竞越2016年公开课全年计划(中英文对照)

2016英文版的学习计划书英文版的学习计划书University has been my dream, now, I am about to become a university student, I am glad that my dream will soon become a reality, Into the university is a new starting point and a new challenge, all will have to start from scratch. In order to enrich my university life that I'm going to start, I make a learning programme.1. As a student, learning the Korean is very important, I will continue my language learning, so as to better communication. To enter university, I have more opportunities to contact with the Korean people, which is helpful for the language learning.2. I will be cautious to choose my Major and Minor Subjects, My learning objective is clear, I’ll make a reasonable schedule and finish the learning tasks on time.3. In the course of the study, carefully arranging the daily study time is necessary, I’ll take a few hours to learn everyday and complete the task of learning step by step.4. Cultivate the habit of taking notes. Before the class, do the preparation notes, and make notes in class, list the difficulties in order to deepen the understanding and for later inspection and review.5. Earnestly complete school assignment, develop independent learning habits. According to the requirements of teaching, complete the school assignment and learning tasks in high quality. Cultivate good habits ofindependent study and master the necessary skills.6. Ask teachers and other students for help as soon as I need. When Problems encountered, it is necessary to consult the teachers in time, or contact with teachers and fellow students via e-mail for counseling and help.7. It is important to do a good job of review. Because the review is the final stage of the learning process, it is useful to sum up experience conscientiously of the entire course.8. Make the best use of spare time, enhance learning through computer network. With the new technology, new media development, the Open and Distance Education apply the advanced science and technology to the teaching, I have to use spare time to browse through the Internet regularly, in order to adjust the learning progress and change strategy timely.9. Actively participated in various activities in university, enhance my communication skills and broaden horizons.I’m sure if I follow these points, I’ll have a beauty and complexity of university life, which is both essential and beneficial to my character development and personal growth.。

哈佛大学中美学生领袖峰会St ra igh t Ou t t a Co mp t o n(Ga n g Cu lt u re In T h e Un it e d St at e s)For years gang violence has ravaged many major cities in the United States. The government and the police have attempted to stop the increasing amount of gangs and gang members; however, both continue to increase exponentially. In this seminar, we will explore the reasons for why gangs are so popular in the United States, the economic effects gangs have, and how the media portrays gangs. Rap music has become synonymous with gangs and we will explore how rap as well as the rest of the media has caused so many people to view gangs as a viable passtime. We will watch and analyze excerpts of "hood movies" and see why is it that gangs as well as gang members even exist. Many of you might be wondering why gangs in the United States affect you; however, they actually affect most people in the world. One gang can have a major effect everywhere. Many people have no other choice than to know about gangs because they are a part of every aspect of their life; hopefully, you will learn about gangs in order for someone to never have to deal with or be a part of a gang ever.W h o a m I?:P e r so n a l N a r r at i ve o f Y o u r P a st, P re se n t a n d F u t u reS e lfWhether you are talking to your friends or are having a job interview, you are sharing pieces of your lives with others. As you share your stories, you are shaping your understanding of the world, which is also known as “personal narratives.” Recently there has been numerous scientific research that has examined how the personal narratives affect the story tellers and what factors play into our narration of our lives. In this seminar, we will take time to look deeper into ourselves and to scientifically analyze personal narratives’ impact on our lives .We will examine our past, present and future selves and answer questions like “Who ha ve I become?” “What do I want?” Through this process, we will deliberately step away from our lives to examine how our environment and decisions have shaped us into who we are now and how our past and present will shape our future.H o m eMy seminar is about defining the concept of "Home", a simple word at first glance yet carries with it such paradoxical and far-reaching implications. Especially studying at a place like Harvard so fundamentally different from my hometown, bridging the gap between two places that I consider home has been one of the most challenging and rewarding aspects of my college career. As such, in this course we will first come up with personal definitions of ‘home’ and continue to evolve them throughout. We will tackle questions like: What aspects of your identity are most salient? What doyou find most important to you? Where do you find yourself the most comfortable? Who are the most important people in your life? In short, this class will help students to personally define their own s ense of the word ‘home’, all while having fun and building a class community.H e a lt h y Hab it s f o r S u c ce s sIn our fast-paced world of academia, stress is all too common, and often expected. However, no matter how normal stress appears, it is still damaging the mental, and even physical, health of our students in the name of success. One important question must then be asked: how much will success matter if you aren’t happy and healthy enough to enjoy it? The goal of this seminar is to help students achieve a work-life balance, where they can accomplish the seemingly unattainable: both happiness and success. In this seminar, you will learn time and stress management skills and the importance of mental health and well-being, which will make your transition into college much smoother. We will also do activities in personal reflection and goal assessment. The goal of this seminar is to provide a foundation upon which your future successes can stand strong.H o w t o H e lp a Cit y M o ve:P r in c ip l e s o f Urb an T r an sp o rt at i o nP la n n in gGovernments of large cities are always busy helping their residents travel from one place to another. Transportation planners make decisions that affect millions of people: they decide the location of freeways and railways, divide roads into lanes for cars, buses, bicycles, and pedestrians, and face difficult questions of how to do the most good with limited money and space. In this seminar, we will explore the basic principles of transportation planning, such as network design and the choice of technology, and see how cities throughout the world have applied them. The seminar will culminate in a brief project in which students will propose and defend a transportation project for a real-world city. No prior knowledge of urban planning is assumed or necessary.T h e Ar ab-Is rae li Co n f li ctIn this course, we will examine the several dimensions and levels (domestic, international) of the ongoing crisis in, around, and about Israel/Palestine. How have the various parties to the conflict defined its stakes, understood their interests, viewed their adversaries, mobilized support, and formulated policy? What possibilities does the future hold? Due to the complicated nature of this course, there will be an additional video/discussion series held in three parts during office hours each evening. This is to ensure equal attention is paid to all sides of the conflict and involved narratives.A rt o f D e c is io n M a k in gThe seminar will focus on how people make decisions logically and emotionally. Often times these decisions can be affected by many influences both positively and negatively. The seminar will examine how we can take note of these influences and how we can overcome negative effects on our decision making.E ve ryd a y He r o is m:E M S101In June this year, a four year old boy named Killian suffered an internal decapitation during a high-speed car crash. This means the ligaments in his neck responsible for attaching his skull to his spine were torn. Killian survived. How? To increase chances of survival in this kind of situation, it is critical to immobilize both the head and the neck of the patient. What would you do in this situation, and how could you get over your own fear and nervousness to potentially help save someone's life? In this seminar, we will talk about the role that Emergency Medical Services (EMS) plays in both the United States and around the world. You will learn some basic techniques to deal with victims who are unresponsive, or choking, for example. You will get a basic overview of the human body, how it functions, common ailments to look out for, and how to properly treat loved ones, friends, and even strangers, as advanced help arrives on its way. We will also talk about some controversies that exist in the field, and how as citizens we can be more understanding of one another to ensure that everyone can be more safe and secure.L a w a n d S o c ie t y T h r o u gh t h e Cin e m at ic F ra m eIn this seminar we will explore the interaction of law and society using the lens of film. The cinematic experience has become a key site through which the public understanding of law is produced, debated and influenced. Driven first and foremost by market and audience considerations, law related films often inject drama, contentious dimensions and even misrepresentations into the portrayal of real events. Nonetheless, by raising awareness about legal themes that pervade the plot, these films offer valuable insights toward discovering social scientific perspectives on the manner in which law functions in everyday life. Hence, the seminar will not focus on legal doctrine or teach you the fundamentals of the legal profession. Rather, using films as a framework for discussion, we will study law’s working in relations to the social, political, economic and cultural environments in which it operates.C o n t e mp o r ar y Is su e s in G lo b a l He a lt h c a re S y st e m sWhat have we personally found difficult when accessing healthcare? How does healthcare differ between countries such as China, the United Kingdom, and the United States? How are governments and citizens responding to these healthcare problems? And in your view, is it possible to create a “perfect” healthcare system; if so, how? This seminar will try to tackle these questions of focus over three days. We will be integrating discussions, brainstorming, and debate into our analysis and learning. Furthermore, you will have the opportunity at the end of the course to work on a short oral presentation to deliver to the class.F R E AK ON OM IC S:D is c o v e r in g t h e H id d e n In ce n t iv e s t h at D r i ve UsWhy do drug dealers live with their moms? In what ways are Chicago gangs similar to McDonalds? How can you prove Sumo wrestlers are cheating, with no direct evidence? This seminar, adapted in part from the book Freakonomics, will try to answer those questions. In a sense, it will be an introduction to data-driven exploration of social phenomena, and to the way economists think. We will begin by looking at a number of case studies, and analyzing the relevant details of each case. We will be working both with the story, or the social/historical context, and with the numbers – the quantitative data. We will also learn to look critically at data, and explore some of the ways in which it can be exploited or misused. As the saying goes: “There are three kinds of lies: lies, damned lies, and statistics” – we will look at some examples of the latter kind, and see what distinguishes them from careful, nuanced data analyses.S in o-J a p an Re l at io n s:f r o m t h e p e r sp e ct ive o f cu lt u re, h i st o ryan d re al it yChina and Japan are two countries which are located closely in geopolitics and they do not have many cultural differences. Why do China and Japan which has been on the peaceful road still have historical issues? What is the essence of these historical issues? How do we view the revision of Japan’s history books and Japanese officials’ visits to ancient shrines honoring wartime heroes? What is the future of Sino-Japan relations? This seminar will analyze Japan’s behaviors from a cultural perspective. We will learn about the history between the two countries after the World War II. Finally, we will discuss how to build up better Sino-Japan relations, which will involve a series of presentations and group activities that can help students think critically. By the end of the seminar, I hope students can analyze a question using different perspectives. Meanwhile, I expect that students can think of questions with a neutral position and they can treat Japan with an open mind.T h e Art o f L o o kin g:S e e in g I sn’t Lo o k in gThere is no such thing as "just looking." We are immersed today in a world of superabundant visual information, and we are avid users of visual technologies such as smartphones and digital cameras. But few of us recognize how thoroughly our habits, experiences, and ways of thinking have been conditioned by visual interfaces that have long and complex world histories. In order to understand these histories further, this course will discuss a series of visual technologies.When I say ”visual technology" I mean any innovation that has exte nded, structured, or transformed visual perception and communication. Each technology we will discuss addresses multiple themes and problems. We will discuss the oil on canvas, color systems, the reliquary, the daguerreotype, and plate glass. We will learn how technologies such as these have made looking a means of acquiring or distributing knowledge, of fashioning a personal or collective identity, of exercising or resisting power, or of experiencing aesthetic pleasure.We will discuss the changes that each technology brought about. We will also discuss how certain technologies have served to define our most basic expectations about visual experience. When we go to museums, we expect to see paintings on the wall. But why paintings? Where did the easel painting come from? What visual problems or needs did it address? To what desires or habits did it give rise? These are the kinds of questions that interest us.The Art of Looking: Seeing Isn’t Looking will give you an understanding of how humanistic thinking can transform civic participation, social experience, and everyday life.B u st e d Br ain s:Co mp o sit io n, I lln e s s, an d T re at m e n tThe human brain is the most complex organ of the body. To this day we are still discovering new things about it. And not until recently has mental illness been taken seriously. This seminar is based on understanding the brain better. Together we are going to build a brain. It is not meant to be super intensive, just to introduce the basic structure and functions of the brain. Then we will see the kind of things that break the brain and what kind of treatments are used to help build it back up. This seminar wants to introduce you to your brain, and help you better understand yourself and the way you think. The hope is that you leave this seminar more sensitive to these issues and to yourself.M at h e m at i cs in N at u r e an d C ar d T ri c ksMore often than not, students perceive mathematics as an extraneous subject that they are forced to learn throughout school. Unfortunately, such students culminate their endeavors in learning mathematics with a poor understanding of the how essential mathematics is in our quest to understand the world we live in and harness the full capabilities of our modern era. This seminar will seek to teach math in an innovative and fun way. First, we will question the inherent existence of math in the universe. Then, we will analyze various mathematical topics as they are presented through examples in nature and card tricks. Upon completing this seminar, students will have a greater appreciation for mathematics as it pertains to their surroundings and in the scope of magic.S o c ia l N e t wo rt hToday’s world is very different from the past in that our technology has improved significantly, allowing us to live arguably more connected lives. Social media is a regular part of our lives, yet what does it really do for us? To answer this question, we will first examine the rise of social media. Next, we will examine the most prevalent forms of social media in both America and China and compare their similarities and differences. Lastly, we will examine how people around the world utilize their social media to benefit from it.W e st e rn M u si cWhy does music matter? How has music been shaped over the past thousand years? In this seminar we will explore the history of music and look into the patterns and styles ranging from medieval chants to modern rap - from Mozart to the latest pop. What makes certain music more beautiful? What can we learn about ourselves from our choices in music? This topic is so inherently interesting because of its universal qualities. Everybody listens to music. We can explore the world of music through various lenses analyzing both the sound and the context. While not every piece may be beautiful, they all are historically significant in one way or another. Prior musical experience is exciting, but by no means expected nor required.I mp act In ve st in g:Le ve r a gin g t h e P o we r o f Fin a n c ia l Ca p it a l t oC re a t e a Be t t e r S o ci e t yDo you think pollution, human rights, or government corruption are problems? Do you want to fix them? If you want to learn more about sustainability, energy, and the environment, or are interested in finance and investing, this seminar is ideal for you! Together, we will cover the power of financial capital in stimulating community involvement and social impact. Over the course of this seminar, we will journey from understanding the basics of investing, to discussing a plethora of current and future social and environmental issues our world, especially China, is faced with, finally to making the connection between how much of a difference a little financial push can give to these ongoing efforts to improve the socioeconomic and environmental issues of our world. No prior financial knowledge is required, and by the end of the seminar, you will not only have a fundamental understanding of core financial concepts, but will understand the depth of the problems we face today and develop an analytical mental framework with which to approach society’s problems. Wit h the large-scale social and environmental challenges the world faces today, only the power of financial stimulus can make a significant splash toward a better society.C r a sh Co u rs e:US Cit ie s an d Cu lt u r eThis seminar focuses on the culture of the 3 largest cities in the US—New York, Los Angeles, and Chicago. In the course of our class, we will discover what it is like to explore the 3 largest cities for a day, how it feels to be a daily resident of that city, and what it means to delve into their histories. In doing so, we will engage with readings, secondary sources, artifacts of culture and personal accounts. It will be an intersection of the past with the present—and hopefully, you all will take away from it valuable experiences in learning about another part of the world, which may prove useful in dialogue or an in-person visit one day.M o d e rn J ap an e se So f t P o we r an d"G r o s s N a t io n al C o o l":P e rsp e ct i ve s t h ro u g h M e d i a, E n t e r t ain m e n t, a n d An im at i o n Whether you have had extensive experience in Japanese anthropology or history or have studied media, entertainment, and popular culture in any academic setting, thisseminar will challenge you to approach everyday media forms, from news clips, articles, advertisements, entertainment media, and pop culture with an academic perspective. We start by introducing the concepts of "soft power" and then specifically "Gross National Cool", ideas that culture and other non-coercive means can shape a country's international influence, economy, and social identity. After developing our understanding of these concepts, we dive into concrete popular music, manga/anime, film, and more in order to recognize the larger role they play in shaping the Japanese post-recession economy, political system, and international relations. At the end of this seminar, I hope you can develop an appreciation for how everyday pop culture can play a significant role in macro-scale issues, politically, economically, and socially.T h e P h i lo so p h y o f M o d e rn P h y si c sScience and scientific theories underlie much of modern society. Today, we attribute our accelerating technological advancement to scientific research and justify our public policy by appealing to scientific authorities. Through all of this, we often take for granted that we know the answer to the question: what is science? In this seminar, we will critically examine the ideas of the two most influential philosophers of science in the twentieth century, Karl Popper and Thomas Kuhn, and how their work was shaped by the development of modern physics. We will not only ask how science is defined, but also: what is the purpose of science, what are its goals and assumptions, and how does science work in practice? This seminar will encourage students to consider these questions through the lens of the two major revolutions in twentieth century physics (relativity and quantum theory) and reflect on how the philosophy of physics has affected their own understanding of reality.W h y H ist o r y M at t e r sIf you were a German living in the late 1920s, you probably believed that the German Army was betrayed by the German Civilian Government—if only the Social Democrats didn’t stab the Army in the back by surrendering, Germany would not have lost World War One. Even though this dolchstoßlegende, or “stab-in-the-back my th,” wasn’t true, people believed it was. In fact, they believed it so much that they turned away from moderate democratic parties and voted for right wing extremists like the Nazi Party.When we learn history, we don’t only do so to reproduce facts and d ates on an exam paper. We learn history because myths like the dolchstoßlegende still exist today, and because we don’t want to share the same fate as interwar Germany. When Japanese textbooks omit details on war crimes, a new dolchstoßlegende is created. When Recep Tayyip Erdoğan denies the Armenian Genocide, a newdolchstoßlegendes is created.History is a battlefield where the present is won and lost, and there is too little historical understanding in the world to ensure victory. This seminar is about seeing past the myths of the past and, like all good history classes, about our lives today.J o u rn a li sm:Ho w T o D o It An d Wh y It M a t t e r sWhether you want to be a more educated and savvy consumer of news as a global citizen or wish to develop your writing to pursue an interest in journalism, this seminar will provide an engaging and productive experience. Everyday around the world, the amazing, horrific, and absurd occurs and journalists are there to capture it. Thanks to the tireless efforts of these dedicated professionals we are able to share in this once privileged information.This seminar will give a brief history of news media and highlight the wide reaching impact news print has in western societies. You will also learn the basics of news writing to show you exactly what a reporter does to bring you hard hitting journalism. The goal of the seminar is to make news writing accessible to all. Through this process we will explore the impact that journalism can have on our everyday lives and the importance that the west places on freedom of speech.I n n o ce n t Un t i l P r o v e n Gu i lt y:An E xp lo r at i o n o f t h e L a w t h r o u ghM o c k T ri alThe court is perhaps the most prominent institution we have in deciding between right and wrong. Trials are decided by preponderance of the evidence, that is, the most convincing information we can gather from the testimony of witnesses and the insight of exhibits. Both lawyers and witnesses play a crucial role in persuading a jury, and in this seminar we will actively engage in mock trials to practice those roles. There will be an emphasis on cross-examination, in which a lawyer will interrogate an opposing witness to pull out the entirety of the truth and poke holes in the witness’ narrative. We will focus on how to develop the theory of the case starting with written materials, and then bring those documents to life by actually staging the trial. The particular case we will study involves a student being injured at the fictional Metropolitan Youth Leadership Conference. The student’s family is suing the school district and teacher for neglecting their duties in safely supervising the event. The seminar will give exposure to Western legal practices, while also refining the ability to make a case for oneself, even if on the surface the evidence seems weak.I n t e r e st in g P r o b le m s in P ro b ab i lit y T h e o r yExperience a new kind of mathematical thinking as we explore classic probability problems studied by mathematicians for centuries. Rather than learning and practicing techniques for working on specific types of problems, we'll develop our own techniques for approaching very different problems than you've seen in school. Regardless of your math experience, this seminar is accessible - more important is the desire to explore and learn about some cool new math. If you want to experience a taste of the way higher math is done, or try mathematical problem-solving different from school, or just learn some cool problems to show your friends, this seminar is for you.T h e S ci e n c e o f P e r f o r min g Un d e r P re ss u reHav e you ever wondered what’s going on inside your body when you are in a pressurized situation? Why does your body react the way it does? What causes such a reaction? These are questions we are going to address with a molecular biological lense. In addition, this class will equip you with skills that can combat some of these biological responses to pressure.[Sp e ci al Gu e st S e min ar]Ho w G lo b a l M a r ke t s a n d Bu sin e ss e s S o lv e P u b li c He alt h Ch a lle n ge sPoor public health is one of the most fundamental factors hindering economic development in countries suffering from extreme poverty. Health is conventionally considered a public issue that needs to be addressed through good government policies and plans; however, in recent years the global community has explored beyond the traditional approaches and formed many innovative strategies that leverage private businesses and market forces. In this seminar, we will discuss how powerful tools from the business world successfully create transformational change to the lives of those in the poorest nations. During the first two sessions we will cover mechanisms and strategies that tackle two big challenges –the “affordability” and “availability” of healthcare commodities and equipment. In our last session we will specifically focus on how emerging Chinese businesses are now making unique contributions that improve global health conditions.[Sp e ci al Gu e st S e min ar]Ar t an d S o c ia l M o ve m e n tThis course will look into a number of artworks, and discuss how they play a role in the realm of social movements. The artworks will range from classic art pieces to contemporary art projects. Students are encouraged to come up with their own art proposals. Creativity is highly appreciated in this seminar.[Sp e ci al Gu e st S e min ar]B o o ks, an d e ve r yt h in g in b e t we e n "Sometimes I think heaven must be one continuous unexhausted reading." —Virginia Woolf"I have always imagined that Paradise will be a kind of library." —Jorge Luis Borges This seminar will be taught by one of the founding members of HSYLC. In this seminar, you will be reading a lot of amazing books. You will be constantly discussing books and the answers they provide to our confusion, struggles and quest in life. You will step on a journey with this special guest and see the world through her eyes. The seminar will be conducted in Chinese and English bi-lingually.H o w t o T a l k t o Bo ys, Ho w t o T a l k t o Gi r l s:Un d e rst a n d in g S o cia lL an gu a ge T h ro u g h t h e We st e rn R o m a n ce N o ve lThis class will analyze Pride and Prejudice, Twilight, and supporting documents in an effort to understand the rhetoric of romance novels from the Regency Era to the present. Over time, we’ll look at which tropes have endured, which manners have changed, and finally discuss how romantic writing exists today, and what we can learn from it in our own romantic lives.康普顿（美国黑帮文化）多年来帮派暴力蹂躏了许多美国主要城市。

英语演讲比赛培训计划Public speaking is an art that combines the personal touch of a storyteller with the precision of a teacher. It is a critical skill for leaders and individuals who wish to influence their audience, advocate for a cause, or simply tell their story. The journey to becoming a compelling speaker is one of continuous learning and practice. This document outlines a training plan designed to prepare individuals for an English speech competition, focusing on developing the skills necessary to deliver a powerful and persuasive speech.Understanding the Basics。

Before diving into the nuances of public speaking, it is essential to grasp the basics. This includes understanding the structure of a speech, which typically consists of an introduction, body, and conclusion. Each part plays a pivotal role in the overall delivery. The introduction sets the stage, capturing the audience's attention and presenting the topic. The body is where the main points are elaborated, supported by evidence and anecdotes. The conclusion ties everything together, reinforcing the central message and leaving a lasting impression.Voice and Diction。

Available online at Precambrian Research160(2008)323–340SHRIMP U–Pb zircon dating of the Neoproterozoic PenglaiGroup and Archean gneisses from the Jiaobei Terrane,North China,and their tectonic implicationsJian-Bo Zhou a,b,Simon A.Wilde a,b,∗,Guo-Chun Zhao c,Chang-Qing Zheng a,Wei Jin a,Xing-Zhou Zhang a,Hong Cheng aa College of Earth Sciences,Jilin University,Changchun130061,Chinab Department of Applied Geology,Curtin University of Technology,G.P.O.Box U1987,Perth,WA6845,Australiac Department of Earth Sciences,The University of Hong Kong,Pokfulam Road,Hong Kong,ChinaReceived13March2007;received in revised form6August2007;accepted16August2007AbstractArchean basement gneisses and supracrustal rocks,together with Neoproterozoic(Sinian)metasedimentary rocks(the Penglai Group)occur in the Jiaobei Terrane at the southeastern margin of the North China Craton.SHRIMP U–Pb zircon dating of an Archean TTG gneiss gave an age of2541±5Ma,whereas metasedimentary rocks from the Neoproterozoic Penglai Group yielded a range in zircon ages from2.9to1.8Ga. The zircons can be broadly divided into three age populations,at:2.0–1.8Ga,2.45–2.1Ga and>2.5Ga.Detrital zircon grains with ages>2.6Ga are few in number and there are none with ages<1.8Ga.These results indicate that most of the detrital material comes from a Paleoproterozoic source,most likely from the Jianshan and Fenzishan groups,with some material coming from Archean gneisses in the Jiaobei Terrane.An age of1866±4Ma for amphibolite-facies hornblende–plagioclase gneiss,forming part of a supracrustal sequence within the Archean TTG gneiss,indicates Late Paleoproterozoic metamorphism.Both the Archean gneiss complex and Penglai metasedimentary rocks resemble previously described components of the Jiao-Liao-Ji orogenic belt and suggest that the Jiaobei Terrane has a North China Craton affinity;they also suggest that the time of collision along the Jiao-Liao-Ji Belt was at∼1865Ma.©2007Elsevier B.V.All rights reserved.Keywords:SHRIMP U–Pb Zircon dating;Archean;Neoproterozoic Penglai Group;North China Craton;Sulu Orogen1.IntroductionThe Sulu Orogen(Fig.1)is the eastern extension of the Qingling-Dabie-Sulu Orogenic Belt and was one of the first ultrahigh-pressure(UHP)belts shown to contain micro-diamond,requiring pressures in excess of3.2GPa at>130km depth(Xu et al.,1992;Wang et al.,1995).UHP metamor-phism occurred during northward subduction of the South China Craton(SCC)beneath the North China Craton(NCC)in the Triassic(Liou et al.,1996;Hacker et al.,1995,1998,2000;Li et al.,1993,2000;Zheng et al.,2003,2005).The Jiaobei Ter-rane is separated from the Sulu Orogen by the Wulian–Yantai ∗Corresponding author at:Department of Applied Geology,Curtin University of Technology,G.P.O.Box U1987,Perth,W A6845,Australia.Tel.:+61892663580;fax:+61892663153.E-mail address:s.wilde@.au(S.A.Wilde).Fault and consists predominantly of Archean gneisses,Paleo-proterozoic metasedimentary rocks named the Fenzishan and Jingshan groups,and Neoproterozoic metasedimentary rocks named the Penglai Group.The Fenzishan and Jingshan groups experienced amphibolite-to granulite-facies metamorphism (Cong and Wang,1999;Zhai et al.,2000,2005;Zhai and Liu,2003;Zhao et al.,2005;Wan et al.,2006;Tang et al., 2007),whereas the Penglai Group underwent only greenschist-facies metamorphism(SBGMR,1987,1997;Zhu et al., 1994).The Jiaobei Terrane is generally considered to be the southern extension of the Jiao-Liao-Ji Belt(Fig.1a)in the eastern part of the NCC(Zhao et al.,2002,2005;Zhai,2002).Recently,how-ever,Faure et al.(2001,2002,2003)suggested that the Jiaobei Terrane probably belongs to the SCC and that the Wulian–Yantai Fault does not mark the suture between the NCC and SCC.Based onfield observations that both the Jiaobei and Sulu rocks under-0301-9268/$–see front matter©2007Elsevier B.V.All rights reserved. doi:10.1016/j.precamres.2007.08.004324J.-B.Zhou et al./Precambrian Research 160(2008)323–340Fig.1.(a)Subdivisions of the North China Craton (after Zhao et al.,2005),showing location of the Qinling-Dabie-Sulu Orogenic Belt.Rectangle shows location of the study area.(b)Geological sketch map of the Sulu Orogenic Belt of central-eastern China (after Faure et al.,2001;Hacker et al.,2006).NCC:North China Craton;SCC:South China Craton.went similar deformational histories,granulite-facies restites in migmatites of the Jiaobei Terrane are considered to be granuli-tized eclogites derived from the UHP rocks in the Sulu Orogen (Faure et al.,2001).The similarities in petrological and structural features between the Jiaobei Terrane and Sulu Orogen further suggest that the boundary between the NCC and SCC should be placed north of the Jiaobei Terrane (Faure et al.,2001).Wu et al.(2004)and Zheng et al.(2005)likewise suggest that the suture lies below,or north of,the Wulian and Penglai groups (Fig.1b),based on their interpretation that the Wulian Group is a subduction complex containing Neoproterozoic intrusives of SCC affinity,and the similarities in sedimentary style between the Wulian and Penglai groups (see also Li et al.,2007).Fur-thermore,Tang et al.(2006)reported that some rocks of the Fenzishan Group belong to the SCC,based on two samples of impure marble,which yielded SHRIMP zircon U–Pb ages of 786±67and 240±44Ma for igneous and metamorphic zircon,respectively.This suggests that the protolith of the marble was a limestone that was deposited synchronously with volcaniclas-tic rocks in a Meso-Neoproterozoic rift basin within the SCC,which was then thrust northward over the NCC due to crustal detachment during continental subduction (Tang et al.,2006).However,some recent studies suggest that the Jiaobei Terrane has affinities to the NCC,but that it behaved as a microconti-nental block during Triassic continental collision (Tang et al.,2007;Wan et al.,2007).The controversy over the tectonic affinity of the Jiaobei Ter-rane and the location of the suture between the NCC and SCC has thus attracted much attention (Faure et al.,2001,2002,2003;Zhai,2002;Zhou et al.,2003;Zheng et al.,2005;Wu et al.,2004;Tang et al.,2006,2007;Li et al.,2007;Wan et al.,2007).How-ever due to a lack of high-quality geochronological data,the nature of the protoliths and the timing of metamorphism in the Jiaobei Terrane are poorly constrained.In particular,the lack of data on the Penglai Group means there is little constraint on the origin,provenance and tectonic affinity of these sedi-ments (Faure et al.,2001,2002,2003).Various workers have also examined the Archean basement rocks in order to establish their protolith age and the timing of metamorphism,but there are still insufficient data to determine this.J.-B.Zhou et al./Precambrian Research160(2008)323–340325In recent years,an increasing number of studies have used single-grain detrital zircon dating in order to obtain information on sediment provenance,thermal history,exhumation of sedi-ment source areas,and landscape evolution(Bernet and Spiedel, 2004;Moecher and Samson,2006).In this paper,we present SHRIMP U–Pb zircon data for the Neoproterozoic(Sinian) Penglai Group and the Archean basement complex in the Jiaobei Terrane.These will enable evaluation of both igneous and meta-morphic events affecting the Archean basement complex.They will also allow us to establish the provenance of the Penglai Group and its relationship to either the NCC or SCC.These results will also provide insight into whether the basement forms part of either the NCC or SCC,and therefore help in locating the suture zone between these two cratons.2.Geological settingEast of the Tan–Lu Fault,the area is divided into two seg-ments:the Sulu Orogen in the southeast and the Jiaobei Terrane in the northwest,separated by the Wulian–Yantai Fault,which is commonly regarded as the boundary between the NCC and SCC(Fig.1b).The Jiaobei Terrane is bounded to the northwest by the Tan–Lu Fault and to the southeast by the Wulian–Yantai Fault,and contains both Precambrian metamorphic basement and Mesozoic magmatic rocks(SBGMR,1987,1997;Wang and Yan,1992;Wan et al.,2006;Tang et al.,2007).It is com-monly regarded as the southwestern part of the Paleoproterozoic Jiao-Liao-Ji Belt(Ji,1993;Bai and Dai,1998;Zhao et al.,2002, 2005;Wan et al.,2006).The Sulu Orogen forms the eastern seg-ment of the Dabie-Sulu Orogenic Belt,which also traditionally marks the northeastern margin of the SCC.The basement rocks here are dominated by granitic gneisses,with numerous eclogite enclaves,and were subjected to UHP metamorphism during the Triassic(Li et al.,1993,2000;Yang et al.,2003;Ratschbacher et al.,2000,2003,2006;Zheng et al.,2003,2004;Webb et al., 2006;Xu et al.,2006;Leech et al.,2006).Several studies have been made on the basement rocks of the Jiaobei Terrane,including regional mapping and metamorphic petrology(SBGMR,1987,1997;Zhu et al.,1994;Zhai et al., 2000,2002;Zhao et al.,1998;X.W.Zhou et al.,2004;Zhao et al.,2001,2005;Faure et al.,2001,2003).Some geochronologi-cal,geochemical,and O isotope data are also available(Wan et al.,2006;Tang et al.,2006,2007).The Precambrian basement in the Jiaobei Terrane consists of a Neoarchean gneiss com-plex,the Paleoproterozoic Fenzishan and Jingshan groups and the Neoproterozoic(Sinian)Penglai and Wulian groups.The Neoarchean gneiss complex is located in the north-central part of the terrane(Fig.1b)and is composed of tonalite-trondhjemite-granodiorite(TTG)gneisses,with some supracrustal rocks, including hornblende–plagioclase gneiss,fine-grained gneiss and banded iron formation(BIF)(Shandong Bureau of Geology and Mineral Resources,1987;Wang and Yan,1992;Li et al.,1999;Wan et al.,2006;Tang et al.,2007).It underwent upper amphibolite-to granulite-facies metamorphism,resulting in local anatexis(Zhai et al.,2000;Wan et al.,2006).Avail-able zircon Pb–Pb evaporation geochronological data give ages of2.8–2.4Ga for the TTG protolith(An,1990;Wang and Yan,1992),and LA-ICPMS zircon U–Pb data give ages of2.7–2.4Ga (Tang et al.,2007).However,timing of regional metamorphism is still uncertain.An age of1803±12Ma was obtained by Ar–Ar dating of amphibole from mafic granulite(Faure et al.,2003), and similar to slightly older ages were obtained for the regional metamorphism by LA-ICPMS U–Pb dating of metamorphic zir-con(∼1.80Ga)from the TTG gneisses by Tang et al.(2007), whereas ages of1.88–1.85Ga were obtained by SHRIMP U–Pb zircon dating of metamorphic overgrowths on detrital zircon from the Jingshan Group(Wan et al.,2006).The Paleoproterozoic rocks in the Jiaobei Terrane are named the Jingshan and Fenzishan groups and these uncomformably overlie the Neoarchean gneisses.The Jingshan Group is mainly distributed to the south of the Archean rocks and is composed of sillimanite-biotite schist and biotite gneiss that underwent upper amphibolite-to granulite-facies metamorphism(Zhou et al.,2001;X.W.Zhou et al.,2004).SHRIMP ages obtained from detrital zircon in a garnet gneiss range from2.9to2.2Ga, with metamorphic zircon in the same sample yielding an age of1882±12Ma(Wan et al.,2006).The Fenzishan Group is mainly distributed north of the Archean rocks and has similar lithologies to the Jingshan Group,but at lower metamorphic grade;commonly only at amphibolite-to greenschist-facies. Wan et al.(2006)reported SHRIMP detrital zircon ages ranging from2.8to2.2Ga,with metamorphic rims recording ages of 1.95–1.85Ga,similar to events recorded in the Jinshan Group. Therefore we support the view that the Fenzishan and Jinshan groups are the same unit,but underwent different metamorphic conditions(Wan et al.,2006).The Penglai Group,the youngest of the Precambrian basement rocks in the Jiaobei Terrane(Shandong Bureau of Geology and Mineral Resources,1997;Zhu et al.,1994;Cong and Wang,1999;Faure et al.,2001;Zhai et al.,2002;Li et al.,2007),uncomformably overlies both Archean and Paleo-proterozoic rocks.However,Faure et al.(2001)have argued that the contact between the Penglai Group and basement rocks is a north-directed detachment fault.Faure et al.(2001,2002, 2003)also suggested that the Penglai Group,together with the basement rocks,belongs to the SCC,based on similarities in deformational style and because both the Fenzishan and the Penglai groups are believed to extend across the Wulian–Yantai Fault(Faure et al.,2003).The Penglai Group can be divided into four formations in the Qixia area;these are,in ascending order,the Baoshankou, Fuzikuang,Nanzhuang and Xiangkuang formations(Fig.2). The Baoshankou Formation consists of pebbly quartzite at the base,purple-slate and marble in the middle parts,and grey–yellow slate in the upper parts.The Fuzikuang Formation mainly consists of quartzite with grey–yellow slate.The Nanzhuang Formation consists of calcareous slate,whereas the Xiangkuang Formation mainly consists of thick-bedded limestone.The Penglai Group is>4100m in thickness and only experienced lower greenschist-facies metamorphism (Shandong Bureau of Geology and Mineral Resources,1987, 1997;Zhu et al.,1994;Faure et al.,2001,2003).The Wulian Group is another sequence of Neoproterozoic rocks that occurs several hundred kilometers south of the Penglai Group.It is the326J.-B.Zhou et al./Precambrian Research 160(2008)323–340Fig.2.Detailed geological sketch map of the Penglai Group in the Jiaobei Terrane,showing sample locations.subject of a separate study (Zhou et al.,in review )and is not described in detail in this paper,although salient features are incorporated in the later discussion.The nature and tectonic setting of the Penglai Group is still disputed (Faure et al.,2001,2002,2003,Zhai et al.,2002;Li et al.,2007).The depositional age is commonly considered to be Paleozoic,based on a whole-rock Rb–Sr age of 473±32Ma for a sample of slate from the Baoshankou Formation and a K–Ar age of 299±4Ma obtained from similar slate;interpreted to represent the protolith age and time of metamorphism,respec-tively (Zhu et al.,1994).However,a Mesoproterozoic age of ∼1166Ma was obtained by whole-rock Pb–Pb dating (Zhang,1995).Due to the mobility of the Rb–Sr isotopic system during metamorphism,and possible inhomogeneous initial Pb isotopic composition of the whole-rocks,these data are highly suspect.Paleontological data (Shandong Bureau of Geology and Mineral Resources,1987,1997)favour a Neoproterozoic age.Microfos-sils have been recorded in marble and slate of the Penglai Group and include Trachysphaeridium dengyingense ,Trachysphaerid-ium incrassatum ,Paleamorpha punctulata ,Nephromorpha regularis ,Leiopsphosphaera minor ,Leiopsphosphaera solida ,Comusmorpha brevis ,Baculimorph brevir ,Trachysphaeridium sp.,and Paleamorpha sp.(Shandong Bureau of Geology and Mineral Resources,1997).Such microfossils are common in the Neoproterozoic sedimentary rocks at Luxi in Western Shandong and at Dalian in the Liaoling Peninsula of the NCC (Shandong Bureau of Geology and Mineral Resources,1987,1997;Peng et al.,2001;Liaoning Bureau of Geology and Mineral Resources,1989),suggesting that the Penglai group are Neoproterozoic sediments deposited in the southern part of the NCC.3.Sample locations and description 3.1.Neoarchean gneiss complex3.1.1.Hornblende–plagioclase gneiss (sample SD6)Sample SD6was collected from ∼7km northeast of Qixia in the Jiaobei Terrane (Figs.1and 2),where supracrustal rocks occur as small lenses within the TTG gneisses.The supracrustal rocks consist of fine-grained gneiss,hornblende–plagioclase gneiss and BIF,and are intruded by the TTG rocks or else are in tectonic contact.The hornblende–plagioclase gneiss lenses are elongated parallel to the foliation in the host gneiss,indi-cating that they underwent the same deformation event.The hornblende–plagioclase gneiss of this study was collected from the central part of the supracrustal rocks,which outcrop for ∼200m in length and 20–50m in width.Sample SD6is com-posed of hornblende (55–60%),plagioclase (35–40%)and clinopyroxene (5–10%),with minor amounts of quartz,gar-net,apatite,zircon,ilmenite,pyrite and secondary limonite.The gneissosity is well defined by oriented hornblende (0.3–3mm),and some of the clinopyroxene occurs as inclusions within large plagioclase crystals (Fig.3a).3.1.2.Biotite–plagioclase gneiss (sample SD8)Sample SD8was collected ∼1600m north-northeast of sam-ple SD6(Fig.2)and is typical of the Neoarchean gneisses in the Jiaobei Terrane.It is composed of quartz (20–30%),pla-gioclase (30–40%),K-feldspar (10–20%),biotite (5–10%)and hornblende (1–10%),with minor amounts of garnet,apatite and zircon.The sample has a gneissic structure with light-colored minerals (quartz,plagioclase and K-feldspar)ranging from 1J.-B.Zhou et al./Precambrian Research160(2008)323–340327Fig.3.Photomicrographs of analyzed samples from the Jiaobei Terrane.(a)Hornblende–plagioclase gneiss sample SD6(plane polarized light),showing gneissosity defined by elongate hornblende.(b)Biotite–plagioclase gneiss sample SD8(crossed polarized light),showing K-feldspar characterized by microcline twinning with biotite present as inclusions.(c)Quartzite sample SD9(plane polarized light),showing equidimensional quartz grains.(d)Quartzite sample SD10(crossed polarized light),showing recrystallized quartz grains.Abbreviations:Bi:biotite;Cpx:clinopyroxene;Hb:hornblende;Kfs:K-feldspar;Mus:muscovite;Pl:plagioclase;Qz: quartz.to5mm in diameter.Most of the K-feldspar is characterized by microcline twinning and biotite is present as inclusions(Fig.3b). The mafic minerals(biotite and hornblende)range from0.5to 3mm in size and are generally subidioblastic.3.2.Penglai Group3.2.1.Quartzite(sample SD9)Sample SD9was collected from the Baoshankou Formation near Tingkou(Fig.2),and is located near the base,close to the boundary with the underlying Fenzishan Group.It is com-posed of quartz(85–90%),plagioclase(5–10%)and muscovite (1–10%),with minor amounts of magnetite,monazite and zir-con.The quartz is recrystallized to a granular mosaic(Fig.3c) and,together with plagioclase,ranges from1to5mm in diame-ter.The muscovite is generally subidiomorphic and ranges from 0.5to1mm in length,and is present at grain boundaries.3.2.2.Quartzite(sample SD10)Sample SD10was collected about∼1800m northeast of sam-ple SD9and is from the overlying Fuzikuang Formation(Fig.2). It is interlayered with phyllite and slate and was obtained from a quartzite unit up to17m in thickness.It consists mostly of recrystallized quartz grains(90–95%)with serrated margins,plagioclase(5–8%)and muscovite(1–5%),with accessory tour-maline and zircon(Fig.3d).The quartz grains are recrystallized with serrated margins and range in diameter from1to5mm. The muscovite is only present at the boundaries of recrystallized quartz grains and is0.2–0.5mm in length(Fig.3d).4.Analytical methodsTwo samples from the Archean gneiss complex and two sam-ples from the Penglai Group in the Qixia area were selected for study.They were processed by crushing,initial heavy liquid and subsequent magnetic separation at the Hebei Institute of Geochemical and Geophysical Prospecting at Langfang.Sam-ples were divided into different size and magnetic fractions using a Frantz isodynamic separator.Zircons from the non-magnetic fractions were handpicked and mounted,along with pieces of the CZ3zircon standard,onto adhesive tape,enclosed in epoxy resin and then polished to about half their thickness.The mount was then cleaned and carbon-coated and photographed in reflected and transmitted light.Cathodoluminescence(CL) imaging of zircon grains was carried out using a Philips XL30 scanning electron microscope(SEM)at Curtin University of Technology.The mount was then cleaned and gold coated prior to U–Th–Pb analyses conducted using the WA Consor-328J.-B.Zhou et al./Precambrian Research160(2008)323–340tium SHRIMP II ion microprobe housed at Curtin University of Technology.Detailed analytical procedures are described by Nelson(1997)and Williams(1998).Isotopic ratios were mon-itored with reference to Sri Lankan gem zircon standard(CZ3) with a206Pb/238U ratio of0.0914that is equivalent to an age of564Ma.Pb/U ratios in the unknown samples were corrected using the ln(Pb/U)/ln(UO/U)relationship as measured on CZ3 during the analytical session.All ages have been calculated from the U and Th decay constants recommended by Steiger and J¨a ger (1977).Reported ages represent207Pb/206Pb data that have been corrected using the measured204Pb(Compston et al.,1984). The analytical data were reduced,calculated and plotted using the Squid(1.0)and IsoplotEx2.46programs(Ludwig,2001). Individual analyses in the data table and concordia plots are pre-sented with1σerror and uncertainties in weighted mean ages are quoted at the95%confidence level(2σ),unless otherwise indicated.5.Zircon U–Pb Results5.1.Archean gneiss complex5.1.1.Hornblende–plagioclase gneiss(Sample SD6)Zircons from sample SD6are colorless,transparent and xenomorphic to subidiomorphic in shape.They range from ca. 50to100␮m in length,with length to width ratios of1:1to2:1. CL imaging reveals that most grains are grey in color with rare lighter seams,although some grains have apparent cores with weak oscillatory zoning(Fig.4a).A total of10spot analyses were made on10zircons from sample SD6(Table1and Fig.4b).They have U and Th contents and Th/U ratios ranging from525to922ppm,5to19ppm and 0.01to0.03,respectively.The data are concordant or slightly discordant(Fig.4b)and define an upper intercept207Pb/206Pb age of1866±4Ma(MSWD=1.5).In addition,9of the10spots give a weighted mean age of1865±3Ma(MSWD=0.92).It is noteworthy that ages obtained from the apparent cores of tabular zircons are similar to those of zircons that lack this structure (Fig.4a),possibly indicating that they have been recrystal-lized and no longer show evidence of their protolith.Despite their apparent igneous shape,the low Th/U ratios of0.01–0.03 (mostly∼0.01,Table1),together with their CL pattern(Fig.4a), suggests the age of1866±4Ma defines the time of metamor-phism.5.1.2.Biotite–plagioclase gneiss(sample SD8)Zircons from sample SD8are colorless,transparent and euhe-dral in shape.The crystals range from ca.100to200␮m in length,with length to width ratios ranging from2:1to4:1.CL imaging reveals that all the grains have prominent oscillatory zoning(Fig.5a),indicating they are of magmatic origin.A total of17analyses were made on17zircons(Table1)and they have U and Th contents and Th/U ratios ranging from57to314ppm, 13to74ppm and0.06to0.52,respectively.The data are concor-dant(Fig.5b)and define an upper intercept207Pb/206Pb age of 2541±5Ma(MSWD=1.5).The17analyses have a weighted mean age of2535±7Ma(MSWD=1.2).The oscillatoryzon-Fig.4.(a)Representative CL images of zircons from hornblende–plagioclase gneiss sample SD6showing U–Pb ages(Note:the notation for each spot consists of spot number and,in brackets,the207Pb/206Pb age and Th/U ratio;the black dashed circles delimit the area of the SHRIMP analytical sites).(b)SHRIMP U–Pb concordia diagram of zircon analyses from sample SD6from the Jiaobei Terrane,quoting both the upper intercept and weighted mean ages.ing in CL images and Th/U ratios of0.06–0.52(mostly>0.1, Table1),indicate that the age of2535±7Ma is the protolith age of the Archean gneiss.5.2.Penglai group5.2.1.Quartzite(sample SD9)Sample SD9yielded abundant zircon grains,most of which are rounded to subhedral and range from50to200␮m in size. CL imaging reveals that most grains are oscillatory zoned and of magmatic origin(Fig.6a),although zoning is commonly weak and some grains are dark and have higher U concentrations.A total of54analyses were made on50grains(Table1).As might be expected for a detrital population,the data show a spread along concordia,with some discordance(Fig.6b).Their U and Th contents and Th/U ratios range,respectively,from19 to563ppm,14–383ppm and0.24–1.37.The54analyses yield apparent207Pb/206Pb ages ranging from2905to1827Ma.This wide range of ages emphasizes the great variety of rocks in the source area.Broadly,the grains fall into three age populations, at:>2600Ma,2460–2200Ma and<2100Ma(Fig.6b).Most332J.-B.Zhou et al./Precambrian Research160(2008)323–340Fig.5.(a)Representative CL images of zircons from biotite–plagioclase gneiss sample SD8.The notation for each spot is as in Fig.4,with the exception that the SHRIMP analytical sites are marked by white dashed circles.(b)SHRIMP U–Pb concordia diagram of zircon analyses from sample SD8from the Jiaobei Terrane,quoting both the upper intercept and weighted mean ages.of them fall into the2460–2200Ma population,all of which have oscillatory zoning in CL images and have high Th/U ratios (>0.24),indicating derivation from magmatic source rocks.The youngest age of∼1800Ma defines the maximum depositional age of the Penglai Group.Zircon ages>2600Ma(oldest age of 2905Ma),indicate that Archean rocks also contributed to the source of the Penglai Group.5.2.2.Quartzite(sample SD10)Sample SD10yielded abundant small zircon grains,most of which are rounded to subhedral and range from50to150␮m in size.Most show oscillatory zoning in CL images(Fig.7a) and have compositional features consistent with magmatic zir-con.A total of62analyses were made on55grains(Table1). The data show a spread along concordia,with variable discor-dance(Fig.7b).They yield apparent ages ranging from2820 to1860Ma.Broadly,the grains fall into two age populations: >2500Ma and2450–1865Ma.The>2500Ma zircons are few in number,but indicate the presence of Archean rocks in the source area of the Penglai Group.Most zircons fall within the age range of2450–1865Ma and can be further divided into two sub-populations at:2450–2280Ma and2100–1865Ma.The sub-population of2450–2280Ma,with a peak at2324Ma,indicates Fig.6.(a)Representative CL images of zircons from quartzite sample SD9.The notation for each spot is as in Fig.4.(b)U–Pb concordia diagram of detrital zircon analyses of quartzite sample SD9from the Penglai Group in the Jiaobei Terrane.Inset:a relative probability plot of the data.the igneous age of the source rocks,as do some of the oscil-latory zoned zircons with ages of∼2100Ma.However,some of the younger ages in the2100–1865Ma sub-population are from zircons with low Th/U ratios and may record the time of metamorphism of the source rocks.In particular,within the lat-ter group,three of the analyses(10–10.2,10–36.1and10–46.1, Table1)were obtained from zircon rims and the U and Th con-tents and Th/U ratios range,respectively,from146to454ppm, 1to27ppm and0.05to0.08.They have207Pb/206Pb ages of 1961±13–1911±40Ma,which may possibly reflect the time of high-grade metamorphism of the source rocks,prior to incor-poration of these zircons into the quartzite protolith.6.Discussion6.1.Protolith age of the Archean rocksThe Jiao-Liao-Ji Belt lies at the eastern margin of the East-ern Block of the North China Craton(Fig.1a),with its southern extension separating the main part of the Eastern Block of the NCC from the Jiaobei complex(Zhao et al.,2002,2005;Wan et al.,2006).The belt includes Neoarchean gneiss complexes,a Paleoproterozoic sedimentary and volcanic succession(named the Liaohe Group),and associated granitic and mafic intrusionsJ.-B.Zhou et al./Precambrian Research160(2008)323–340333Fig.7.(a)Representative CL images of zircons from quartzite sample SD10. The notation for each spot is as in Fig.4,except that both white and dark dashed circles are used to define the SHRIMP analytical sites depending on the CL intensity.(b)U–Pb concordia diagram of detrital zircon analyses of quartzite sample SD10from the Penglai Group in the Jiaobei Terrane.Inset:a relative probability plot of the data.(Zhao et al.,2002,2005).In the Liao-Ji segment of the Jiao-Liao-Ji Belt,Neoarchean gneiss complexes and the Paleoproterozoic Liaohe Group are widely distributed.The basement is composed mainly of gneissic TTG rocks,with some supracrustal rocks. This association is comparable with the Neoarchean Anshan Group in the Anshan area(Wan et al.,2006)and the Archean rocks underwent the same strong metamorphism and deforma-tion recorded by the Liaohe Group(Wan et al.,2006).The Jiaobei segment of the Jiao-Liao-Ji Belt(Fig.1a)consists of an Archean gneiss complex composed mainly of TTG rocks, with some supracrustal rocks.This association is comparable to the Neoarchean basement rocks in the Liao-Ji area.Stratigraph-ically,the Paleoproterozoic Fenzishan and Jingshan groups in the Jiaobei Terrane have been correlated by some workers with the Liaohe Group(Zhao et al.,2005).Previously-published zircon U–Pb ages for the Jiaobei Ter-rane rocks obtained by the Pb–Pb evaporation method can be broadly divided into three age populations,at:2940–2850Ma, 2660–2610Ma and2580–2400Ma(An,1990;Wang and Yan, 1992),but the poor-quality of the geochronological data,with large uncertainties,make it difficult to determine whether the TTG rocks in the Jiaobei Terrane were generated in a sin-gle episode or not(Tang et al.,2007).Furthermore,ages of2700–2690Ma have also been identified,using the LA-ICPMSmethod(Tang et al.,2007).From our study,the upper interceptage of2541±5(MSWD=1.5)Ma obtained from sample SD8(Table1),together with the oscillatory zoning and high Th/Uratios of the zircons,suggests that this records the protolith ageof the TTG rocks,which is similar to ages recorded throughoutthe NCC(Jahn and Zhang,1984;Jahn and Ernst,1990;Zhaoet al.,2000,2002,2005;Zhai et al.,2000,2005;Zhai and Liu,2003;Wilde et al.,2002,2005;Wilde and Zhao,2005;Kusky andLi,2003;Kusky et al.,2007;Kr¨o ner et al.,2005;Wu et al.,2005;Wan et al.,2006).Therefore the age populations of2.69–2.54Garecord Neoarchean magmatism in the Jiaobei Terrane,similarto that of the NCC.6.2.Timing of metamorphism of the basement rocksBased on published zircon U–Pb and mineral Ar–Ar stud-ies in the Liao-Ji segment of the Jiao-Liao-Ji Belt,Zhao et al.(2005)suggested that most of the sedimentary and volcanicsuccessions and pre-tectonic(gneissic)granites formed in theperiod2200–2000Ma and were metamorphosed and deformedat∼1900Ma.Yin and Nie(1996)obtained a biotite40Ar/39Arage of1896±7Ma from the Liaohe Group and interpreted it asa metamorphic age.Post-tectonic rapakivi granite that intrudesthe upper sequence of the Liaohe Group yields a SHRIMP U–Pbzircon age of1875±10Ma,which indicates that the metamor-phic event that affected the Jiao-Liao-Ji Belt must have occurredbefore this time(S.Z.Li et al.,2003).Cai et al.(2002)andLu et al.(2004)also obtained U–Pb zircon ages of1857±20and1843±23Ma from post-tectonic alkali syenites that cut theupper sequence of the Liaohe Group,which further supports theconclusion that the metamorphic event in the Jiao-Liao-Ji Belttook place before∼1850Ma(Zhao et al.,2005).In the Jiaobei segment of the Jiao-Liao-Ji Belt,the timingof metamorphism is still uncertain.Wan et al.(2006)reportedSHRIMP U–Pb data for detrital zircons from the Jingshan Group(considered to be equivalent to the Fenzishan Group,but atgranulite-facies),with15out of63analyses giving a207Pb/206Pbweighted mean age of1882±12Ma(MSWD=3.2).This wasinterpreted to record the time of high-grade metamorphism of theJingshan Group.However,Tang et al.(2007)reported youngerintercept ages of1764±33Ma from Archean TTG gneiss fromeast of Qixia by the LA-ICPMS method,suggesting that meta-morphism took place later.Tang et al.(2006)also reportedtwo samples of impure marble from the Fenzishan Group with 206Pb/238U ages of786±67and240±44Ma obtained by the SHRIMP zircon U–Pb method,interpreted to represent igneousand metamorphic ages,respectively.These dates imply thatsome of the Proterozoic rocks belong to the SCC and were inter-leaved with the NCC during continental subduction(Tang et al.,2007).However,whether these marbles do indeed belong to theFenzishan Group remains to be determined by further work.As shown in CL images(Fig.4a),most zircons fromhornblende–plagioclase gneiss sample SD6show little internalstructure and have low Th/U ratios of0.01–0.03(mostly∼0.01,Table1),most likely indicating a metamorphic origin.Based。

英语教育机构招生公开课活动方案Recruitment Open Class Activity Plan for an English Education InstitutionIn today's increasingly globalized world, the demand for effective English language education has never been higher. As the world's lingua franca, proficiency in English has become a critical skill for individuals and organizations alike, opening up new opportunities for personal and professional growth. In response to this growing need, many specialized English education institutions have emerged, each vying to attract and cultivate the next generation of language learners.One such institution, [Institution Name], has recognized the importance of proactively engaging with its target audience and effectively communicating the unique value it can offer. To this end, the institution is planning a comprehensive Recruitment Open Class Activity, designed to showcase its exceptional teaching methods, experienced instructors, and the transformative impact of its programs.The primary objectives of this open class activity are threefold: to raise awareness about the institution's offerings, to generate genuine interest and excitement among prospective students, and to ultimately drive enrollment in the institution's various English language courses and programs.The open class activity will be structured in a way that allows participants to experience firsthand the quality of instruction and the learning environment that [Institution Name] provides. The event will be divided into several key components, each designed to engage and inform the attendees.1. Welcome and Introduction:The event will begin with a warm welcome from the institution's leadership team, who will set the tone for the day's activities. They will provide a brief overview of the institution's history, its core values, and its commitment to excellence in English language education. This introduction will help to establish the institution's credibility and set the stage for the open class experience.2. Demonstration Lesson:The centerpiece of the open class activity will be a live demonstration lesson, conducted by one of the institution's most experienced and engaging instructors. Participants will have theopportunity to observe the instructor's teaching methodology, their ability to create a dynamic and interactive learning environment, and the overall quality of the lesson content.The demonstration lesson will cover a range of language skills, such as reading, writing, speaking, and listening, showcasing the institution's comprehensive approach to language education. The instructor will employ a variety of teaching techniques, including interactive activities, multimedia presentations, and guided discussions, to ensure that the lesson is both informative and engaging for the participants.3. Student Testimonials:To further reinforce the value of the institution's programs, the open class activity will feature testimonials from current students. These students will share their personal experiences, the challenges they have overcome, and the tangible benefits they have gained from their studies at [Institution Name]. By hearing directly from those who have already experienced the institution's offerings, prospective students will gain a deeper understanding of the transformative impact the institution can have on their language learning journey.4. Q&A Session:Following the demonstration lesson and student testimonials, theopen class activity will conclude with a comprehensive question-and-answer session. This interactive segment will allow participants to engage directly with the institution's instructors and administrators, asking questions about the curriculum, teaching methodologies, admission requirements, and any other areas of interest.The Q&A session will serve as a valuable opportunity for prospective students to gain a deeper understanding of the institution's offerings and to address any concerns or uncertainties they may have. The institution's representatives will be prepared to provide thorough and informative responses, further solidifying the institution's reputation as a trusted and reliable provider of English language education.5. Enrollment Assistance:To capitalize on the momentum and enthusiasm generated during the open class activity, the institution will have dedicated staff on hand to assist interested participants with the enrollment process. This will include providing information about course schedules, tuition fees, and any available financial aid or scholarship opportunities.By offering immediate enrollment assistance, the institution aims to streamline the application process and make it as convenient as possible for prospective students to take the next step in theirlanguage learning journey.The Recruitment Open Class Activity will be widely promoted through various marketing channels, including the institution's website, social media platforms, and targeted outreach to local communities and organizations. The event will be held on a weekend to ensure maximum accessibility for working professionals and students alike.To ensure the success of the open class activity, the institution will allocate a significant budget to cover the costs of venue rental, instructional materials, marketing and promotional efforts, and any additional logistical requirements. The institution's team of experienced event planners will work diligently to ensure that every aspect of the open class activity is meticulously organized and executed, creating a seamless and memorable experience for all participants.By implementing this comprehensive Recruitment Open Class Activity, [Institution Name] aims to position itself as a leading provider of English language education, attracting a diverse pool of motivated and ambitious students. Through the demonstration lesson, student testimonials, and interactive Q&A session, the institution will showcase its commitment to excellence, its innovative teaching methodologies, and the transformative impact it can haveon the lives of its students.Ultimately, the success of this open class activity will be measured by the institution's ability to generate a significant increase in enrollment inquiries and applications, as well as the overall level of satisfaction and engagement expressed by the participants. By investing in this strategic initiative, [Institution Name] is poised to solidify its reputation as a premier destination for English language learning, empowering individuals to reach new heights in their personal and professional endeavors.。

2015—2016学年度第二学期教研组工作计划高段英语组组长：邹锦霞一、指导思想：本着“发展学生，发展教师”的指导思想，响应市教育局和学校教务处的号召，开展丰富多彩的英语活动，提高学生的英语学习兴趣和听、说、读、写各种能力。

以学校总体教学工作为依据，以提高教学质量为目标，增强学习意识、服务意识、教科研意识、质量意识、合作意识，充分发挥业务职能的作用，以更新教育教学观念为先导，以课堂教学改革为重点，以培养学生的创新精神和实践能力为重点，积极探索，不断深化课堂教学改革，全面提高我校高段英语教师的教研和教学工作水平，取得更好成绩。

二、基本情况：本教研组共有五名英语教师，分别任两个年级12个班的英语教学工作。

各年级英语教师团结协作相互学习督促，六年级的梁老师和张娇娇老师是有着多年六年级教学经验的教师，教学形式多样方法灵活；六年级的刘维维老师有丰富的小学英语教学经验，上课平易近人能充分调动学生的积极性；五年级的李恪芳老师有多年的小学英语教学经验，课堂活跃，学习氛围浓厚。

三、具体工作：1．加强理论学习，提高科研能力。

结合学校开展的“阅读分享”的活动，和“教师专业测试”活动让教师加强教育理论的学习，提高教师的教育教学能力和教科研能力。

2. 抓好教学常规，努力提高质量。

本学期将进一步加强教学常规工作的管理与考核，坚持"月查制度"，以教研组为单位将检查情况和改进意见及时反馈给本人。

本学期要突出教学管理中的"六抓"：1）抓备课。

备好课是上好课的前提。

本学期的重点是抓“课前备课”。

必须变"课后补教案"为"提前一周备课"，在备课中努力做到教学过程具体化。

2）抓课堂教学。

课堂教学是教学工作的中心环节。

本学期全组教师通过认真开展“如何打造高效课堂”主题教研活动，共同研究提高课堂效率的办法和措施。

3）抓反思。

上课后及时写教学手记，要求高质量，具有真实性，注重理论和实践相结合。

145IiI/E region vïng I/E ViÕt t¾t cña integra tion-excision region.ICSI Xem:intra cytopla smic sperm injection.identical twin sinh ®«i ®ång nhÊt Xem monozygotic twin.idiogram s¬ ®å c¸ thÓXem: karyogram. idiotype An identifying property or characteristic of an item or system. 1.A plant form expected on physiological grounds to represent an optimal type for the environment in which the plant is to be grown. 2. A classification of antibody molecules according to the antigenicity of the variable regions. Each idiotype is unique to a particular immunoglobulin raised to a particular antigen.kiÓu c¸ thÓTÝnh chÊt hoÆc ®Æc tr-ng x¸c ®Þnh cña mét chØ tiªu hoÆc hÖ thèng.1. Mét mÉu thùc vËt mong muèn vÒ mÆt sinh lýhäc ®Ó m« t¶ mét kiÓu tèi -u cña m«i tr-êng trong ®ã c©y sÏ sinh tr-ëng. 2. Ph©n lo¹i ph©n tö kh¸ng thÓ theo tÝnh kh¸ng nguyªn cña vïng biÕn dÞ. Mçi mét kiÓu c¸ thÓ duy nh©t cho mét globulin miÔn dÞch ®Æc thïg©y ra mét kh¸ng thÓ riªng biÖt.IgA/Igd/IgG/IgE/IgM GlobulinA/ GlobulinD/GlobulinG/GlobulinE/ GlobulinM xem: antibody class.IGS viÕt t¾t cña 1. interna l guide sequence. 2. intergenic spacer. imaginal disc A mass of cells in the larvae of Drosophila melanog aster and other holometabolous insects that gives rise to particular adult organs, such as antennae, eyes or wings.®Üa mÇm Khèi l-îng tÕ bμo cña Êu trïng ruåi dÊm (Drosophila melanogaste) vμ c¸c loμi c«n trïng biÕn th¸i hoμn toμn kh¸c sinh ra c¸c c¬ quan tr-ëng thμnh ®Æc biÖt, nh-r©u, m¾t hoÆc c¸nh.imbibition 1. The absorption of liquids or vapours into the ultramicroscopic spaces or pores found in materials. 2. The initial water uptake by seeds prior to germination. hÊp thô1.HÊp thô c¸c chÊt láng hoÆc h¬i vμo trong kho¶ng trèng hoÆc lç siªu nháh×nh thμnh trong nguyªn liÖu. 2. DÉn n-íc ban ®Çu do h¹t gièng tr-íc n¶y mÇm. immediate early gene A viral gene that is expressed promptly after infection.g en sím tøc thêi Mét gen virut ®-îc biÓu thÞ tøc thêi sau l©y nhiÔm.immobilized cells Cells entrapped in matrices such as alginate, polyacrylamide and agarose, for use in membrane and filter bioreactors.tÕ bμo cè ®Þnh Nh÷ng tÕ bμo m¾c bÉy trong c¸c m«i tr-êng nh- anginate, polyacrylamide vμ agarose, ®Ó sö dông trong c¸c ph¶n øng sinh häc mμng vμ läc. immortalization The genetic transformation of a cell type into a cell line which can proliferate indefinitely.hãa bÊt tö BiÕn n¹p gen cña mét kiÓu tÕbμo thμnh dßng tÕ bμo mμ cã thÓ t¨ng nhanh kh«ng giíi h¹n.immorta lizing oncogene A gene that, upon transfection, enables a primary cell to grow indefinitely in culture.gen g©y ung th-hãa bÊt tö Mét gen cho phÐp tÕ bμo gèc sinh tr-ëng kh«ng giíi h¹n trong nu«i cÊy khi chuyÓn nhiÔm,. immune response The processes, including the synthesis of antibodies, that are used by vertebrates to respond to the presence of a foreign antigen. See: primary immune response; secondary immune response.ph¶n øng miÔn dÞch C¸c qu¸ tr×nh, bao gåm tæng hîp kh¸ng thÓ, ®-îc ®éng vËt cã x-¬ng sèng dïng ®Ó tr¶ lêi sù cã mÆt mét kh¸ng nguyªn ngo¹i. Xem: primary immune response; secondary immune response.146immunity The lack of susceptibility of an animal or plant to infection by a particular pathogen, or to the harmful effects of their toxins.tÝnh miÔn dÞch ThiÕu tÝnh mÉn c¶m víi nhiÔm bÖnh cña ®éng vËt hoÆc thùc vËt do t¸c nh©n g©y bÖnh ®Æc thï, hoÆc víi ¶nh h-ëng cã h¹i cña ®éc tè cña chóng. immunization The production of immunity in an individual by artificial means. Active immunization involves the introduction, either orally or by infection, of specially treated bacteria, viruses or their toxins so as to stimulate the production of antibodies. See: passive immunity.t¹o miÔn dÞch T¹o tÝnh miÔn dÞch cña mét c¸ thÓ b»ng ph-¬ng ph¸p nh©n t¹o. T¹o miÔn dÞch chñ ®éng liªn qua viÖc ®-a vμo, trùc tiÕp hoÆc do nhiÔm bÖnh, cña vi khuÈn, virut ®-îc xö lý riªng biÖt hoÆc ®éc tè cña chóng ®Ó kÝch thÝch t¹o kh¸ng thÓ. Xem: passive immunity.immunoa ffinity chroma togra phy A purification technique in which an antibody is bound to a matrix and is used to isolate a protein from a complex mixture. See: affinity chromatography. s¾c ký ¸i lùc miÔn dÞch Kü thuËt lμm s¹ch trong ®ã kh¸ng thÓ liªn kÕt víi mét hîp chÊt vμ ®-îc sö dông ®Ó ph©n lËp protein tõ mét hçn hîp chÊt phøc t¹p. Xem: affinity chromatography.immunoassay An detection system for a particular molecule, which exploits the specific binding of an antibody raised against it. For measurement, the antibody can incorporate a radioactive or fluorescent label, or be linked to an enzyme which catalyses an easily monitored reaction such as a change in colour (see: ELISA). Synonym: immunodiagnostics.thö nghiÖm miÔn dÞch HÖ thèng dß t×m mét ph©n tö ®Æc thï, khai th¸c mèi liªn kÕt ®Æc biÖt cña mét kh¸ng thÓ g©y chèng ®èi.§Ó thùc hiÖn, kh¸ng thÓ cã thÓ hîp nhÊt mét ®¸nh dÊu phãng x¹ hoÆc huúnh quang, hoÆc liªn kÕt víi mét enzim ®Ó xóc t¸c ph¶n øng dß t×m dÔ nhËn thÊy nh- thay ®æi mμu (xem: ELIS A). Tõ ®ång nghÜa: immunodiagnostics.immunochemical control kiÓm tra miÔn dÞch xem: immunotherapy. immunodiagnostics chÈn ®o¸n miÔn dÞch xem: immunoassay.immunogen t¸c nh©n miÔn dÞch xem: antigen.immunogenicity The ability to elicit an immune response.g©y miÔn dÞch Kh¶ n¨ng kh¬i mμo ph¶n øng miÔn dÞch.immunoglobulin huyÕt thanh miÔn dÞch xem: antibody.immunoprophylaxis The process of active or passive immunization. Active immunization with vaccines leads to long-term protection through mobilizing the organism’s own immune system. Passive immunization is achieved by injection of antibody against a specific pathogen obtained either by fractionation of blood from an individual previously infected with the pathogen, or by monoclonal antibody technology. See: adoptive immunization, passive immunity.phßng ngõa miÔn dÞch Qu¸ tr×nh t¹o miÔn dÞch chñ ®éng hoÆc thô ®éng. T¹o miÔn dÞch chñ ®éng víi vacxin dÉn tíi b¶o vÖdμi h¹n qua huy ®éng hÖ thèng miÔn dÞch cña chÝnh sinh vËt. T¹o miÔn dÞch thô ®éng ®¹t ®-îc do tiªm kh¸ng thÓ chèng l¹i t¸c nh©n g©y bÖnh riªng biÖt thu ®-îc do ph©n t¸ch m¸u tõ mét c¸ thÓ tr-íc l©y nhiÔm víi t¸c nh©n g©y bÖnh, hoÆc bëi c«ng nghÖkh¸ng thÓ dßng ®¬n. Xem: adoptive immunization, passive immunity immunosensor A biosensor having an antibody as the biological element.bé c¶m miÔn dÞch Mét ®Çu thô c¶m sinh häc cã mang mét kh¸ng thÓ nh- phÇn tösinh vËt.immunosuppression The suppression of the immune response. Necessary following organ transplants from aimmunity147genetically different donor in order to prevent the host rejecting the grafted organ.øc chÕ miÔn dÞch¸p chÕ ph¶n øng miÔn dÞch. CÇn thiÕt tiÕp theo cÊy chuyÓn c¬quan tõ thÓ cho kh¸c biÖt di truyÒn nh»m môc ®Ých ng¨n ngõa vËt chñ lo¹i bá c¬quan ghÐp.immunosuppressor A substance, an agent or a condition that prevents or diminishes the immune response.chÊt øc chÕ miÔn dÞch Mét chÊt, mét t¸c nh©n hoÆc mét ®iÒu kiÖn ®Ó ng¨n ngõa hoÆc lμm gi¶m thiÓu ph¶n øng miÔn dÞch. immunotherapy The use of an antibody or a fusion protein containing the antigen binding site of an antibody to cure a disease or enhance the well-being of a patient. Synonym: immunochemical control.miÔn dÞch trÞ liÖu Sö dông kh¸ng thÓ hoÆc protein dung hîp mang vÞ trÝ liªn kÕt kh¸ng nguyªn cña kh¸ng thÓ ®Ó ®iÒu trÞ bÖnh hoÆc t¨ng c-êng søc khoÎ ng-êi bÖnh. Tõ®ång nghÜa: immunochemical control. immunotoxin Protein drugs consisting of an antibody joined to a toxin molecule. Made by either chemically linking the molecules, or by fusing the genes for the toxin and the antibody, and expressing a fusion protein. The antibody portion of the molecule targets the toxin.®éc tèmiÔn dÞch Thuèc protein gåm kh¸ng thÓ liªn kÕt víi ph©n tö ®éc tè. §-îc t¹o ra do liªn kÕt hãa häc ph©n tö, hoÆc do dung hîp c¸c gen cña ®éc tè vμ kh¸ng thÓ, vμ biÓu thÞ mét protein dung hîp. PhÇn kh¸ng thÓ cña ph©n tö nh»m ®Ých ®éc tè. impeller An agitator that is used for mixing the contents of a bioreactor.c¸n ®Èy VËt khuÊy ®éng dïng ®Ó trén c¸c thμnh phÇn cña bÓ ph¶n øng sinh häc in silico In a computer file. In the present context, the use of data bases of DNA and protein sequence to help answer biological questions. This is growing area of biology as the amount of genomics and proteomics data continues to grow. See: bio-informatics.in silico Trong hå s¬ m¸y tÝnh. Trong hoμn c¶nh hiÖn nay, sö dông c¬ së d÷ liÖu tr×nh tù DNA vμ protein ®Ó hç trî tr¶ lêi c¸c vÊn ®Ò sinh vËt. §©y lμ lÜnh vùc ®ang ®μ ph¸t triÓn cña sinh vËt häc v× tæng sè d÷ liÖu hÖgen vμ protein ®ang tiÕp tôc gia t¨ng. Xem: bio-informaticsin situ In the natural place or in the original place. 1. Experimental treatments performed on cells or tissue rather than on extracts from them. 2. Assays or manipulations performed with intact tissues.t¹i chç Trong chç tù nhiªn hoÆc nguyªn b¶n. 1. ThÝ nghiÖm nghiªn cøu thùc hiÖn trªn c¸c tÕ bμo hoÆc m« thay v× trªn c¸c ®o¹n trÝch ra tõ chóng. 2. Ph©n tÝch hoÆc thao t¸c ®-îc thùc hiÖn víi m« cßn nguyªn. in situ colony hybridization A procedure for screening bacterial colonies or plaques growing on plates or membranes for the presence of specific DNA sequences by the hybridization of nucleic a cid probes to the DNA molecules present in these colonies or plaques. Synonym: in situ plaque hybridization.lai gièng khuÈn l¹c t¹i chç Ph-¬ng ph¸p ®Ó sμng läc khuÈn l¹c hoÆc vÕt tan ®ang lín lªn trªn c¸c m¶ng hoÆc mμng tÕ bμo ®Ó thÓ hiÖn c¸c tr×nh tù DNA riªng biÖt do lai ®Çu dß axit nucleic víi ph©n tö DNA cãmÆt trong khuÈn l¹c hoÆc c¸c m¶ng nμy. Tõ ®ång nghÜa: in situ plaque hybridization. in-situ conservation The conservation of ecosystems and natural habitats and the maintenance and recovery of viable populations of species in their natural surroundings and, in the case of domesticated or cultivated species, in the surroundings where they have developed their distinctive properties.b¶o tån t¹i chç B¶o tån c¸c hÖ sinh th¸i, n¬i c- tró tù nhiªn, duy tr× vμ kh«i phôc c¸c quÇn thÓ loμi cã thÓ tån t¹i trong vïng xung quanh tù nhiªn vμ, xung quanh n¬i chóng ®· ph¸t triÓn c¸c ®Æc tÝnh ph©n biÖt.immunosuppression148in situ hybridization The visualization of in vivo location of macromolecules (particularly polynucleotides and polypeptides) by the histological staining of tissue sections or cytological preparations via labelled probes/ antibodies.lai t¹i chç Quan s¸t râ vÞ trÝ trong c¬ thÓc¸c ®¹i ph©n tö (®Æc biÖt lμ polynucleotit vμ polyeptit ) b»ng nhuém mμu m« häc c¸c khu vùc m« hoÆc c¸c chÕ phÈm tÕ bμo qua ®Çu dß/ kh¸ng thÓ ®¸nh dÊu.in situ pla que hybridiza tion lai g ièng m¶ng t¹i chç Xem: in situ colony hybridization.in vitro Outside the organism, or in an artificial environment. Applied for example to cells, tissues or organs cultured in glass or plastic containers.trong èng ng hiÖm Bªn ngoμi sinh vËt, hoÆc trong m«i tr-êng nh©n t¹o. ¸p dông ®iÓn h×nh víi tÕ bμo, m« hoÆc c¬ quan nu«i cÊy trong thïng b»ng kÝnh hoÆc chÊt dÎo. in vitro embryo production (Abbreviation: IVEP). The combination of ovum pickup, in vitro maturation of ova, and in vitro fertiliza tion. A potential means of overcoming the variability between donors in number of ova collected in embryo-transfer programmes.s¶n xuÊt ph«i thai trong èng ng hiÖm (viÕt t¾t: IVEP). KÕt hîp cña ®Çu ®äc no·n, tr-ëng thμnh trong èng nghiÖm cña no·n, vμ thô tinh trong èng nghiÖm. Mét ph-¬ng ph¸p tiÒm n¨ng chÕ ngù tÝnh biÕn thiªn gi÷a vËt cho trong sè c¸c no·n ®-îc tËp hîp trong ch-¬ng tr×nh chuyÓn ph«i.in vitro fertiliza tion (Abbreviation: IVF).A widely used technique in human and animal science, whereby the egg is fertilized with sperm outside the body before re-implanting into the uterus.thô tinh trong èng nghiÖm (viÕt t¾t: IVF). Kü thuËt sö dông phæ biÕn trong khoa häc ng-êi vμ ®éng vËt, b»ng c¸ch nμo ®Ó trøng ®-îc thô tinh víi tinh trïng bªn ngoμi c¬thÓ tr-íc khi cÊy vμo tö cung.in vitro maturation (Abbreviation: IVM). Culture of immature ova in the laboratory, usually until they are ready for in vitro fertilization.tr-ëng thμnh trong èng nghiÖm(viÕt t¾t: IVM). Nu«i cÊy no·n ch-a tr-ëng thμnh trong phßng thÝ nghiÖm, th-êng cho ®Õn khi chóng ®-îc chuÈn bÞ ®Çy ®ñ ®Ó thô tinh trong èng nghiÖm.in vitro mutagenesis g©y ®ét biÕn trong èng nghiÖm xem: directed mutagenesis. in vitro tra nscription The cell-free synthesis from DNA of RNA in the test tube. Synonym: cell-free transcription. phiªn m· trong èng ng hiÖm Tæng hîp tù do tÕ bμo tõ DNA cña RNA trong èng thö nghiÖm. Tõ ®ång nghÜa: cell-free transcription.in vitro tra nsla tion The synthesis of protein s from isolated mRNA molecules in the test-tube. Synonym: cell-free translation.dÞch m· trong èng ng hiÖm Tæng hîp protein tõ c¸c ph©n tö RNA th«ng tin ®-îc c« lËp trong èng thö nghiÖm. Tõ ®ång nghÜa: cell-free translation.in vivo The natural conditions in which organisms reside. Refers to biological processes that take place within a living organism or cell under normal conditions. trong c¬ thÓ C¸c ®iÒu kiÖn tù nhiªn trong ®ã sinh vËt c- tró. Liªn quan víi qu¸ tr×nh sinh vËt ®Æt trong mét sinh vËt hoÆc tÕ bμo sèng d-íi c¸c ®iÒu kiÖn b×nh th-êng.in vivo gene thera py The delivery of a gene or genes to a tissue or organ of a complete living individual to alleviate a genetic disorder.liÖu ph¸p gen trong c¬ thÓ ChuyÓn giao mét hoÆc nhiÒu gen tíi m« hoÆc c¬ quan cña c¸ thÓ sèng hoμn chØnh lμm gi¶m bít rèi lo¹n gen.ina ctiva ted a gent A virus, bacterium or other organism that has been treated to prevent it from causing a disease. See: attenuated vaccine.in situ hybridization149t¸c nh©n khö ho¹t tÝnh Mét virut, vi khuÈn hoÆc hoÆc sinh vËt kh¸c ®-îc xö lý ®Ó ng¨n ngõa g©y bÖnh. Xem: attenuated vaccine. inbred line The product of inbreeding, i.e. the intercrossing of individuals that have ancestors in common. In plants and laboratory animals, it refers to populations resulting from at least 6 generations of selfing or 20 generations of brother-sister mating, so that they have become, for all practical purposes, completely homozygous. In farm animals, the term is sometimes used to describe populations that have resulted from several generations of the mating of close relatives, without having reached complete homozygosity.dßng néi phèi S¶n phÈm néi phèi, nghÜa lμ lai chÐo c¸c c¸ thÓ cã tæ tiªn chung. Trong thùc vËt vμ ®éng vËt thÝ nghiÖm, liªn quan víi quÇn thÓ kÕt qu¶ tõ Ýt nhÊt 6 thÕhÖ tù phèi hoÆc 20 thÕ hÖ giao phèi, do vËy chóng trë thμnh ®ång hîp tö hoμn toμn theo tÊt c¶ c¸c môc ®Ých thùc hμnh. Trong ®éng vËt trang tr¹i, thuËt ng÷ ®«i khi dïng ®Ó m« t¶ nh÷ng quÇn thÓ ®-îc b¾t nguån tõ mét sè thÕ hÖ giao phèi cËn th©n, kh«ng ®¹t ®ång hîp tö hoμn toμn.inbreeding Matings between individuals that have one or more ancestors in common, the extreme condition being self-fertilization, which occurs naturally in many plants and some primitive animals. Synonym: endogamy.néi phèi Giao phèi gi÷a nh÷ng c¸ thÓ cãmét hoÆc nhiÒu tæ tiªn chung, tr¹ng th¸i cao nhÊt lμ tù thô phÊn, xÈy ra tù nhiªn trong nhiÒu loμi thùc vËt vμ mét sè loμi ®éng vËt nguyªn thñy. Tõ ®ång nghÜa: endogamy.inbreeding depression The reduction in vigour over generations of inbreeding. This affects species which are normally outbreeding and highly heterozygous. See: hybrid vigour.suy tho¸i do néi phèi Sù gi¶m søc sèng qua c¸c thÕ hÖ néi phèi. ¶nh h-ëng ®Õn c¸c loμi ngo¹i phèi b×nh th-êng vμ dÞ hîp cao. xem: hybrid vigour.inclusion body A protein that is overproduced in a recombinant bacterium and forms a crystalline structure inside the bacterial cell.thÓ bao Mét lo¹i protein ®-îc s¶n xuÊt qu¸nhiÒu trong vi khuÈn t¸i tæ hîp vμ h×nh thμnh cÊu tróc trong suèt phÝa trong tÕ bμo vi khuÈn.incompatibility 1. Genetically or physiologically determined prevention of intermating. 2. A physiological interaction resulting in graft rejection or failure. 3. A function of a related group of plasmids. Incompatible plasmids share similar replication functions, and this leads to the exclusion of one or the other plasmid if they are present in the same cell. Plasmids belonging to one incompa tibility group are very closely related.kh«ng t-¬ng hîp1.¸t chÕ giao phèi th©n thuéc ®-îc x¸c ®Þnh di truyÒn hoÆc sinh lý. 2. T¸c dông t-¬ng hç sinh lý häc g©y ra do h¹n chÕ hoÆc háng m¶nh ghÐp. 3. Ho¹t ®éng nhãm liªn quan c¸c plasmit. Plasmit kh«ng t-¬ng hîp chia sÎ ho¹t ®éng sao chÐp t-¬ng tù, vμ dÉn ®Õn lo¹i trõ plasmit nμy hoÆc plasmit kh¸c nÕu chóng cã mÆt trong cïng tÕ bμo. C¸c plasmit thuéc nhãm kh«ng t-¬ng hîp cã quan hÖ cËn th©n. incompa tibility group Plasmids must belong to different incompatibility groups to co-exist within the same cell. A plasmid cloning vector should always belong to an incompatibility group different from that of the host bacterium’s endogenous plasmids.nhãm kh«ng t-¬ng hîp C¸c plasmit cÇn thuéc vÒ nhãm kh«ng t-¬ng hîp kh¸c nhau ®Ó cïng tån t¹i trong mét tÕ bμo. Vect¬t¹o dßng plasmit cÇn lu«n thuéc nhãm kh«ng t-¬ng hîp kh¸c víi plasmit néi sinh cña vi khuÈn chñ.incomplete digest tiªu hãa kh«ng hoμn toμn xem: partial digest.incomplete dominance A gene action in which heterozygotes have a phenotype that is different from either homozygote, and is usually intermediate between them.inbred line150tÝnh tréi kh«ng hoμn toμn Ho¹t ®éng gen trong ®ã c¸c dÞ hîp tö cã kiÓu h×nh kh¸c víi ®ång hîp tö, vμ th-êng lμ trung gian gi÷a chóng.incomplete penetra nce Where the phenotype does not allow perfect prediction of the genotype as a result of interference in gene expression by the environment.th©m nhËp kh«ng hoμn toμn N¬i mμ kiÓu h×nh kh«ng cho phÐp dù ®o¸n hoμn h¶o kiÓu di truyÒn lμ hËu qu¶ cña giao thoa trong biÓu thÞ gen do m«i tr-êng. incubation 1. The hatching of eggs by means of heat, either natural or artificial.2. Period between infection and appearance of symptoms induced by a pathogen.3. The culture of cells and organisms.Êp 1. Trøng në nhê nhiÖt ®é tù nhiªn hoÆc nh©n t¹o. 2. Thêi kú gi÷a nhiÔm bÖnh vμxuÊt hiÖn triÖu chøng g©y ra do t¸c nh©n g©y bÖnh. 3. Nu«i cÊy tÕ bμo vμ sinh vËt. incubator An apparatus in which environmental conditions (light, photoperiod, temperature, humidity, etc.) are fully controlled; used for hatching eggs, multiplying micro-organisms, culturing plants, etc.lång Êp ThiÕt bÞ cã c¸c ®iÒu kiÖn m«i tr-êng (¸nh s¸ng, chu kú chiÕu s¸ng, nhiÖt ®é, Èm ®é,v.v.) ®-îc ®iÒu khiÓn ®Çy ®ñ; dïng ®Ó trøng në, nh©n vi sinh vËt, nu«i cÊy c¸c c©y con, v©n v©n.indehiscent Describing a fruit or fruiting body that does not open to release its seeds or spores when ripe.kh«ng nÎ M« t¶ qu¶ hoÆc thÓ t¹o qu¶mμ kh«ng më ra ®Ó gi¶i phãng h¹t hoÆc bμo tö khi chÝn.independent a ssortment The random distribution during meiosis of alleles (at different genes) to the gametes that is the case when the genes in question are located on different chromosomes or are unlinked on the same chromosome. See: linkage.ph©n bè chuÈn Ph©n phèi ngÉu nhiªn trong qu¸ tr×nh gi¶m ph©n cña alen (t¹i c¸c gen kh¸c nhau) cho giao tö lμ tr-êng hîp khi gen nghi ngê ®-îc x¸c ®Þnh trªn c¸c nhiÔm s¾c thÓ kh¸c nhau hoÆc kh«ng ®-îc liªn kÕt trªn cïng nhiÔm s¾c thÓ. Xem: linkageindetermina te growth The condition in which the termina l bud persists and produces successive lateral branches over an indefinite period. Opposite: determinate growth.sinh tr-ëng bÊt ®Þnh T×nh tr¹ng mÇm cuèi tån t¹i vμ s¶n sinh cμnh bªn liªn tiÕp qua mét thêi kú kh«ng x¸c ®Þnh. Ng-îc víi: determinate growthindirect embryogenesis Plant embryo formation on callus tissues derived from explants, including zygotic or somatic embryos and seedlings. Opposite: direct embryogenesis.sinh ph«i gi¸n tiÕp H×nh thμnh ph«i thùc vËt trªn m« sÑo b¾t nguån tõ c¸c m¶nh nu«i cÊy, bao gåm ph«i hîp tö hoÆc x«ma vμ mÇm non.Ng-îc víi :direct embryogenesis.indirect orga nogenesis Plant organ formation on callus tissues derived from explants. Opposite: direct organogenesis.sinh c¬ quan g i¸n tiÕp H×nh thμnh c¬quan thùc vËt trªn m« sÑo b¾t nguån tõm¶nh ghÐp. Ng-îc víi: direct organogenesis.inducer A low-molecular-weight compound or a physical agent that associates with a repressor protein to produce a complex that can no longer bind to the operator. Thus, the presence of the inducer turns on the expression of the gene(s) controlled by the operator.chÊt c¶m øng Hîp chÊt khèi l-îng ph©n tö thÊp hoÆc t¸c nh©n vËt lý liªn hîp víi protein k×m h·m ®Ó t¹o ra phøc hîp cã thÓkh«ng nèi kÐo dμi tíi ®iÓm ®iÒu hoμ. Do vËy, thÓ hiÖn h-íng c¶m øng trªn biÓu thÞmét hoÆc nhiÒu gen do ®iÒu hoμ.incomplete dominance。

关于2016年全国大学生英语竞赛报名工作的通知各学院：根据高等学校大学外语教学指导委员会和高等学校大学外语教学研究会《2016年全国大学生英语竞赛（NECCS）通知》精神，经学校研究决定，我校将组织参加本次竞赛的B、C两个类别。

现将有关事宜通知如下：一、竞赛的宗旨与目的本竞赛旨在贯彻教育部关于大学英语教学改革和考试改革精神，促进大学生英语水平的全面提高，激发广大大学生学习英语的兴趣，鼓励英语学习成绩优秀的大学生。

开展此项竞赛活动，有助于全面展示各高校大学英语教学各项指标的落实，有助于学生夯实和扩展英语基础知识和基本技能，全面提高大学生英语综合运用能力，推动大学英语教学上一个新台阶。

二、报名范围1、我校所有在校本科学生均可自愿报名参加竞赛。

2、B类适用于英语专业本科生参加；C类适用于非英语专业的本、专科生参加；有能力的体育类、艺术类学生可报名参加C 类竞赛。

三、竞赛时间1、初赛：2016年4月10日（星期天）上午9：00--11：00。

由全国统一命题，包括笔试和听力。

2、决赛：2016年5月8日（星期天）。

决赛地点另行通知。

四、竞赛题型初、决赛笔试满分均为150分。

决赛口试满分为50分。

本赛题既考查大学生英语基础知识和基本技能，又考查大学生的英语综合运用能力、阅读能力和智力水平。

本次竞赛将借鉴国内外英语测试新题型及测试方法，在保持题型相对稳定性和连续性的基础上有所创新。

竞赛内容将进一步加强英语“双基”考查力度，加强考查“能力”的取向，完善初、决赛听力测试和决赛口试，加大语篇层次上的语言运用能力的考查，同时将设计一些考查智力和综合运用英语能力的赛题，以增加赛区的区分度。

五、报名日期及办法以学院为单位统计参赛学生的名单，各学院于2015年12月21日12:00之前，将参赛学生名单（电子版发至ks@邮箱）及报名费缴到南校区办公楼211房间或北校区3号楼101房间。

六、报名费根据《2016年全国大学生英语竞赛（NECCS）通知》要求，参赛学生每人收费26元。