the Wave11 Chapter 5 A Dangerous Experiment15 Chapter 6 Anger and Fights20 Chapter 7 At the Football Game23 Chapter 8 Laurie's Story24 Chapter 9 A Sad Day for David27 Chapter 10 The Wave Must End!31 Chapter 11 The Last Rally34 Chapter 12 After the Wave39 Activities 40IntroductionMr Ross showed the students a big picture of a wave. ‘This is a wave. A wave is something that’s always moving. We’ll call our team the Wave.’The Wave started in Mr Ross’s history lesson. Now everybody inthe school knows about it. Most students love the Wave. Ben Ross loves it too. But Ben’s wife, Christy, does not like it. She thinks it is dangerous.Laurie Saunders is one of Mr Ross’s students. She liked the Wave when it started. But now she sees things she does not like. And some students do not want to be in the Wave - what about them?Can Laurie make the other students see what is happening? The Wave is always moving — can anybody stop it?The things in The Wave really happened in America - in a schoolin Palo Alto, California. Palo Alto is about fifty kilometres southof San Francisco. It is near the sea and the mountains. The weather is good all year.In 1969 a history teacher called Ron Jones started the Wave inone of his lessons. He wanted to teach his students about the Nazis in World War II. He wanted them to understand what happened to people in Germany at that time. But something strange happened to his students! Later he said: ‘The Wave wasthe most frightening thing I ever saw in a school. For three years after it, no one talked about it.’Ron Jones later wrote a short story about the Wave. There was also a one-hour television film. Morton Rhue wrote his book called The Wave in 1981.Chapter 1 Hitler and the Nazis. Ben Ross taught history at Gordon High School. One afternoon he showed a film about Hitler and the Nazis.’ At the end of the film, he told his students: ‘The Nazis killed more than ten million men, women and children.’A student near the door turned the lights on. Ben looked round. He saw sad faces all round the room.‘I know many of you are very sad,’ Ben told the students, ‘But I want you to think about what you saw. Does anybody have any questions?’Amy Smith put her hand up. ‘What was the place in the film called?’‘It was called Auschwitz. The Nazis built Auschwitz to kill people quickly.’The room was very quiet. Amy put her hand up again. ‘Were all the Germans Nazis?’ she asked.‘No, most Germans were not Nazis.’‘Did the German people try to stop them?’ Amy asked.‘No, most Germans didn’t try to stop the Nazis,’ Ben told her. ‘Perhaps they were afraid of them.’‘But why were they afraid?’‘You must remember that life was very hard in Germany at mat time,’ said Ben. ‘There weren’t very many Nazis but they had guns. And after 1945 most Germans said, “We didn’t know that they killed all those people. We didn’t know about Auschwitz.”’ Now Laurie Saunders put her hand up. ‘I can’t believe that,’ she said. ‘I think they knew what happened.’Ben was happy that his students were interested. They were not usually interested in history. ‘Only they know what they knew,’ •Adolf Hitler and the Nazis led Germany between 1933 and 1945Ben told Laurie. ‘And we don’t know why most German people did not try to stop the Nazis.’It was time for lunch. The students left the room quickly. David Collins looked over at Laurie. ‘Come on, Laurie,’ he said. ‘Let’s go to lunch. I’m hungry.’‘I’ll be down in a few minutes, David,’ said Laurie.David went off to lunch. There were only a few students left in the room now. Laurie looked up at Mr Ross.‘How many people did the Nazis kill?’ Laurie asked her teacher.‘They killed more than six million Jews. And about four million others.’‘But why did they kill them? Were all the Nazis bad people?’Mr Ross put his books in his bag. For about a minute he was quiet. Then he turned to Laurie. ‘I don’t know, Laurie,’ said Mr Ross. ‘I can’t answer that question.’♦A few minutes later, Laurie sat next to David in the school restaurant.‘Look at Robert Billings,’ said David. ‘Nobody wants to sit with him.’Robert tried to sit next to two students from Mr Ross’s history lesson. The students stood up and went to another table.‘Do you think there’s something wrong with him?’ Laurie asked.‘I don’t know,’ said David. ‘He’s very strange. But perhaps that’s because he doesn’t have any friends.’David began eating again. Laurie did not eat any of her lunch. Her face was very sad.‘What’s wrong?’ David asked.‘That film, David,’ Laurie answered. ‘I thought it was very sad. Did you think it was sad?’‘Yes, but those things happened a long time ago,’ said David. ‘You can’t change what happened then.’‘But we mustn’t forget that it did happen,’ Laurie said.‘Look at Robert Billings. Nobody wants to sit with him.’Amy Smith and Brian Amman came over to their table.‘I want to sit here,’ said Amy. ‘I was here first!’‘No, I want to sit here,’ said Brian. ‘I want to talk to David about our football team. We’re playing Clarkstown on Saturday.’ ‘And I want to talk to Laurie about The Grapevine.’David played football for the Gordon High team. Laurie wrotefor the school newspaper. It was called The Grapevine.Laurie laughed. ‘It’s OK, there are two places,’ she said.Brian and Amy sat down.‘Will you win on Saturday?’ Laurie asked. ‘I’m going to write about the game for next week’s Grapevine.’‘I don’t know,’ said David. ‘Our players don’t have much discipline.’‘That’s right,’ said Brian. ‘And we don’t have any good new players.’♦Later, Amy Smith and Laurie Saunders sat in the office ofThe Grapevine.‘That was a very sad film,’ Amy said. ‘What did David think of it?’‘David doesn’t think about sad things,’ said Laurie. ‘All he thinks about is football.’‘What are you and David going to do next year?’ Amy asked.‘I don’t know,’ said Laurie. ‘I don’t know what we’ll do when we finish school. Perhaps we’ll go away together. I love David, but I don’t know what is going to happen to us. We’re very young.’Chapter 2 Winners Need Discipline!That afternoon Ben Ross bought some books about the Nazis. They were for his history class. He wanted his students to under-stand about life in Germany at the time of the Nazis.That afternoon Ben Ross bought some hooks about the Nazis. When Christy Ross came home she found her husband at thekitchen table.‘Why are you reading all these books about the Nazis?’ Christy asked.‘One of my students asked me a question about them.’ said Ben. ‘And I don’t think they can learn the answer from a book. But I have a plan.’The next morning Ben went to class early. When the students arrived they saw some words at the front of the room.‘WINNERS NEED DISCIPLINE,’ somebody read. ‘What does that mean?’Ben walked over and stood next to David and Brian. ‘You two both play football. You know you need discipline to win.’‘We never win,’ Eric said, and the class laughed.‘Perhaps that’s because you don’t have any discipline,’ Ben said.The students were all quiet now. Ben was surprised to see that they were interested. He took his chair and put it at the front of the room.‘Discipline starts with how you sit. I don’t want you to sit back in your chairs. You must sit up. Amy, come up here.’Mr Ross showed Amy how to sit up. Other students began to do the same. Ben walked round the room.‘Look at Robert, everybody,’ said Ben. ‘He’s sitting up. That’s very good, Robert.’Robert looked up at his teacher and smiled.Ben returned to the front of the room. ‘Now I want you all to get up and walk round the room. When I tell you, you must go back to your desks.’The students stood up and began walking round the room. Ben watched them. Then he said, ‘Go back to your places!’ Everybody ran back to their places. ‘That wasn’t very good!’ said Ben. ‘Next time 1 want much more discipline.’The class got up and went back to their places many times. Each time they did it faster.‘Now there are two more rules,’ Ben told the students. ‘They’re for when you ask or answer a question. The first rule is that you must stand up next to your chairs when you ask or answer a question. The second rule is that you must say ‘Mr Ross’ before you give your answer.’Mr Ross walked round the room. He stopped at Brad’s desk.‘Brad, who was the leader of the Nazis?’Brad did not stand up. ‘I think it was . . .’‘Wrong, Brad!’ said Mr Ross. ‘You’re forgetting the rules.’ Ben looked across the room at Robert. ‘Robert, what do we do when we answer a question?’Robert stood up next to his desk. ‘Mr Ross.’‘That’s right,’ Mr Ross said. ‘Thank you, Robert.’‘I don’t like this,’ said Brad.‘That’s because you can’t do it,’ somebody said. The others laughed.‘Brad,’ Mr Ross said, ‘who was the leader of the Nazis?’ Brad stood up slowly and stood next to his desk. ‘Mr Ross, I think it was Adolf Hitler.’‘You’re too slow, Brad,’ Mr Ross said. ‘I want everybody to give me their answers quickly. Now, Brad, try again.’Brad jumped up next to his place. ‘Mr Ross, it was Hitler.’Mr Ross smiled. ‘That’s better,’ he said.After the lesson the students talked together about it.‘That was strange!’ said Brian. ‘But 1 thought it was great!’‘I did too,’ said Eric.Amy laughed. ‘Anything is better than history,’ she said.‘No, don’t laugh,’ said David. ‘This is important. It felt different when we did those things together.’‘Why was it important?’ said Brad. ‘Ross asked us questions and we answered them.’‘But we were a team!’ said David. ‘Do you remember what Mr Ross said about discipline? I think he was right. We need that discipline for our football team.’♦Late that night Ben talked to his wife about his students.‘Usually they don’t do anything I tell them,’ he said. ‘But they loved the new discipline. I was very surprised.’‘Perhaps they thought it was a game,’ said Christy. ‘And they all wanted to be the best in the class.’‘I think that’s true,’ Ben told his wife. ‘But the strangest thing was that they wanted me to discipline them. At the end of the lesson they stayed in their places. It was more than a game to them.’Christy laughed. ‘They stayed at the end of the lesson! That’s new! Are you going to do the same thing tomorrow?’‘I don’t think I will,’ said Ben.‘Do you remember what Mr Ross said about discipline?I think he was right.’Chapter 3 The TeamThe next day Ben arrived late for his lesson. When he came into the room his students stood up. Ben was surprised- He looked round the room.'What are you doing?' he asked.The students looked at him but nobody spoke.Ben walked to the back of the room. 'Robert, can you tell me what's happening here?'Robert jumped up next to his desk. 'Mr Ross, discipline.''Yes, discipline,' said Mr Ross. 'But there's something more.' He went back to the front and wrote, 'WE ARE ALL IN THE SAME TEAM' next to 'WINNERS NEED DISCIPLINE'.Mr Ross turned back to the class. 'Everybody must believe in those words,' he said. 'Now I want us to say them together.'Round the room students jumped up and said, 'We're all in the same team. Winners need discipline.'Laurie was the last person to stand up. Now all the students stood next to their desks.Mr Ross showed the students a big picture of a wave. 'This is a wave. A wave is something that's always moving. We'll call our team the Wave'.Mr Ross looked round the class. He saw that his students wanted to hear more about the Wave 'This will be our salute,' he said. Ben put his right hand up and moved it up and down. 'Look, my hand is a wave in the sea,' he said. Then he put his hand on his left arm. 'Class, give our salute,' he said.The students gave the salute. Many did it wrong. 'Do it again,' said Mr Ross. He showed them the salute again. They all did it again and again.'Good,' said Mr. Ross. 'Now everybody can do the Wave salute. This is our salute and our salute only. When you see a WaveThis is our salute and our salute only. When you see a Wavemember, you must salute.’member, you must salute. Robert, give our salute and say our words.’Robert jumped up and gave the Wave salute. ‘Mr Ross, we’re all in the same team. Winners need discipline.’‘Now everybody together,’ said Mr Ross.♦After school that afternoon David spoke to the other members of the football team. ‘We must be more disciplined.’ he said.‘What are you talking about?’ one player asked.‘We lose games because we don’t play together,’ said David. ‘We’re not a team.’‘I don’t want to lose any more games,’ said another player.‘Yes, everybody in the school laughs at us,’ said another.‘We can win,’ said David. ‘We’re playing Clarkstown on Saturday. And we can win.’‘But what must we do?’Eric looked at David. The Wave was something from their history lesson.‘Tell them,’ said Eric. ‘Tell them about the Wave.’‘All I know is that you start with some words,’ said David. ‘And this is the saluteChapter 4 Members of the WaveThat evening Laurie told her mother and father about her history lesson.Mrs Saunders looked at her daughter. ‘I don’t think I like it, Laurie.’‘But we’re learning discipline, Mum. And how to work together. We’re learning to be a team,’ said Laurie.‘I want you to learn history,’ said Mrs Saunders.‘You don’t understand, Mum,’ said Laurie. ‘Mr Ross is showing us something important.’us something important. And we’re not forgetting about history. We’re doing more homework now.’‘I think Laurie’s history teacher knows what he’s doing,’ saidMr Saunders. ‘1 think it’s good for the students to think about discipline.’Mrs Saunders said, ‘Too much discipline is dangerous.’♦Christy Ross also taught at Gordon High. That night Christy stayed late at the school. When she came home she found her husband with books all round him.‘How is your experiment going, Dr Frankenstein?’ she asked.‘Very well,’ said Ben. ‘The students are much more interested in class. And they’re doing their homework.’Christy laughed. ‘They can’t be the same students I teach!’‘I’m very interested in this experiment,’ said Ben. ‘I want to see what will happen next.’Christy was not happy. There was something about Ben’s experiment she did not like. ‘You must be very careful, Ben,’ she said.♦David and Laurie walked to school together the next day.‘We need the Wave for our football team,’ David said.‘I think you need better players,’ Laurie said.‘We have good players,’ said David, ‘but we’re not a good team. The Wave can help us. I talked to the team about it yesterday. Brian and Eric helped me.’‘My mother doesn’t like it,’ said Laurie.‘What does she know?’ said David. ‘Only the Wave members understand the Wave.’♦When the students arrived for their history lesson that day there was a big picture of a blue wave at the front of the room.Mr Ross walked round the class and gave each student a yellow card. Each card had a picture of a wave on it. Under the picture of the wave were the words: MEMBER OF THE WAVE.‘What are these cards for?’ asked Laurie.The room was now very quiet. Ben turned round. ‘Don’t forget our rules, Laurie,’ he said.Laurie got up and stood by her desk. ‘Mr Ross, what are these cards for?’‘They show that you are members of the Wave. Everybody in this room is now a member of the Wave. Now we can work together. Students, do you believe in the Wave?’The students stood up by their desks. ‘Mr Ross, yes!’ they all said together.‘So now we’re a team. You must always work together. You must never work against any other Wave member. Do you understand?’‘Mr Ross, yes!’ said the class.‘Now you go and look for new members,’ said Mr Ross, ‘But every new member must understand our rules.’Suddenly Robert stood up. ‘Mr Ross,’ he said. ‘I think the Wave is great.’Then Amy stood up. ‘Mr Ross, Robert is right. I feel the same.’ David was pleased. He stood up. ‘Mr Ross, we’re now a team.’ Mr Ross was surprised. He wanted to stop talking about the Wave. He wanted to teach his usual lesson. But the students wanted more of the Wave.‘We’ll give our salute,’ he told the class. ‘Then we’ll say our words.’‘We’re all in the same team. Winners need discipline,’ said the students all together.Ben Ross looked at his students in surprise. He saw that the Wave was not a game to them. They were the Wave now.Mr Ross walked round the class and gave each student a yellow card.Chapter 5 A Dangerous ExperimentAt lunch that day all the Wave members sat at the same table. Brian, Brad, Amy, Laurie and David were there. Robert Billings walked in.‘Robert, come and sit with us,’ said David. ‘We’re all members of the Wave.’Robert gave the Wave salute and came to the table.Suddenly Laurie said, ‘I think this is all very strange.’David turned to her. ‘What’s strange?’ he asked.‘All the things we do for the Wave,’ said Laurie.‘It’s different,’ Amy told her. ‘That’s why it feels strange.’ ‘Yes,’ said Brad, ‘we’re all together now. That’s what is great about the Wave. We’re all members of the same team.’ ‘Do you think that everybody likes that?’ Laurie asked.‘Who doesn’t like it?’ David asked.Laurie felt her face go red. ‘I don’t think I like it,’ she said. Suddenly Brian pulled out his ‘Member of the Wave’ card. ‘Don’t forget that you are a Wave member, Laurie. You mustn’t break Wave rules.’‘Laurie isn’t breaking any rule,’ said David.‘But she mustn’t say bad things about the Wave,’ said Robert quickly.The others looked at Robert. Robert did not usually say any-thing. Laurie smiled.‘I’m happy that you’re sitting with us, Robert,’ she said. ‘That’s one good thing about the Wave. Now we’re all in the same team.’The students at Gordon High loved the Wave. Every day there were more new members. All round the school there were Wave pictures. Students gave the Wave salute when they met.Ben Ross was very surprised. ‘And my history students arc working very well,’ he told Christy. ‘They want to say the Wave words and give the Wave salute in every lesson. But they do more homework than they did before.’‘I hear that the football team are all members now,’ said Christy. ‘But do you think that the Wave is good for the students? Are they learning anything?’‘Christy, the Wave is an experiment.’ said Ben. ‘There was no discipline in this school before 1 started it. Now I tell the students to do something and they do it. I think this new discipline is good for them.’♦Laurie sat on a desk in The Grapevine office. Other students sat on desks near her.‘It’s always the same with this newspaper,’ said Laurie. ‘Everybody wants to see their names in The Grapevine. But nobody wants to do the work. Alex, where’s your story about music?’‘Don’t forget that you are a Wave member, Laurie. You mustn’t break Wave rules.’‘What story?’ said Alex. ‘Oh yes, 1 remember. I’ll do it next week.’‘Alex, you need discipline to write for a newspaper!’ said Laurie. ‘We must work as a team. I want your story tomorrow.’ Alex laughed. ‘Are you a member of the Wave?’ he asked.‘I’m in Mr Ross’s class’ said Laurie. ‘Everybody in our class is a member.’‘Everybody in the school is talking about the Wave,’ said Alex. ‘Write a story about it.’Laurie looked at the others. ‘Yes. Perhaps I will. It’s a good story,’ she said. ‘We can ask the other students what they think.’♦Principal Owens wanted to see Ben Ross in his office. Was there something wrong? Ben knew that Principal Owens wanted to talk about the Wave.On the way to Principal Owens’ office Ben met many students. They all gave him the Wave salute.The door was open, and Principal Owens sat behind his desk. Ben was surprised when the old man smiled at him. He looked down at Ben. ‘Tell me what this Wave thing is about, Ben,’ he said. ‘Everybody in the school is talking about it.’Ben told the story of his experiment.‘It’s very strange, Ben,’ said Principal Owens. ‘Are the students learning anything?’‘They’re doing better than before,’ said Ben. ‘I think the Wave is helping them.’‘I don’t like these Wave salutes and Wave pictures,’ said Principal Owens.‘It’s all a game,’ said Ben-Principal Owens looked at Ben. Then he said, ‘I’m not very happy about this thing, Ben. You must watch it very carefully. Remember that these are young people in your experiment. Sometimes we forget that they are young.’‘Everybody in the school is talking about the Wave,’ said Alex. ‘Write a story about it.’Chapter 6 Anger and FightsThe next morning Laurie Saunders went to The Grapevine office. When she opened the door, she found a letter on the floor. The letter had her name on the front. Laurie closed the door and readthe letter.Dear LaurieI am a student here at Gordon High. Three days ago my friendsand I heard about this thing called the Wave. We went to Mr Ross’s lesson to see what it was. Mr Ross told us about the Wave rules and the Wave words. Some of my friends thought the Wave was great. But I did not want to be a member.The letter had her name on the front. Laurie closed the doorand read the letter.When the class ended we started to leave. But a boy from Mr Ross’s class stopped me. ‘Do you want to be members of the Wave?’ he asked.‘No, I don’t want to be a member,’ I said.‘But the Wave is great,’ the boy said to me. ‘Everybody wants to be a member! Do you want to lose all your friends?’ ‘I’m sorry,’ I said again, ‘but I don’t want to be a member.’ The boy was very angry. ‘Soon it will be too late,’ he said.Too late for what? That’s what I want to know.■There was no name at the bottom of the letter.Alex came into the office. Laurie showed him the letter. ‘Look at this! Look what the Wave is doing to this school,’ she said This student is afraid of the Wave. He didn’t want to write his name on the letter. We must do something.’There is a big Wave rally this afternoon,’ said Alex. ‘All the Wave members are going.’Suddenly Laurie heard a noise. It came from outside the door. She ran out and saw that there was a fight between two boys. One of the fighters was Brian Amman!A teacher ran and stopped the fight. ‘I’m taking you two to Principal Owens,’ he said.Brian turned to the other students, and gave them the Wave salute. ‘We’re all in the same team. Winners need discipline!’ he said.‘Did you see that?’Laurie turned to find David next to her. ‘Was that fight about the Wave?’ she asked.‘No, it was more than that,’ said David. The other boy is called Deutsch. We don’t like him because he doesn’t help the others in the team.’‘But why did Brian say the Wave words?’‘Because he believes in those words. We all do.’ said David.‘What about the other boy?’ asked Laurie. ‘Is he in the Wave?’Laurie ran out and saw that there was a fight between two boys. One of the fighters was Brian Amman!‘No,’ said David. ‘Deutsch doesn’t believe in the team or the Wave. He only believes in Deutsch.’Laurie did not say anything. David looked at his watch. ‘It’s time for the Wave rally. Come on!’Laurie looked away. ‘I’m not going, David,’ she said.‘What?’ David was surprised and angry. ‘Why not?’‘Because I don’t want to.’‘Laurie, this is a very important rally,’ David said. ‘All the new members of the Wave are going to be there.’‘David, I don’t like what’s happening with the Wave. I don’t like what it’s doing to this school.’Now David was very angry. ‘The Wave is doing great things for Gordon High,’ he said. ‘Now everybody is on the same team. Perhaps that’s why you don’t like it. Before, you were the best student in the class. You always knew the answers. Now we all work for the team. And you don’t like it!’‘David! That’s not true and you know it!’ said Laurie angrily. ‘You’re wrong about the Wave. And you’re wrong about me!’ David turned and walked away. Laurie watched him and felt very sad. She loved David very much. Was this the end between them?Chapter 7 At the Football GameThe next week Laurie did not have lunch with David or go out with him. She worked on The Grapevine all week. She was surprised that Amy did not come to the office. But Laurie knew that her friend believed in the Wave.‘Amy doesn’t know what we know,’ Laurie told Alex. ‘We must tell her all the bad things about the Wave.’On Saturday Laurie went to the football game between Gordon High and Clarkstown school. She looked for Amy. Laurie and Amy always sat together at football games.‘Stop!’Laurie stopped and turned round. It was Brad.‘Hello, Laurie. I didn’t see it was you,’ he said. Then he did the Wave salute.Laurie did not move.‘Come on, Laurie,’ said Brad. ‘Salute me.’‘Why?’ asked Laurie.‘Because it’s part of the Wave,’ said Brad.‘Did everybody here give you the Wave salute?’ asked Laurie.‘All the members did,’ said Brad.Laurie was very angry. ‘I want to go in,’ she said. ‘But I don’t want to give the Wave salute.’Brad’s face went red. ‘Laurie, please do the salute now. Then you can go in.’‘No,’ said Laurie. ‘This is wrong! You know it’s wrong.’ Brad looked round and said. ‘OK, you win. You can go in without the salute. I don’t think anybody is looking.’But now Laurie did not want to go in. ‘Why are you doing this, Brad?’ Laurie asked. ‘You know it’s wrong. Are you afraid of the other Wave members?’‘I’m not afraid of anyone, Laurie,’ he said. ‘And I don’t like what you’re saying. A lot of people saw that you were not at the Wave rally yesterday.’‘And?’‘I don’t want to say any more.’ Brad said.Brad turned and walked away. Laurie went home. She did not see Gordon High lose the game with Clarkstown.Chapter 8 Laurie’s StoryLaurie went to see Amy. She showed her the story about the Wave in the new Grapevine.Amy began to read the story. When she finished she turned to Laurie. She was not happy. ‘You can’t say these things about the Wave, Laurie,’ she said.‘They’re true, Amy,’ said Laurie.‘No, Laurie,’ said Amy. ‘I don’t believe that. I think you don’t like the Wave because of your fight with David.’‘That’s not true!’ said Laurie. ‘The Wave is doing very bad things to this school. Read what it says in our story.’‘I believe in the Wave,’ said Amy. ‘I believe that we’re all a team. I want us to work together. You don’t like it because you think you’re better than us.’‘But Amy —‘‘I must go,’ said Amy. ‘My lesson starts soon.’Laurie felt very sad and very angry. Amy was her best friend. But now Amy walked away from Laurie, too.♦Hen Ross read Laurie’s story about the Wave in The Grapevine. He was very surprised.When school finished Christy came to Ben’s room. ‘Are you OK, Ben?’ she asked.Ben looked up from The Grapevine. ‘I don’t like this,’ he said. ‘Something is going wrong. I never wanted the students to fight about the Wave.’‘I’m hearing bad things too, Ben’ said Christy. ‘Many of the other teachers don’t like your experiment.’Ben walked to the window and looked out. Some students saw him. They gave Wave salutes. Ben turned to Christy, ‘Most of the students believe in the Wave,’ he said.Christy did not think that was a good thing. But she stayed quiet.♦David Collins read The Grapevine with his friends. His face was sad. ‘I don’t understand Laurie. Why does she write these things about the Wave?’ he asked.。

The Waves by Virginia Woolf 1931The sun had not yet risen. The sea was indistinguishable from the sky, except that the sea was slightly creased as if a cloth had wrinkles in it. Gradually as the sky whitened a dark line lay on the horizon dividing the sea from the sky and the grey cloth became barred with thick strokes moving, one after another, beneath the surface, following each other, pursuing each other, perpetually.As they neared the shore each bar rose, heaped itself, broke and swept a thin veil of white water across the sand. The wave paused, and then drew out again, sighing like a sleeper whose breath comes and goes unconsciously. Gradually the dark bar on the horizon became clear as if the sediment in an old wine-bottle had sunk and left the glass green. Behind it, too, the sky cleared as if the white sediment there had sunk, or as if the arm of a woman couched beneath the horizon had raised a lamp and flat bars of white, green and yellow spread across the sky like the blades of a fan. Then she raised her lamp higher and the air seemed to become fibrous and to tear away from the green surface flickering and flaming in red and yellow fibres like the smoky fire that roars from a bonfire. Gradually the fibres of the burning bonfire were fused into one haze, one incandescence which lifted the weight of the woollen grey sky on top of it and turned it to a million atoms of soft blue. The surface of the sea slowly became transparent and lay rippling and sparkling until the dark stripes were almost rubbed out. Slowly the arm that held the lamp raised it higher and then higher until a broad flame became visible; an arc of fire burnt on the rim of the horizon, and all round it the sea blazed gold.The light struck upon the trees in the garden, making one leaf transparent and then another. One bird chirped high up; there was a pause; another chirped lower down. The sun sharpened the walls of the house, and rested like the tip of a fan upon a white blind and made a blue finger-print of shadow under the leaf by the bedroom window. The blind stirred slightly, but all within was dim and unsubstantial. The birds sang their blank melody outside.。

中英文对照学习版Harry Potter and the Chamber of Secrets《哈利˙波特与密室》Chapter SevenMudbloods and Murmurs第七章泥巴种和细语Harry spent a l ot of time over the next few days d odging out of sight whenever he saw Gild eroy Lockhart coming d own a corridor. Hard er to avoid was Colin Creevey, who seemed to have memorised Harry's timetabl e. Nothing seemed to give Colin a bigger thrill than to say, ‘All right, Harry?’six or seven times a day and hear, ‘Hull o, Colin,’back, however exasperated Harry sound ed when he said it.在以后的几天里，哈利一看见吉德罗﹒洛哈特从走廊那头走来，就赶紧躲着走。

但更难躲开的是科林﹒克里维，他似乎把哈利的课程表背了下来。

对科林来说，好像世界上最激动人心的事，就是每天说六七次“你好吗，哈利”并听到“你好，科林”的回答，不管哈利回答的语气有多么无奈和恼怒。

Hedwig was still angry with Harry about the disastrous car journey and Ron's wand was still malfunctioning, surpassing itself on Friday morning by shooting out of Ron's hand in Charms and hitting tiny ol d Professor Flitwick squarely between the eyes, creating a large, throbbing green boil where it had struck. So, with one thing and another, Harry was quite glad to reach the weekend. He, Ron and Hermione were planning to visit Hagrid on Saturday morning. Harry, however, was shaken awake several hours earlier than he woul d have liked by Oliver Wood, captain of the Gryffind or Quidditch team.海德薇还在为灾难性的汽车之旅而生哈利的气，罗恩的魔杖依然不正常，星期五上午更加出格。