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英语4级纸质作文模板范文Title: A Sample Template for English 4-Level Paper Writing。
Introduction。
In today's fast-paced world, the ability to communicate effectively in English is essential. Whether you are a student, a professional, or simply someone who wants to improve their language skills, writing a paper in English can be a challenging task. However, with the right structure and guidance, anyone can master the art of writing a compelling and coherent paper. In this article, we will provide a sample template for English 4-level paper writing, which can be used as a guide for crafting well-organized and well-written papers.I. Introduction。
The introduction serves as the opening of the paper and should provide background information on the topic. It should also include a thesis statement, which is a concise summary of the main argument or point of the paper.Example:"Climate change is one of the most pressing issues facing the world today. With rising global temperatures, melting ice caps, and extreme weather events becoming more frequent, it is clear that action must be taken to address this issue. This paper will explore the causes and effects of climate change, as well as potential solutions to mitigate its impact on the planet."II. Body Paragraphs。
Research on the Loneliness in The Scarlet LetterBy09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)09-1,Song Bo (宋博No.01)A paper submitted in partial fulfillment ofthe requirements for literature classto the College of Foreign LanguagesHebei United UniversityOctober 2011A BSTRACT摘要Nathaniel Hawthorne was a quite renowned American writer in the 19th Century, who is also the representative of American romanticism. His stories displayed a psychological insight into moral isolation and human emotion, therefore he was honored the writer of psychological romanticism. Nathaniel Hawthorne was a fairly productive writer; many of his works were very influential to the world, especially to the academy world.------(作者简介)The Scarlet Letter is typically the works that created great influence in the world then and now. From the time it was published, people have begun to research on it. They make the research on different themes embodied in it: the author’s religious belief, the symbolism writing skill, the conflicts between nature and the people. However, on the loneliness aspect, it is quite few discussed and research. This paper mainly will discuss the loneliness in the novel, and probe 探查into the loneliness contained in the four main characters, as well the loneliness displayed by the symbolism.KEY WORDS:Loneliness Symbolism Nathaniel Hawthorne The Scarlet Letter摘要纳撒尼尔·霍桑是美国十九世纪杰出的作家,是美国浪漫主义小说创作的代表。
纸业专业英语词汇翻译(S2)纸业专业英语词汇翻译(S2)纸业专业英语词汇翻译(S2)spark recording paper 电火花记录纸special book paper 盲人书籍纸special impregnating paper 胶膜纸specialty paper 特种纸spinning paper 纸绳纸split color paper 单一颜色纸张sponge paper 海绵状纸spool parchment paper 红羊皮纸spot carbonized paper 局部炭粉涂布纸spot crown paper 饮用麦管用纸square paper 方格纸square rule paper 方格纸stabilization process paper 稳定处理照相纸stabilized paper 调湿纸stained paper 压光机染色的纸张stamp paper 邮票纸stamped paper 印花票用纸standard cover paper 标准封面纸starch paper 淀粉试纸stay paper 箱角补强纸steel engraver's paper 钢凹版印刷纸steel engraving paper 钢凹版印纸刷steel plate paper 板压光泽纸stencil paper 誊写蜡纸stenotype paper 速记打字用纸stereo (type) paper 铅字铸模纸sterilisable paper 杀菌纸sticky fly paper 灭绳纸stratified paper 层压纸straw paper 草浆纸stretchable paper 伸性纸strip chart paper 刻度记录纸带strip film paper 醋酸纤维素涂布感光纸styrene paper 聚苯乙烯合成纸sugar paper 包糖纸sulfate paper 牛皮纸sulfite paper 亚硫酸盐浆袋纸sulphate paper 牛皮纸sulphite paper 亚硫酸盐浆纸supercalendered paper 超级压光处理的纸张supplement paper 增刊用纸;附页用纸surface coated paper 表面涂布纸;表面涂料纸surface sized paper 表面施胶纸surfaced paper 光泽纸surgicak dressubg paper 外科医疗用纸,外科绷带synthetic paper 合成纸synthetic fiber paper 合杨纤维纸salt removal process 碱回收脱盐法sappi process sappi氧气漂白sca-billerud process sca-billerud亚硫酸钠废液回收法self-regulating process 自动调节过程semi-chemical process 半化学浆制造法simon-cusi process simon-cusi蔗渣制浆法sivola process sivola两级蒸煮soda process 烧碱法(制浆),苏打法(制浆)soda-anthraquinone process 蒽醌烧碱法制浆soda-aq process 蒽醌烧碱法制浆solvay process solvay甲醇法制备二氧化氯sonoco sulfite recovery process sonoco(亚硫酸盐废液)铝酸钠回收法sprout-waldron process s.w.冷碱法制浆steam stripping process 汽提法(除臭)stone process 磨石磨木浆法stora process stora两级蒸煮stora-brite process s.b.亚硫酸钠半化学浆的制备sulfate process 硫酸盐法(制浆)sulfite process 亚硫酸盐法(制浆)sulfite recycle process (亚硫酸钠废液)硫化物循环回收法sveen (glue) process 纤维飘浮回收法semichemical pulping 半化学浆法制浆sivola pulping sivola法两级蒸煮soda pulping 烧碱法制浆,苏打法制浆soda additive pulping 带添加剂烧碱法制浆soda-anthraquinone pulping 蒽醌苏打法制浆soda-aq pulping 蒽醌烧碱法制浆soda-oxygen pulping 氧碱法制浆sodium base bisulfite pulping 亚硫酸钠法制浆solvent pulping 溶剂法制浆stora pulping stora两级蒸煮sulfate pulping 硫酸盐法制浆sulfite pulping 亚硫酸盐法制浆sawdust pulp 木屑浆,锯末浆sereened pulp 筛后浆料semi-bleached pulp 半漂浆semi-chemical pulp 半化学浆semi neutral pulp 中性盐半化学浆sheet pulp 浆板shiny pulp 粘状浆short fibered pulp 短纤维浆sisal pulp 波罗麻浆,西沙罗麻浆slime pulp 腐浆slow (draining) pulp 粘状浆slurry pulp 纸浆悬浮液slush pulp 液体浆soda pulp 浇碱法纸浆,苏打浆soda-anthraquinone pulp 蒽醌烧碱法纸浆soda-aq pulp 蒽醌烧碱法纸浆soda-chlorine pulp 碱氯法纸浆soft pulp 软浆softwood pulp 针叶木浆spoelalty pulp 特种浆spinning pulp 人造丝浆steamed pulp 褐色磨木浆strained pulp 筛后浆料straw pulp 草浆strong pulp 高强度纸浆sulfate pulp 硫酸盐浆sulfite pulp 亚硫酸盐浆synthetic pulp 合成浆sabai grass 印度草saccharic acid 糖(二)酸saccharide 糖类saccharification 糖化作用,糖化水解saccharin(e) 糖精saccharinic acid 变糖酸,糖精酸saccharolytic 变糖的saccharose 蔗糖saddle (打浆的)山墙safe load 安全负荷safety belt 安全带safety cock 安全阀safety code 安全规程safety engineering 技术保安safety equipment 安全设备safety factor 安全系数safety measures 安全措施safety paper base stock 安全纸原纸safety regulations 安全规则,安全规章,安全制度safety rules 安全规则safety sereen 防护屏障safety stripe 安全带safety technique 安全技术safety valve 安全阀sal soda 十分(含)碳酸钠sales book manila 帐薄用马尼拉纸salinity 盐浓度,含盐量salle 精选工段,选纸工段sallon-tree (salix) 柳属salt cake 芒硝salt cake makeup 补充芒硝salt cake rotary screen 芒硝回转筛salt wash 盐(水)洗(涤)salt water 盐水salting out tank 脱盐槽saltpeter 硝石,钾硝,硝酸钾salvage 废旧,回收的salvage of waste paper 废纸回收sammeld ruck 套色印刷sample 试样,样品;取样sample card 样本卡片sample card bristol 样本卡纸sample cup 取样量杯sample plot (植林试验)标准地sample preparation 样品制备sample sheet 纸样sampler 取样器sampling cock 取样旋塞,取样阀sampling well 取样井sand bed 砂层;(过滤池)砂床sand blower 喷砂嘴sand cateher 捕砂器sand filter 砂滤器,沙滤池sand jet blower 喷砂嘴sand papering machine 砂纸加工机sand-pine (pinus clausa sargeut.) 沙松separator 捕砂器;捕砂沟separator-stone 磨石separator table 沉砂盘,除砂盘separator trap 沉砂盘,除砂盘separator well (打浆机)除砂沟sanders 砂纸sanitary dishes (卫生)纸盘sanitary napkin 妇女卫生纸sap 汁液;树汁sap peeling 割树汁;割树脂sapling 幼树saponifiable 可皂化的saponification 皂化(作用)saponification number 皂化值saponifier 皂化剂saponify 皂化saponifying agent 皂化剂saponin 皂角甙sapwood 边材sassafra (sassafras) 檫树属sassafras (sassafras officinale nees et eberm.) 美洲檫树satin cap 缎面装饰单面光包装纸satin finish 施釉;光泽装饰satin white 缎白saturate 饱和saturated 饱和的saturated steam 饱和蒸汽saturating felt 油毡纸saturating machine 浸渍性能saturating properties 浸渍性能saturating test 浸渍试验saturation 饱和度saturation bonding 浸渍结合saturation properties 饱和性质saturation value 饱和值saveall 白水回收装置,白水回收机savalla saveall savalla飘浮白水回收装置scraper saveall 刮板式白水回收机sedimentation (type) saveall 沉降式纤维回收机sveen pederson (flotation) saveall s.p.飘浮式纤维回收机saveall box 白水槽saveall pan 白水盘saveall tray 白水盘saw 锯saw blade 锯条,锯片saw-log 制材用原木saw lumber 成材,制材,锯材saw mill 制材厂saw mill refuse 制材厂废屑,制材厂废料saw mill refuse chipper 板皮削片机saw mill residue 制材厂废料,板皮saw mill waste 制材厂废料;废材saw sharpener 圆锯磨刀机saw teeth 锯齿saw wed 锯片sawdust 锯末sawer 锯木工sawing 锯木sawing machine 锯床sawn tree 成材seab (压光)浆块斑点(纸病)sca-billerud process sca-billeruc高温热解法回收scaffold bridge 踏板scalding water 热水,烫水scale 秤;比例尺;刻度;尺度;规模;结垢scale off 片落,鳞落scaling 结垢scan standard 北欧标准,scan标准scanning 扫描scanning beam 扫描射束scanning electronic microscope 扫描电子显微镜scanning period 扫描周期scanning sensor 扫描头,扫描传感器scarification 割树皮scariform perforation plate 梯状多孔板scattering 散射scattering coefficient 散射系数schamotte brick 粘土质耐火砖schedule 程序scheduling 编制程序;编目录scheid tester scheid平滑度测定仪schibbye fractionator schibbye纤维分离器schiff's reagent (检验醛类)schiff试剂schopper folding tester sxhopper耐折度测定仪schopper-riegler beating degree tester 肖伯尔打浆度(测定)仪,s.r.打浆度仪schopper-riegler freeness s.r.游离度schopper-riegler freeness tester s.r.游离度测定仪schopper torsion meter schopper扭力仪schulz stain (鉴定磨木浆用)schuz染色剂schweitzer's reagent schweitzer铜氨溶液试剂sclerenchyma 厚壁组织sclerenchyma fiber 厚壁纤维sclerenchymatous cell 厚壁细胞scleroid cell 厚壁细胞sclerometer 硬度计sclerotic cell 石细胞scoop 勺,提浆勺scoop wheel 提浆翻斗score 划线score bond 记分册用厚纸score break 断痕score cut 纵切score cutter 压切式纵切刀score type slitter 压切式纵切机scoreability 折曲性能scored 折叠的scoreline 折曲线scorer 折叠机;划线机scoring 折曲;折叠;抓痕(纸病)scotch pine (pinus sylvestris l.) 欧洲赤松scotehban 氟碳与铬络合胶(3mco.产品,商业名称)scoot bond 高级证券纸scoot former scott真空圆网成形装置scour 消除;洗刷,洗涤scouring 净化,提纯;冲洗;(毛毯)脱脂scouring water 洗涤水;污水scrap 碎屑,残渣scrap board 钢笔画用纸板scrap iron 废铁scraper 刮板scraper conveyer 刮板运输机scraper drainer 刮板脱水机scraper knife 刮刀scratch 刮痕scratch board 钢笔画用纸板screen 筛;屏障;网状干毯screen analysis 筛分析screen angle (涂布机)网部倾斜度screen classification 筛分析screen cut 筛缝screen cylinder 筛鼓screen fractionation 筛分(作用)screen plate 筛板screen printing 网目印刷screen room 筛选工段screen room foreeman 筛选工长纸业专业英语词汇翻译(S2) 相关内容:。
Sample Paper AUniversity of Auckland Certificate in Foundation StudiesChemistryTime allowed: 3 hoursTotal: 160 marksQuestion One: Rules and Principles (3 marks)Match the numbers in Column A with the letters in Column B. Place your answer in the table at the bottom of the page. Column A Column BMark the appropriate letters in the table below for the corresponding number.[3]1. Write the full ground state electron configurations using s, p and d notation for a copperatom and a copper(II) ion. (Do not use the noble gas cores.)(a) Cu ___________________________________________________________ [1](b) Cu2+___________________________________________________________ [1]2. Copper(I) oxide undergoes disproportionation when reacting with sulfuric acid. Completethe following equation by writing the chemical formulae of the two missing products.Cu2O + H2SO4 ______________ + ______________ + H2O [1]3. Placing a piece of pure copper in a test-tube containing a small amount of concentratednitric acid will produce a green solution. Give another observation in this experiment._________________________________________________________________________ _______________________________________________________________________ [1]4. The following complex ion has four ligands in its structure and the overall charge is 2+.[Cu(NH3)4]2+(a) Define the term ligand._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1](b) Give the IUPAC name for the complex ion._______________________________________________________________________ [1](c) State the shape of the complex ion._______________________________________________________________________ [1](d) What is the colour of this complex ion in aqueous solution?_______________________________________________________________________ [1]Electron configurations of four atoms, W, X, Y and Z, are shown below. W, X, Y and Z are not the actual element symbols.1s 2s 2p 3sWXYZ1. Consider the above electron configurations. Answer the following questions using theletters, W, X, Y or Z.(a) An atom of a Group 15 element. ___________(b) An atom with two valence electrons. ___________(c) The atom is able to form a double bond in its diatomic molecule. ___________(d) The most electronegative atom of the four atoms. ___________(e) The largest atom of the four atoms. ___________(f) Write the chemical formula of the compound formed when W react with Z.___________[6]2. (a) Explain why the first ionisation energy of W is higher than that of X._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2](b) Explain why the first ionisation energy of Y is lower than that of Z._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2](c) Explain why an X atom is smaller than its anion._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]Question Four: Activation Energy (4 marks)The diagram below shows the energy distribution of reactant molecules at a temperature T1.1. Define the term activation energy._________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]2. Mark on the energy distribution curve the activation energy, E cat, in the presence of acatalyst. [1]3. Explain, in terms of the energy distribution curve above, how a catalyst speeds up the rate ofreaction._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]4. Raising the temperature can also increase the rate of reaction. Sketch on the energydistribution curve above a second curve showing the energy distribution at a highertemperature. Label the curve T2.[1]Question Five: Enthalpy of Formation (8 marks)The table below shows some standard enthalpy of formation data.1. Write the balanced equation with state symbols for the standard enthalpy of formation ofammonium nitrate, ∆f H°(NH4NO3(s))._______________________________________________________________________ [2]2. What is the value of the thermochemical symbol, ∆f H°(C(s))?_______________________________________________________________________ [1]3. Calculate the enthalpy change of the following reaction.2NH4NO3(s) + C(s) → 2N2(g) + 4H2O(g) + CO2(g)[3]4. Calculate the enthalpy change of the following reaction. [Given: ∆vap H°(H2O) = 41 kJ mol-1]2NH4NO3(s) + C(s) → 2N2(g) + 4H2O(l) + CO2(g)[2]Question Six: Bond Enthalpies (6 marks)The following table provides the average bond enthalpies in kJ mol-1.1. Define the term bond enthalpy._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]2. Calculate the enthalpy change for the following reaction using the bond enthalpies provided.CH3CH2OH(g) + 3O2(g) → 2CO2(g) + 3H2O(g)[4]Question Seven: Enthalpy of Combustion (4 marks)The diagram below illustrates an approximate method for measuring the enthalpy of combustion of a fuel. The calorimeter used in this apparatus has been simplified as a copper can in the diagram.In an experiment, when 1.00 g of octane was completely burnt in the apparatus shown above, the temperature of 500 g water in the copper can rose from 20.0︒C to 41.5︒C. Calculate the experimental value of the enthalpy of combustion of octane, ∆c H(C8H18(l)).[Given: the specific heat capacity of water = 4.18 J g-1︒C-1][4]Question Eight: Formulae and Isomerism (7 marks)1. (a) What is the empirical formula of compound A?_______________________________________________________________________ [1](b) Compound A exists as a pair of geometric isomers. Draw the structural formula ofthe cis-isomer.[1]2. (a) Write the IUPAC name for compound B._______________________________________________________________________ [1](b) What is the molecular formula of compound B?_______________________________________________________________________ [1] 3. (a) State the type of isomerism between the compounds A and B._______________________________________________________________________ [1](b) Describe a chemical test that can be used to distinguish the compounds A and B.Reagent: __________________________________________________________________ Observations:_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]Question Nine: Propanal and Propanone (7 marks)1. (a)To which homologous series does propanal belong?_______________________________________________________________________ [1] (b)Name the functional group present in propanone._______________________________________________________________________ [1] 2. Propanal and propanone can be distinguished by using Tollens’ reagent or Fehling’s solution as propanone is not easily oxidised. (a)What would be observed when propanal reacts with Tollens’ reagent?_______________________________________________________________________ [1] (b)What would be observed when prop anal reacts with Fehling’s solution?_______________________________________________________________________ [1](c) Balance the following two half equations that show the redox reaction between propanal and Tollens’ reagent .[1][1](iii)Write the overall balanced equation for the redox reaction between propanal and Tollens’ reagent.[1]Question Ten: Lewis Structures (8 marks)1. Draw a Lewis diagram for each of the following species.[3]2. Name the molecular shape of oxygen difluoride, F2O._______________________________________________________________________ [1]3. What is the bond angle in a molecule of boron trichloride, BCl3?_______________________________________________________________________ [1] 4. In which one of the three species the central atom shows octet expansion? Circle the correctanswer below.BCl3F2O SO42−[1]5. Is a molecule of boron trichloride, BCl3, polar or non-polar? Explain your answer._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]Question Eleven: Graphite (5 marks)Graphite is made up of carbon and a well-known example of giant network solids. The diagram below shows the structure of graphite.1. Explain what is meant by giant network solid?_________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]2. In terms of structure and chemical bonding explain the fact that(a) graphite has a very high melting point;_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2](b) graphite conducts electricity._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]Question Twelve: Boiling Points (6 marks)A graph of the boiling points (T b), in Kelvin scale, of the group 16 hydrides and noble gases is shown below.Te5432T bPERIOD NUMBER400K200K1. Krypton has a boiling point of 120 K. Convert 120 K to degree Celsius ( C)._______________________________________________________________________ [1] 2. Explain the rise in boiling points of the noble gases from neon to xenon._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2] 3. Explain why the boiling point of water is higher than those of the other group 16 hydrides._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [3]Question Thirteen: Organic Products (6 marks)Complete the following equations by giving the organic product in the box provided.1. CH3−C=CH2 HCl∣CH3[1]2. CH3−CH−CH−CH3 conc. H2SO4∣∣CH3 OH reflux[1]major productNH3 in ethanol3. CH3CH2CH2Br[1]4. Br2 and FeBr3[1]5. excess Cl2 / UV lightreflux[1] 6. CH3H+ / MnO4-reflux[1]Question Fourteen: Reaction Routes (9 marks)1. Complete the reaction scheme below by filling in the blank boxes giving the missingreagents [with (aq) or (alc) if necessary].CH2COClCH3CH22NaCH3CH2COO[6]2. Identify the type of reaction that occurs in each case below.(a) From CH3CH2COCl to CH3CH2CONH2:_______________________________________________________________________ [1](b) From CH3CH2CONH2 to CH3CH2COOH :_______________________________________________________________________ [1] 3. Write the IUPAC name for the compound, CH3CH2COOCH3._______________________________________________________________________ [1]Question Fifteen: TNT (6 marks)Benzene can go through a series of reactions to form 2,4,6-trinitrotoluene, better known as TNT. The first step is the alkylation of benzene to form toluene (methylbenzene).1. Complete the reaction by writing in the reactant and catalyst required.CH3[2] The next step is the nitration of toluene with a nitrating mixture.2. Complete the reaction by writing in the condition required and drawing the structure of TNTin the space provided.CH3A + BTNT[2]3. Name or give the chemical formula for the substances A and B in the nitrating mixture._______________________________________________________________________ [1] 4. The second step is also known as an electrophilic substitution reaction. Name or give thechemical formula for the electrophile involved in the reaction._______________________________________________________________________ [1]Question Sixteen: Batteries (6 marks)One type of battery is a lithium button cell. It has an output of 3.00 V and finds applications in heart pacemakers. The overall equation is as follows:Li(s) + MnO2(s) → LiMnO2(s)1. What is the change in oxidation number of lithium in this reaction?From to [1]2. What is the change in oxidation number of manganese in this reaction?From to [1] 3. The reaction occurring at one electrode is:Li → Li+ + e-E°(Li+ / Li) = -3.04 VWrite an ionic half equation for the reaction occurring at the other electrode._______________________________________________________________________ [1] 4. Calculate the standard electrode potential (E°) for the half equation you have provided in theprevious question.[1]5. Which electrode would be connected to the negative terminal in the external circuit?_______________________________________________________________________ [1]6. Suggest a reason that there is no water in the lithium button cell._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]Question Seventeen: An Elecrochemical Cell (7 marks)The cell notation summary of an electrochemical cell is given below.Pb(s)∣Pb2+(aq)∣∣MnO4-(aq), Mn2+(aq)∣C(s)1. In the space provided below draw a diagram of the cell as you would construct it in thelaboratory. Label all of the essential components.[3] 2. What colour change would be observed at the cathode during discharging of the cell?________________________________________________________________________ [1] 3. What is the function of a salt bridge in an electrochemical cell?_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2] 4. A salt bridge may be a salt solution in agar jelly in a U-tube. The salt solution commonlyused is potassium nitrate or potassium chloride. Explain why potassium chloride is not asuitable salt bridge for this cell._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]Question Eighteen: Electrode Potentials (6 marks)Use the balanced reduction half equations and the standard reduction potentials listed below to answer the questions that follow.1. Which ion is the strongest oxidising agent listed?_______________________________________________________________________ [1] 2. Which metal is the strongest reducing agent listed?_______________________________________________________________________ [1] 3. Which one of the species in the table above could convert Fe2+(aq) to Fe3+(aq) but notconvert Cl-(aq) into Cl2(aq)?_______________________________________________________________________ [1] 4. Consider an experiment of adding freshly prepared aqueous hydrogen peroxide (H2O2) toaqueous potassium iodide (KI) in a test-tube. Calculate the E︒cell value and then predictwhether or not the reaction will be spontaneous.[3]Question Nineteen: Nitrogen Production (6 marks)Nitrogen can be produced by reacting hydrogen and nitrogen monoxide in the presence of a catalyst at high temperature. The balanced equation is shown below.2H2(g) + 2NO(g) 2H2O(g) + N2(g)1. Predict what would happen to the yield of nitrogen if the overall pressure in the reactionvessel is increased. Explain your answer._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]2. Predict what would happen to the yield of nitrogen if the steam produced is condensed towater and then removed from the reaction vessel. Explain your answer._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]3. Write the expression of the equilibrium constant (K c) for this reaction.[1]4. If the value of K c is 1028 at 800ºC, what does this imply about the nature of nitrogen?_________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]Question Twenty: Hydrogen Sulfide (6 marks)Hydrogen sulfide, H2S, is a foul-smelling compound found in the gases from volcanoes. Hydrogen sulfide is a weak diprotic acid. The first dissociation of H2S in water is given below.H2S(aq) + H2O(l) HS (aq) + H3O+(aq)1. What is meant by the term weak acid?_________________________________________________________________________ _______________________________________________________________________ [1]2. Write the K a expression for the first dissociation of H2S in water.[1]3. Give the conjugate base of H2S._______________________________________________________________________ [1]4. Write an equation for the second dissociation of H2S in water._______________________________________________________________________ [1]5. Apart from water what is the other amphiprotic species in the aqueous solution of H2S?_______________________________________________________________________ [1]6. Comment on the electrical conductivity of the aqueous solution of H2S._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]Question Twenty-One: pH (9 marks)Methanoic acid, HCOOH, acts as a monoprotic weak acid when added to water, producing some methanoate ions, HCOO . The pK a value of methanoic acid is given below.pK a(HCOOH) = 3.75, at 25ºC1. (a) Calculate the pH of a 0.500 mol L-1 solution of methanoic acid at 25ºC.[4](b) State the two assumptions involved in your calculation in (a)._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]2. Calculate the concentration of hydronium ions in a 0.500 mol L-1 solution of sodiummethanoate, NaHCOO, at 25ºC.[3]Question Twenty-Two: Antacid Tablets (12 marks)Tablets containing magnesium hydroxide can be used as an antacid. Magnesium hydroxide is slightly soluble in water at 25︒C.1. Write the K s expression for magnesium hydroxide in its saturated solution.[1]2. Calculate the solubility of magnesium hydroxide at 25︒C.[Given: K s(Mg(OH)2) = 7.10 ⨯ 10-12, at 25︒C][1] 3. Calculate the concentration of hydroxide ions in a saturated solution of magnesiumhydroxide at 25︒C.[1] 4. Calculate the pH of the saturated solution.[1] 5. If iron(II) ions were added to the saturated solution of magnesium hydroxide at 25︒C, whatwas the minimum concentration of iron(II) ions would a precipitate of iron(II) hydroxideform? [Given: K s(Fe(OH)2) = 4.10 ⨯ 10-15, at 25︒C][2]6. Explain what is meant by common ion effect._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]7. Calculate the solubility of magnesium hydroxide in a 0.1 mol L-1 solution of magnesiumchloride at 25︒C.[3]8. Aluminium hydroxide is another active ingredient in most antacids and also slightly solublein water at 25︒C. Would you expect the solubility of aluminium hydroxide in a 0.1 mol L-1solution of sodium hydroxide to be greater than, the same as or lower than that in purewater? Circle the correct answer below.Greater than The same as Lower than Justify your choice._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [2]Question Twenty-Three: Amino Acids (9 marks)The structures of two amino acids alanine and glycine are shown below.1. Classify the amino group in alanine as primary, secondary or tertiary._______________________________________________________________________ [1]2. Alanine exists as a pair of enantiomers containing a chiral centre. Explain the term chiralcentre._________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]3. State the difference between a pair of enantiomers in terms of their effect on the plane ofpolarised light._________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]4. When two amino acids react together, a dipeptide is formed. In the space provided belowdraw the structures of the two possible dipeptides produced when alanine and glycine react.5. When amino acids undergo condensation polymerisation, a polypeptide is formed. Draw thestructure of the repeating unit of the polypeptide produced using alanine and glycine asmonomers.[1]6. Circle the peptide link in the repeating unit you have drawn above.[1]Amino acids have an acidic functional group and a basic functional group. They normally exist as a zwitterion in aqueous solution.7. Explain the term zwitterion._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ [1]8. Draw the structure of the zwitterion formed when glycine dissolves in water.[1]THE ENDBLANK PAGE。
Sample Professional Paper (continued)Level 2 heading in the introduction, 2.27,T able 2.3, Figure 2.4 narrative citation, 8.11;paraphrasing, 8.23 parenthetical citation of a work with one author, 8.17 parenthetical citation for works with the same author and same date, 8.19 parenthetical citation of multiple works, 8.12 Level 2 heading in the introduction, 2.27,T able 2.3, Figure 2.4 title, 2.4, T able 2.1 running head, 2.8Sample Professional Paper (continued) parenthetical citation ofmultiple works, 8.12narrative citation usedto paraphrase methodsfrom two studies, 8.23long paraphrase, 8.24Level 2 heading in theintroduction, 2.27,T able 2.3, Figure 2.4Sample Professional Paper (continued)Level 2 heading, 2.27, T able 2.3, Figure 2.5Level 1 heading after the introduction, 2.27, T able 2.3, Figure 2.5Level 2 heading, 2.27,T able 2.3, Figure 2.5italics used for anchorsof a scale, 6.22statistics presentedin text, 6.43 Level 2 heading, 2.27,T able 2.3, Figure 2.5en dash used in anumerical range, 6.6Sample Professional Paper (continued) Level 1 heading, 2.27,T able 2.3, Figure 2.5Level 2 heading, 2.27,T able 2.3, Figure 2.5table called out intext, 7.5; tablenumbers, 7.10statistics presented intext, 6.43Sample Professional Paper (continued)footnote callout, 2.13 referring to a previousfootnote, 2.13footnote in pagefooter, 2.13Level 2 heading, 2.27, T able 2.3, Figure 2.5figure called out intext, 7.5; figurenumbers, 7.24Level 1 heading, 2.27,T able 2.3, Figure 2.5parenthetical citation of multiple papers bythe same author, 8.12Sample Professional Paper (continued) parenthetical citationof multiple works, 8.12parenthetical citationof a work with twoauthors, 8.17percent symbolrepeated in a range,6.44Level 2 heading, 2.27,T able 2.3, Figure 2.5Level 3 heading, 2.27,T able 2.3, Figure 2.5Sample Professional Paper (continued)Level 3 heading, 2.27, T able 2.3, Figure 2.5 parenthetical citation of two works, 8.12“see also” citation, 8.12parenthetical citation of a work with one author, 8.17Level 2 heading, 2.27, T able 2.3, Figure 2.5quotation marks used to indicate an ironic comment, 6.7Sample Professional Paper (continued)journal article reference without a DOI, 10.1 journal article reference,10.1reference list, 2.12, Chapter 9; section labels, 2.28letters used after the year for multiple works with the same author and year, 9.47book reference, 10.2Sample Professional Paper (continued)journal article reference with missing issue number, 9.26title ending with a question mark, 9.19Sample Professional Paper (continued)table number, 7.10table title, 7.11table note, 7.14figure number,7.24figure title, 7.25figure note,7.28。
定位作文纸英语模板Title: English Essay Paper Template。
When it comes to writing essays in English, having a well-structured and organized paper template can be extremely helpful. A good essay paper template can help students to effectively organize their thoughts, create a clear and logical structure, and ensure that all necessary components of the essay are included. In this article, we will discuss the key components of a good English essay paper template and provide a sample template for students to use.Introduction。
The introduction is the first part of the essay and serves to introduce the topic to the reader. It should include a hook to grab the reader's attention, some background information on the topic, and a clear thesis statement that outlines the main argument of the essay.Sample introduction template:Hook: Start with an interesting fact, statistic, or quote related to the topic.Background information: Provide some context or background information on the topic to help the reader understand its importance.Thesis statement: Clearly state the main argument or point of the essay.Body Paragraphs。
摘要随着改革开放的不断发展,中国与世界的交流的不断加深,英语作为一种国际性的语言,在我们的日常生活中占有举足轻重的地位。
能够用英语交流已经成为英语学习者的主要目标。
而听力理解作为语言输入的重要环节,在英语学习过程中起着至关重要的作用。
而面对中国英语教学的现状,听力理解仍然是国内英语学习者的薄弱环节。
本文通过对英语听力理解过程中所遇到的心理障碍、背景知识了解不足以及语言知识的匮乏三个主要影响因素的阐述,作者分析了英语学习者听力差的原因,希望能够帮助英语学习者及英语教师寻求到更为有效的解决方法。
关键词:障碍;听力理解;克服;听力理解过程AbstractWith the development of the Reform-Opening Policy and the rapid development of the relationship with the outside world, communication in English has become a more crucial factor in social organization, and is regarded as the main target of English learners. English, as an international language, plays an ever more significant role in daily life. Given the importance of listening in language learning and teaching, it is essential for language teachers to help learners become effective listeners and for language learners to pay greater attention to listening comprehension. Most English listeners believe that listening comprehension is only paying attention to what someone is saying or to sounds that they can hear. They regard the process of listening comprehension as passive, but it is actually a very active and complicated process involving many factors, such as the speakers’ pronunciation, the listeners’ vocabulary and ability to comprehend meaning. I n order to improve their listening ability, English learners must not only make a diligent effort to listen to speakers’ words, but also make use of all their prior knowledge of English. The main obstacles to effective English listening comprehension which must be addressed to improve listening comprehension in English are in the areas of limited phonetic knowledge, quantity of mastered vocabulary, limited understanding in cultural background and some specific psychological obstacles.Keywords:obstacles;listening comprehension;overcome;listening processTable of ContentsOutline (1)Introduction (3)Chapter I The Importance of Listening Comprehension (5)1.1 Definition of the Listening Comprehension (5)1.2 The Significance of Listening (6)Chapter II The Process of Listening Comprehension (9)Chapter III Obstacles and Countermeasures in the Listening Process (11)3.1 The Limitation of Phonetic Knowledge (11)3.1.1 The Effect of Distinguishing Sounds on Listening (11)3.1.2 The Effect of Liaison on English Listening (12)3.1.3 The Effect of Intonation on English Listening (13)3.1.4 The Effect of Stressed and Unstressed Words (14)3.2 Quantity of Mastered V ocabulary (14)3.3 Limited Cultural Background Knowledge (17)3.4 The Limitation of Psychological Factors (19)3.4.1 Interest in Learning English Listening Comprehension (20)3.4.2 The Effect of Different Environments on English Listening (21)Conclusion (24)Bibliography (25)Acknowledgements (28)OutlineThesis Statement: The main obstacles to effective English listening comprehension which must be addressed to improve listening comprehension in English are in the areas of limited phonetic knowledge, quantity of mastered vocabulary, limited understanding in cultural background and some specific psychological obstacles.I. Given the importance of listening in language learning and teaching, it is essential forlanguage teachers to help learners become effective listeners and for language learners to pay greater attention to listening comprehension.A. All English learners need to understand the definition of listening comprehension.B. More people who are qualified in listening and speaking skills will be demanded.II. Understanding the process of listening comprehension is helpful for improving listening skills.III. There are four main obstacles with corresponding countermeasures to improve the process of listening comprehension.A.Many English learners are limited in phonetic knowledge.1. Distinguishing sounds means to differentiate between two or more sounds which arein the neighboring position in terms of the place of articulation.2. The meanings of an identical sentence are different if a speaker utters it using adifferent intonation or tone.3. Stressed and unstressed words are another important factor affecting Englishlistening.B. The understanding and ability to use a large amount of vocabulary is of crucialimportance both in reading comprehension and listening.1. Although many students have studied a large amount of vocabulary, most ofthem have difficulties in applying and making use of these words in speaking andlistening.2.The phenomenon of one word with several meanings is very common in Englishvocabulary.C.A lack of cultural background knowledge is a big obstacle in listening comprehension.1. According to Piaget’s schema theory, information that does not fit into a particularschema may not be comprehended, or may not be comprehended correctly.2. The way that learners acquire knowledge under schema theory is quite similar toPiaget’s model of the process of development.D. Psychological factors have a direct impact on students’ willingness and commitment tolistening instruction.IV. Conclusion: One’s ability to comprehend a listening text or conversation is ba sed on whether he or she has mastered relevant knowledge and techniques for listening and understanding such as application of relevant phonetic knowledge, mastering large amounts of vocabulary, acquiring an adequate knowledge of cultural background and an awareness of significant psychological factors.IntroductionWith the development of the Reform-Opening Policy and the rapid development of the relationship with outside world, communication in English has become a more crucial factor in society, and is regarded as the main target of contemporary English learners. English, as an international language, plays an ever more significant role in daily life. Therefore, to improve English competency, English learners must improve their ablilities in listening, speaking, reading and writing all at the same time. Although each of these skills is important, “language learning depends on listening since it provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication ”(Nai and Wills). Therefore, listening plays the most critical role in learning English because it is the source of language input. A learner cannot master the language communicative process if they do not learn to listen effectively; they cannot efficiently communicate and cooperate with others unless they understand those that they are speaking with and listening to.In the practice of English teaching in China, listening has failed to receive as much attention as reading, writing and translation. What most listening comprehension teachers do in class is merely play listening materials and check the answers to the listening exercises, so most students learn little in class, and listening comprehension does not markedly increase. Hence, listening is a very vulnerable area for most English learners in China. It is necessary to foster English learners’ abilities in reading and writing as well as listening, but improving listening ability is an urgent problem that needs to be resolved now. ……Chapter I The Importance of Listening Comprehension1.1 The Definition of the Listening ComprehensionGiven the importance of listening in language learning and teaching, it is essential for language teachers to help learners become effective listeners and for language learners to pay greater attention to listening comprehension. Most English listeners believe that listening comprehension is only paying attention to what someone is saying or to sounds that they can hear. They regard the process of listening comprehension as passive and not able to be controlled by themselves as listeners. In order to better understand the nature of listening comprehension, all English learners need to understand the definition of listening comprehension; this will help them to better recognize the importance of listening comprehension.According to Howatt and Dakin (1974), listening is the ability to identify andunderstand what others are saying. This process involves understanding aspeaker’s accent or pron unciation, the speaker’s gram mar and vocabulary, andcomprehension of meaning. An able listener is capable of doing these four thingssimultaneously.(qtd. in Nai and Wills)Other listening specialists add another important component of listening, namely the role of empathy with the speaker.Thomlison’s (1984) definition of listening incl udes “active listening”, which goesbeyond comprehending as understanding the message content, to comprehension asan act of empathetic understanding of the speaker. Furthermore, Gordon (1985)argues that empathy is essential to listening and contends that it is more than apolite attempt to identify a speaker’s perspectives. Rather more importantly,empathetic understanding expands to “egocentric prosocial behavior”. Thus, thelistener altruistically acknowledges concern for the speaker’s welfare and interests.Ronald and Roskelly (1985) define listening as an active process requiring thesame skills of prediction, hypothesizing, checking, revising, and generalizing thatwriting and reading demand; and these authors present specific exercises to makestudents active listen ers who are aware of the “inner voice” one hears when writing.(qtd. in Nai and Wills)Listening comprehension is a very active and complicated process involving many factors, such as the speakers’ pronunciation, the listeners’ vocabulary and ability to comprehend meaning. In order to improve their listening ability, English learners must not only make a diligent effort to listen to speakers’ words, but also make use of all their prior knowledge of English.1.2 The Significance of ListeningAlong with the success of Beijing’s app lication for the 2008 Olympic Games, China’s economy has developed rapidly and gradually deepened the Reform and Opening Policy. In addition, with its entry into the WTO and opening its markets to the outside world, China has integrated more into the global economy. As communication increases, more people who are qualified in listening and speaking skills will be demanded. To meet this need, Ministry of National Education has published new English curriculum standards emphasizing training objectives for English teaching which are based on students’ language skills, knowledge of languages, emotional attitudes, learning strategies and the development of cultural consciousness.[Note: The purpose of this sample paper is to provide an authentic and accurate example of writing style, paper formatting, and paper content for Senior English Major students to follow in the preparation for their paper. Since a complete paper is not necessary, several paragraphs or pages of text have been removed from this section.]Chapter II The Process of Listening ComprehensionThe listening process is often described from an information processing perspective as “an active process in which listeners select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express.” (Yang 44)It should be made clear that listening and understanding are two separate processes.We should distinguish between listening as a process which requires mere listeningto the message and which does not necessarily involve interpretation or reaction tothe text, and listening comprehension as a process which involves the meaningfulinteractive activity for an overall understanding of the text. Listeningcomprehension in this paper is taken to refer to the way listeners select andinterpret information that comes from the auditory and/or visual clues in order tocome to better understanding and comprehension of what speakers say. This viewof listening comprehension is in accordance with second-language theory whichviews listening to spoken language as an active and a complex process in whichlisteners focus on selected aspects of aural input, construct meaning, and relatewhat they hear to existing knowledge. (Hasan)Understanding the process of listening comprehension is helpful for improving listening skills. Listening is an active and complex process. The process of listening comprehension can be divided into three cognitive processing phases—perception, parsing, and utilization. Perceptual processing refers to maintaining attention to spoken input, parsing means encoding the input to establish a meaningful representation in short-term memory, and utilization concerns using the background knowledge to interpret the input for storage (Liang 225).Chapter III Obstacles and Countermeasures in theProcess of Listening3.1 The Limitation of Phonetic KnowledgeMany factors affect learners’ English listening, but a student’s phonetic knowledge and ability will deeply affect their English listening ability. Four basic factors are included in the area of phonetic knowledge: distinguishing sounds, liaison, intonation, and stressed and unstressed words. Language students are most likely to pronounce English words in the way of their mother tongue or local dialect, seldom paying any attention to the stress, approximate sound, rhythm, plosive and intonation of a sentence. However, there is a direct correlation between one’s phonetic knowledge and listening c omprehension. As an active language, English pronunciation is the first obstacle that must be overcome. “Irregular pronunciation and intonation influence information output as well as quality of receiving information” (Dong 47). This requires a speaker to express himself or herself as clearly as possible, but on the other hand, the speaker must also understand the opposite side. This requires speakers to listen to others’ expressions; if a speaker/listener cannot understand the others’ words, there can be no real communication3.1.1 The Effect of Distinguishing Sounds on ListeningDistinguishing sounds means to differentiate between two or more sounds which are in the neighboring position in terms of the place of articulation. For example, when hearing a sentence such as, “When I come back home, I can talk about my day with her, and then just forget about it,” many students will write “For get about it,” and not “Forget about it.”Distinguishing sounds is the students’ major problem in studying phon etics as well as in studying English listening.3.2 Quantity of Mastered V ocabularyThe understanding and ability to use a large amount of vocabulary is of crucial importance both in reading comprehension and listening. “As formation component of lan guage, vocabulary is said to be language’s building material. To study English well without a certain amount of vocabulary is just like sett ing up a house without bricks” (Yang Weihong 122). Although many students have studied a large amount of vocabulary, most of them have difficulties in applying and making use of these words in speaking and listening. They will definitely encounter some difficult words while listening, especially when a topic is not very familiar to them. When listening to English, an unknown word will always make students feel anxious. They will most probably stop suddenly and focus on the meaning of this new word and neglect the rest of the passage. Therefore, mastering a certain amount of vocabulary, including being able to use it correctly is an essential basis for listening.ConclusionEnglish listening is a complex process in which the students utilize various knowledge and techniques. Through analysis of factors which affect English listening, it is clear that th ere are many reasons why students feel it difficult to comprehend English listening. One’s ability to comprehend a listening text or conversation is based on whether he or she has mastered relevant knowledge and techniques for listening and understanding such as application of relevant phonetic knowledge, mastering large amounts of vocabulary, acquiring an adequate knowledge of cultural background and an awareness of significant psychological factors. In addition, in order to solve these problems, some suggestions have been put forward. First of all, it is essential that students learn and review some basic phonetic knowledge while drilling their listening texts. Secondly, students should increase the amount of vocabulary that they know, which includes the ability to hear, understand, and use the words properly in context. English learners should also attempt to gain knowledge of the cultural background in relevant areas. Last, but not least, students must seek to overcome psychological factors which can influence their listening comprehension ability.BibliographyDai Liangzheng 戴良整. “浅谈英语教学的听说领先”. Journal of Suzhou Education College. Jun. 2005: 21-25.Dong Liping 董莉萍. “大学英语听力理解过程中的障碍因素及对策”. (“Obstacles and Countermeasures in the Process of College English Listening Comprehension”). 《教学改革与实践》. ( Education Reform and Practice.)April 2005: 42-49.Hasan, Ali S. “Learners’ Perceptions of Listening Comprehension Problems”. Multilingual Matters Website. /lcc/013/0137/ lcc0130137.pdf.Date accessed: April 3, 2006.Hu Zhanglin, et al. Linguistics: A Course Book. Beijing: Beijing University Press, 1998. Liang Yu 梁玉. “影响英语专业听力教学因素解析”. 《教书育人》. August, 2005: 75-58. Li Li 李丽. “浅谈英语专业学生对听力课的恐惧感”. Journal of YanBei Teachers’ C ollege.April. 2001: 6-9.Lu Baojiang 卢保江. “大学英语习得情感障碍研究与应对策略”. Journal of GuangXi Medical University. Sept. 21 2004: 79-82.Nai Zhaoguo and Robin Wills. “An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement”. The Australian Association for Research in Education website. .au/05pap/guo05088. pdf. Date accessed: May 3, 2006.Song Fangqing. “The Methods-Changing College English Listening Teaching”. Foreign Languages and Their Teaching.1999: 126.Widmayer, Sharon Alayne. “Schema Theory: An Introduction”. George Mason University Website. /immersion/knowledgebase/strategies/cognitivism/ SchemaTheory.htm. Date accessed: April 3, 2006.Xiao Liquan 肖礼全. “Get out of the Historical Misunderstanding in the English Education in China—Philosophica l Thinking of Foreign Language”. Foreign Language Education.2004: 67-71.Xu Huiwen. “Some Thoughts on Developing the Students’ Listening Ability”. Journal of Suzhou Education Institute.June 2002: 22-29.Yang Dejia 杨德嘉. “改进课堂教学方法提高英语听说能力”. Journal of Sichuan College of Education. 2005: 44-49.Yang Weihong 杨卫红. “影响英语听力的因素及对策”. 《卫生职业教育-教学探讨》.2005: 122.Yu Rongmei. “Exploring Methods of Teaching English Listening”. Foreign Languages and Other Subjects in Middle Schools. 1996: 75.AcknowledgementsDuring the process of composing my thesis, my advisor, Ms. XXX, and the second advisor, Ms. XXX, gave me many good suggestions for my work and helped me check the entire paper. Meanwhile my good friend, XXX, also helped me search for references for this paper. This has been a hard but joyful period of time for me;however,I have experienced the complete learning process and learned a great deal. This has been an unforgettable time in my life. I would also like to give my thanks to my teachers and friends; I could not have finished my project without their help.。
IELTS Life SkillsB1 Speaking and ListeningSample Test A! This test should not exceed 22 minutes.Please note: With the exception of the Task Sheets in Phases 2a and 2b,this sampletest frame will be used only by the Examiner. It will not be shown to the candidates.! 3 minutes Phase 1aHello. My name is ____________ (Examiner).[Ask Candidate A and Candidate B in turn questions about name and nationality (see below).]Name What’s your name?Can you spell it for me?Nationality Where do you come from?How long have you lived here?Thank you. Could I have your marksheets? [Collect marksheets.]Thank you.Now you are going to ask each other some questions. I want you to find out from each other about another town or city you have visited and why you like it. You have two minutes to talk to each other.[Withdraw eye contact to signal that candidates should start. Allow two minutes. Prompt candidates with questions from the box below, or others suitable for the level, if necessary (e.g. if interaction breaks down or if language remains below B1 level).]Prompt questions:What did you do in /there?How is different from , and how are they similar?What is the best time of year to visit and/or ?What other places would you like to visit in the future?Thank you.In this part of the test, you are each going to talk for about one and a half minutes. While you are talking, your partner will listen to you. Your partner will then ask you three questions about what you have said._________________ (Candidate A), you’re going to tell _______________ (Candidate B)about the kinds of things that make you laugh and the people who make you laugh._________________ (Candidate B), you’re going to tell _______________ (Candidate A)about something you’d like to be good at and why you’d like to be good at it.You both have one minute to think about what you want to say. You can make notes if you want to. [Indicate paper and pencil.]If there’s anything you don’t understand, please ask me. [Withdraw eye contact to signal start of preparation. Allow 1 minute for preparation.]_____________ (Candidate A), are you ready? Please tell ______________ (Candidate B)about the kinds of things that make you laugh and the people who make you laugh. _____________ (Candidate B), listen, and ask three questions at the end.[Allow 1½ minutes.]Thank you. _____________ (Candidate B), please ask ______________ (Candidate A)your questions now.Thank you._____________ (Candidate B), are you ready? Please tell ______________ (Candidate A)about something you’d like to be good at and why you’d like to be good at it._____________ (Candidate A), listen, and ask three questions at the end.[Allow 1½ minutes.] Thank you. _____________ (Candidate A), please ask ______________ (Candidate B)your questions now.Thank you.In this part of the test, you are going to listen to two recordings and answer some questions. You can make notes [indicate paper] if you want to.You hear two messages about different types of transport. [Hand each candidate the booklet open at the correct page.] What type of transport is each message about? A plane, a train or a car?Listen to the information.[Play CD.]Listening script 1:This is a message for Mrs Suzy Thompson regarding your flight FA216 to Edinburgh on 19th September. Unfortunately, there is a change to the departure time which will now be at 15.40 and not 16.30 as previously informed. If you have any difficulty with this new departure time, please call the ticket office as soon as possible. We apologise for making this alteration, which is beyond our control. We remind you that you can only check in one piece of luggage. Also remember that we have reduced rates for parking at the airport when you book online.Listening script 2:Hello. This is a station announcement. Mainline Rail is very sorry to announce that the 9.30 service from Cambridge to Stansted Airport is running approximately an hour late. This service is now expected at 10.30. In view of this delay, we would like to offer all ticket holders a free hot drink which you can obtain from the cafeteria situated on Platform 1. We apologise again for the delay to this service, which is because of the bad weather. That is the Stansted Express service which is running… (fade)_______________ (Candidate A), in the first recording, what type of transport is the message about? A plane, a train or a car?Thank you.________________ (Candidate B),in the second recording, what type of transport is the message about? A plane, a train or a car?Thank you. [Retrieve booklets.]Now listen again, and answer these questions.________________ (Candidate B), in the first recording, what is the new departure time of the flight? [short pause] And what must the woman do if she has a problem?________________ (Candidate A),in the second recording, what time will the train arrive? [short pause] And why is there a delay?[Play CD again: scripts as above. At the end of the recording ask each candidate in turn their two questions again. After each question, wait for the candidate's response.]Thank you.Key to Phase 2aWhat type of transport is each message about?Script 1: (a) planeScript 2: (a) trainCandidate B:What is the new departure time of the flight? (at) 15.40/twenty to four/3.40What must the woman do if she has a problem? (she must) call (the) ticket officeCandidate A:What time will the train arrive? (at) 10.30/half past tenWhy is there a delay? (because of the) bad weather!7 minutes overall Phase 2b!3 minutesNow you’re going to plan something together.I’d like you to imagine that a friend is planning a weekend away in the countryside with her family. [Hand out candidate booklet at correct page.]First talk together about which transport she should use for the weekend away and choose the one you think would be best. [Read out list while pointing at the first box.]Then plan and decide what to do about these things. [Read out list while pointing at the second box.]You have two minutes to talk about this, so don’t worry if I interrupt you.[Withdraw eye contact to signal that candidates should start. If candidates do not start within 10 seconds, ask: Would you like to start now?]Which transport? •bus•car•trainPlan and decide •what things they will need to take •the best things to do•how to organise their tripThank you.[Retrieve candidate booklets.]! 4 minutes Phase 2bNow you're going to talk together about transport. Talk to each other about the transport you use every day and why you use it.[Repeat if necessary. Withdraw eye contact to signal start of activity.If necessary, prompt candidates with questions from the box below (e.g. if students are experiencing difficulty in continuing the interaction or if they stray from the topic). Adapt if necessary. Encourage candidate-candidate interaction by eliciting agreement or alternative opinions from candidates by asking questions such as “What do you think?”, “Tell us what you think.”, “And you?”]Transport you use every day – prompt questionsDo you ever cycle in (candidate's town/area)? (What are the advantages of cycling?) How often do you travel by car? (Where do you go?)Do you ever travel by train? (Do you like it?) (Why?/Why not?)What do you think are the advantages and disadvantages of travelling by bus?Thank you. That is the end of the test.[Ensure candidates DO NOT leave the room with the candidate booklet.]B 1, P h a s e 2a , S a m p l e T e s t A W h a t t y p e o f t r a n s p o r t i s e a c h m e s s a g e a b o u t ?a p l a n e a t r a i n a c a rB 1, P h a s e 2b , S a m p l e T e s t AW h i c h t r a n s p o r t ?• b u s • c a r • t r a i nP l a n a n d d e c i d e• w h a t t h e y w i l l n e e d t o t a k e • t h e b e s t t h i n g s t o d o • h o w t o o r g a n i s e t h e i r t r i p。
印刷专业英语(常用词语中英文对照表)2 wire stitching 骑马钉board book dinding 板纸书(合板)3 edges golden gilt 三面烫金边book block 毛书Accordion 风琴式折页both(2/s)side art paper 双粉纸acid-free and lignin free paper 无酸及不变色纸both side 双面acid-free paper 无酸纸both side art card 双粉咭(C2S)adhesive binding 胶装/无线胶装both side art paper 双粉纸(C2S) adhesive tape double 双面胶纸bound volume/bound edition 合订书/合订本adhesive tape single 单面胶纸box 盒advance copies 新书样本/船头版Brazil 巴西after-press 印后Brochure/booklet/pamphlet/handbook 小册子air freinght/airlift/air-express/air-ferry 空运brown wrapping/kraft/vellum 牛皮纸Album 相簿building in 压线/压衬Arlin 布纹纸/书皮纸bulk 大货/厚度arlin paper 书皮纸bunting 旗布art board 粉咭calendering 磨光art paper 粉纸calender varnishing 磨光Artwork 书稿carbonless paper 兔炭纸Assembly 执件card 咭Austria 奥地利card board 咭纸Austrian 奥地利的card box 咭盒auto-lock 自动扣底carton 纸箱/坑箱/卡通纸back board(card) 背板(咭) cartridge paper 图画纸Backbone 书脊case bound/edition binding 精装bamboo spine 竹节脊case bound book/hardpaper/hardcover 精装书Bellyband 腰带B-flute 坑纸/粗坑纸case making 做皮壳1 ply B9 corrugated board B9单层坑纸Binding 装订case(PLC) 硬皮壳binding board 灰板/板纸casing in 上皮壳Black 黑色cassette tape 录音带blind blocking 击凹cast coated card 玻璃粉咭Blister 吸塑cast coated paper 玻璃粉纸blister card 吸塑咭/商品吊售卡catalog 目录册blister pack 吸塑罩center sewn 车中线blister varnishing 吸塑油center sewn in two section 车中线手反两贴Block 书芯chipboard 粗纸板blocking 烫金﹑烫色﹑模压chrome coated board 玻璃纸bluelies 蓝粉/蓝纸CIF 到岸价blueprints 蓝粉/蓝纸clamshell blister 贝壳胶盒,像贝壳一样可以对扣的胶盒Blues 蓝粉/蓝纸clay coated news back 粉灰咭(CCNB)Board 咭纸clay coated white back 灰心白底(CCWB)Board book 板纸书clear 透明Client 客户die-cutting 模切/啤Cloth 布direct mailing 邮递直销display box 展示盒/陈列盒coated art kraft board 粉面牛咭document 文件coated duplex board 粉灰咭double wall carton 双坑箱double-side tap 双面胶coated one side 单粉(C1S) doulbling 双钩coated paper 铜版纸drawn on cover 反封面coated two side 双粉(C2S) drill hole/bore 钻孔collate 排dummy 白样(生产前的样本)collate card 执咭duotone 双色调collating 执张/配页duplex board 粉灰咭colour filter 滤色片E-flute E-坑纸colour proof 色稿elastic band(round/flat) 橡根带colour separation 电子分色(分色/电分) Electro-static Printing 静电印刷colour woodfree 色书纸electro-static vinyl paper 静电纸components 黏配件embossing 击凹凸/压纹concealed wire-o 隐藏式wire-o embossing die 击凹凸模concertina fold 风琴式折页endpaper 衬纸concertina bound 风琴折装钉﹐如果用于板纸书指内文对裱conference room 会议室end-papering 贴衬纸confirmed sample 已签署的样本endpaper pasted down on cover 封面裱衬纸(扫衬) conqueror paper 刚古纸endpaper paste on 贴衬content 内容/目录/内文ends 前后衬纸/封里纸copy/copies 本envelope 信封corner gluing(4 corners) 粘角(四角) envelope making 做信封correst grain 跟纹/顺纹export 出口corrugated E-flute box 坑盒exported carton 出口纸箱corrugated paper 瓦楞纸/坑纸eyelet 鸡眼courier 速递fancy paper 花纹纸cover 封面feather 毛绒cover drawn on 反封面Figure/iconograph/illustration 图表/插图covering 反封面/上封面film 菲林creasing 啤折线/压折痕Finland 芬兰Cross grain 不顺纹Finnish 芬兰的fix(affix)accessories 黏配件customer service deparment 客户服务部flap 旗/翼仔cut flush 切正三边(封面及内文的三边一起切齐) flat 平的cutting 切纸flexible binding 假精装Cyan 青蓝flexible magnetic rubber 胶磁debossing 击凹flock paper 植毛(纸)delivery note 送货单flow chart 流程图Diary/daybook 日记簿fluorescent 荧光墨/发荧光的die cut 啤flyeaf 衬纸/封里纸die-cut mould 啤板Foam/sponge 海绵die-cutter 啤机/模切机FOB 离岸价dividers 烟的士foil stamping 烫色hickey 墨屎folded and gathered 已折和已排但未装订的书(F&G) high bulk paper 高容积纸/特厚纸folder 档案夹high closs varnish 特光folding 折/折书/折页hinge 书链folding box 折盒Holland 荷兰Folio 页码hologram paper(card) 激光纸(咭)fore edge 书口/前切线hologram stamping 激光烫format 格式horizontal 横度freight 运费hot melt 热溶胶french fold jacket/ slipcase 法式书套hot seal 热压/热封口Fur 皮革hot stamping 热烫/烫色gate fold 拉页H/T band(head and rail bands/headband) 笃(绳)头布(H.T)gatering 排书/配页illustrations 插图gathering 排书/配书image 影像ghosting 鬼影imitation gold 仿金gift box 礼盒imposition 拼版glassine paper 白腊纸Impression 印数/印张/压印Gloss(y) art(paper) 光粉纸(G/A) imprint 版权页Glue/gluewater/gumwater 胶水indent 订货gluing 涂胶index 索引gold blocking 烫金indexing 索引裁切/打烟的士gold paper(card) 金纸(咭) Indonesia 印尼gold stamping 金烫/烫金Indonesian 印尼的Grain direction 丝缕方向/纸纹方向information 讯息grams per square metre 克/平方米(GSM) Insert / inset /foldout 插页gravure Printing 滚筒式印刷/凹版印刷inset 套贴Green 绿色interleaves 内隔页greyboard 双灰international standard book number 国际标准书籍号码(ISBN)grey board 版纸ivory board 通咭gripper 牙口ivory card 白通纸grommet 鸡眼jacket 书套/护封/封套/书衣Gross weight 毛重jacketting 上书套/上护封guillotine 切纸机Japan 日本half title page 半书名页或/部首专页Japanese 日本的half-tone 半色调job number 工程编号hollow back 通脊joint 书脊槽hardback 精装kiss cut 啤半穿hard back 精装书Korean 韩国的hard bound 精装/精装书kraft card 牛皮咭hard cover 精装Head margin 书的天头kraft wrap 包头heat-seal calender varnish 磨光吸塑label 标签heat-sealed coating 吸塑油laminated indexing(index lamination) 透明胶索引height 高laminating 过胶/压塑料膜lamination 过胶(PP胶) mechanical matt 充哑粉纸landscape 横度书/横式书页/横度mechanical paper 充粉纸Leaf 张页(2PP) mechanical printing paper 充书纸leaflet 小折张/单张/折页memo pad /blotter 记事簿leaves 对页metal color 金属墨length 长metallic 金属的lettershop 人封邮寄服务/人信metal plate 铁片Lid 盒盖millboard 版纸library bound 图书式装订(一般指分衬加白杨布﹑车侧线后上壳的装订) mirror 镜missing 缺页lid and base box 天地盒misting 溅墨light weight coated paper 轻粉纸/充粉纸(LWC) mix grain 内文中用混合纸纹limited edition 珍藏本/有限印本mould 模Limp bound 平装/串线胶装mounting 对裱line copy 线条稿(无半色调) mount(pasted) 裱纸line drawing 线书稿(无半色调) moveable 可移line per inch 每英寸线数(LPI) muli-joints gluing 驳盒lining 裱纸/裱背/皮壳贴被纸multi-colour 多色Lithography /offset 平版印刷朮NCR paper 药水纸Lock 锁negative 负片/阴片lock-bottom 扣底net weight /suttle 净重Logo 商标newspaper 报纸Long 长纹(L) newsprint 新闻纸/白报纸Long grain 纸长纹nipping 压印线/书贴压紧Loop 环圈non-moveable 不可移machine 机器notch binding 胶装machine finish 加光(M.F.) notch bound 通气胶装(NB)machine varnishing 机过油(光/哑) oblong 横度书/长开本magazine /journul 杂志odd size 怪度/不平常尺寸magenta 品红/洋红Offset Printing 柯式印刷magnet 磁石one side 单面Mail card 邮寄咭one side art card 单粉咭(C1S)mailing carton 邮寄盒one side greyboard white back 灰芯单粉咭maissing leaf 缺页on-line press varnishing 印油(glossy/matt)(光/哑) makeready sheet 校版纸opacity 不透明度Open Wire-O 开放式YO书﹐即没有脊位make-up(montage) 拼版/整版orange 橙色Manual/enchiridion 手册order form 订购表manual gluing 手粘盒original 原稿margin 书边白位origination 印前match box(2) 火柴盒others 其它Matt art card 哑粉咭out of register 套印不准Matt art paper 哑粉纸(M/A) overlap cover(gate fold cover) 翼仔封面maximum 最大over print 加印在其上/迭印mechanical art paper 充粉纸ozalid 蓝纸/蓝粉packaging 包装punch 冲packging box 包装盒/彩盒punch board 打孔padded foam board 海绵板纸punch to shape 冲型状Page 页数PVC box PVC 胶盒Page number 页码PVC window 透明胶片窗口pages(page to view) 页数quarter bound 双封面pallet 卡板raw material 原材料Pane l版屏/办/栏ream 令paper back 平装书reception 大堂(写字楼正门口)parchment 羊皮纸recto 右边的书页(一般页码是单数)pasting end 扫衬recycle paper 再造纸perfect binding 罗/刨/磨脊胶装/无线装订register 套准/定位/规位perfect bound 平装/胶装﹐特指磨脊胶装register mark 十字位perforation 针线/打排孔registration 套准/定位/规位photo bag 相袋registration mark 套准记号/十字位photocopy 影印reprint 重印PH value 酸缄度revise 校订/修正PIX 图案ribbon marker/ riband 丝带plastic 塑料right reading 正读plastic comb binding 塑料夹活页装订rigid box 浆糊盒plastic magnet 胶磁ring binder 铁环(圈)/活页册plastic mirror 胶镜ring binding 铁环装plastic spiral 胶线圈rivet 窝锭Plate 印板roll 卷Plate making 制版round and backing 圆脊playing card varnishing 啤牌油round back 圆脊PMS color(pantone)PMS 专色round corner 圆角right angle 直角pocket 袋rounding and backing 圆脊polybag 胶袋polybag self-adhesive 自贴胶袋running sheet 印张polybag zip lock 密实胶袋saddle stitching 骑马钉pop-ups 立体sales department 营业部pop-ups book 立体书same size 同尺寸(S/S)portrait 正度书/直度Sample/swatch 样本poster 海报/单张广告sample room 样办室/展览室pre-press 印前sand paper 沙纸press 印刷﹑印刷机press varnishing 印油(glossy/matt)(光/哑) schedule 工艺流程printed ink 油墨scoring 啤线/压线/啤折线/压折痕printed sheet 印张scratching 刮花/拖花printing press/imprinter 印刷机screen 网屏process 四色墨screws 螺丝process colour 四原色scuffing 擦痕(印件)pull and push 推拉书scumming 弄脏/糊版(印件)section 组数/贴special colours 专色section sewn 穿线specimen 样本self-cover 自封spine 书脊self ends 自衬spiral 铁线圈Semi-gloss 半光亮speral binding 螺旋装订set off 过底/背面粘脏spitting 溅墨sewing 串线/缝线/线钉split ends 分衬shade 色辉/色泽spoilage 损坏/废品sharp 清晰的sponge 海綿sheet 一张纸spot varnish(gloss/matt) 印油(光/哑)sheet-fed 平张印刷/平张给纸spreads 对页sheet fed press 平张印刷机special color 专色sheet per hour 每小时印张数(S.P.H.) spiral binding 螺旋装订sheetwise(sheetwork) 正反spiral bound 螺旋装(蛇装)short 短纹(S) spitting 溅墨shrink wrapped(individual/assort per pack) 收缩包装(独立/每包) spot UV varnishing(glossy/matt) 局部UV油(光/哑)side saddle stitching 侧钉spot varnish(glossy/matt) 印油(光/哑)side sewn 车侧线spot varnishing(glossy/matt) 局部印油side stitching 平钉square back 方脊/平脊signature 组数/贴stamping 烫signaturing 齐贴staples 装订用铁丝钉silk-screen 丝网stapling 钉盒/铁线平订Silk-screen Printing 丝网印刷step indexing 打索引/打梯级silk screening 丝印sticker 胶贴纸/贴纸silk screen pvc sheet 丝印PVC胶片stiffener 加固板(E-flute)silver paper(card) 银纸(咭) Stock 仓存silver stamping 银烫/烫银String 绳singer sewn 车中线stripping 拼版single-coated paper 单面粉纸substance 克重/基重Size 尺寸Sweden 瑞典sketch 草图/简图Swedish 瑞典的slip case 书套盒/书盒synthetic(yupo)paper 合成纸Slur 重影tacky 发粘的/粘性的smashing 压书/书贴压紧tab 检索(咭)smear 油渍/背面弄脏tacky 发粘的/粘性的smoothness 平滑度tail edge 地脚smudge 粘脏/污点text 内文smyth sewn 穿线The Netherlands 荷兰Soft cover 平装thickness 厚度Soft PVC 软胶thread sewn 穿线solid 实地/满地three-knife trimmer 三面刀trim width portrait 直度solid bleached sulphate 单粉咭(C1S)(SBS) thumb edge 书口South Korea 韩国thumb index 指按式索引spacer 隔纸tight(fixed) back 死脊Tint 淡调wafer seal 透明胶贴纸tints 平网wastage 损耗tipping 贴water-based varnishing 过水油(过水溶性光油) tipping in 粘单张/套粘water-base varnishing 水油tone 色调waterproof(gloss/matt) 防水(光/哑)top edge 天头wax paper 腊油纸tracing paper 牛油纸web-fed 卷筒给纸trade mark 商标web press 轮转印刷机transparency 透明原稿web print 滚筒Tray box 地盒white 白Trim 切正/切齐whiteness 白度trimming 裁切width 宽triple wall carton 三坑箱windowing 粘窗/贴窗Turn around 一周wire-o 双线圈typesetting 排字wire-o binding 双线圈钉装/WIRE-O钉装U.K. 英国wire-o bound 双线圈装uncut pages 未切之页wire-stitching 铁线平订underrun 印数不足with the grain 跟纹/顺纹unprinted page 白页work and tumble 牙口反/天地轮转unprinted leaf 白页workshop 工场upright 正度书/直式work&turn 自反/左右轮转U.S.A 美国woodfree 道林纸/书纸(W/F)UV varnishing 过UV油/紫外光固化油wrap 包页vacuum packing 真空包装wrinkles 印张的皱纹Varninshing 上光油writing pad 写字簿Velcro 魔朮贴yellow 黄色Vender 供货商yupo paper 合成纸Verso 左边的书页(一般页码是双数) yuppo paper 胶底纸video tape 录像带zine 锌Volume 册zine plate 锌版v-shape die-cutting 啤V位zip lock bag 密实胶袋Colour Density 颜色密度raster 光柵Fitting 试箱Paperback 平装书Hardback精装书Adjunct 辅料﹐配件﹐附属物Bead 小珠子,珠子Bow or bowknot 蝴蝶結perfect binding 胶装saddle stitches 骑钉。
The Sample Paper1. You have been asked to review a biochemistry text prior to publication comment on the following statements found in the book, as to whether they are true or false. Circle T for true and F for false. If the answer is false, briefly (1~2 sentences) explain why. (1 points each)(1) All the TCA cycle immediates can be used as precursors for gluconeogenesis.(2) Lys的缺乏应可以通过在食物中添加相应的α-酮酸加以纠正2. Single-choice questions(1) Which one of the following dimerizes upon phosphorylation by tyrosine kinase and then translocates to the nucleus and directly activates the expression of particular genes?A. SOSB. STATSC. RasD. Steroid hormone receptorE. GC(2) Which one of the following amino acids is the precursor for NO?A. ProB. LysC. ArgD. TrpE. Tyr(3) 细胞中FFA氧化的天然抑制剂是A. CitrateB. G-6-PC. Malonyl CoAD. HMGCoAE. NADPH(4) Glycogen synthase b is allosterically regulated by which one of the following compound?A. G-1-PB. F-6-PC. G-6-PD. F-1,6-BPE. Glucose3. For each of following, fill in the blank. (0.5 points each)(1)硝化甘油能够治疗缺血性心脏病是因为它在体内能够转变成 ,该物质能够激活 酶的活性。
Position PaperDelegate(s):Zhang San Xu SiSchool:Committee:Country:People’s Republic of ChinaTopic:I. PrefaceThe Millennium Development Goals (MDGs), formulated on the basis of the Millennium Declaration during the Millennium Summit of the United Nations in 2000, are the most comprehensive, authoritative, and systematic international development goals to date. Since the establishment of the MDGs 15 years ago, the international community has seen much positive progress in implementing the Goals. Many of the targets—such as eradicating extreme poverty, providing access to safe drinking water, eliminating gender disparity in primary education, combating malaria, and improving the lives of slum dwellers—have been met or are nearing achievement. At the same time, however, countries around the world still face serious challenges in health, environment and other areas. The progress in different regions has been uneven, and the global development partnership needs to be further strengthened to bridge the gap. In this context, countries should continue to demonstrate political will and make concrete efforts to promote global development.The United Nations will hold a Summit during its 70th General Assembly this September to review the progress of the MDGs and adopt the Post-2015 Development Agenda, which will guide international development cooperation for the next 15 years. The Chinese government attaches great importance to the Summit and hopes that the event will demonstrate the strategic vision of the leaders, the solidarity of all parties,and their commitment to address global development issues through cooperation. We look forward to practical outcomes in the following areas:(i) to build political consensus and adopt a new development approach to promote global development, address the problem of uneven and uncoordinated development and strike a balance between economic development, social justice and environmental protection.(ii) to build a comprehensive and balanced framework for international development cooperation and strengthen global development partnership to ensure effective implementation of the post-2015 development agenda.(iii) to promote North-South cooperation and strengthen South-South cooperation, thus creating better conditions and environment for developing countries to achieve common development objectives.II. Guiding PrinciplesGiven that the Post-2015 Development Agenda is intended to continue and build upon the successes of the MDGs, the international community should take stock of its experience during the MDGs era and work together to draw up a fair, inclusive, and sustainable set of shared development aspirations. The following principles should thus be observed during this inter-governmental process:―Focus on the key issues. It is essential to put emphasis on issues such as poverty, hunger and public sanitation, which are crucial to basic subsistence of people in developing countries. Effective measures should also be taken to tackle climate change, energy and resource security, weak economic growth, and other new emerging challenges that could impede sustainable development.―Respect diversity in development models. It is important to recognize the different national realities and the level of development among countries and support their choice of development strategies, models, and paths most suited to their respective conditions.―Adhere to the principle of “common but differentiated responsibilities”. Countries need to make development their common objective, and—based on their capabilities—achieve their own development and participate in global development cooperation in their own ways.―Seek win-win cooperation. It is important to abandon the zero-sum mentality, foster a sense of community of shared interests, replace confrontation and monopolization with win-win cooperation, seek a common ground while acknowledging differences, and look for the biggest common denominator in pursuit of global development.―Carry out consultation on an equal footing. Countries should take an equal part in international development rule-making in a just, democratic, and transparent manner, and increase the voice and representation of developing countries are increased.III. Key Themes and Priorities(I) Eradicating poverty and hunger, and promoting economic growth. Poverty eradication is essential to people's fundamental right to subsistence and development, and is a top priority for all countries, developing countries in particular, as they pursue economic and social development. It should therefore be viewed as a core priority of the Post-2015 Development Agenda. Toward this end, governments should scale up investment in poverty eradication, strengthen capacity building for the poor, women and children, and other vulnerable groups, while also encouraging the participation of enterprises and civil society organizations in poverty eradication. Economic growth should be emphasized as a priority task, including by putting in place open marketsystems featuring orderly competition, increasing people’s income, and improving their living standards. It is necessary to maintain continuity and stability of the macro-economic policies, speed up economic reform, promote scientific innovation, and foster new growth areas so as to achieve steady and sound economic development. Significant efforts should be made to advance modern agriculture, increase food production capacity, and safeguard food security. Governments should also develop well-planned urbanization strategies in a systematic manner and give play to the role of urbanization in driving economic growth.(II) Comprehensively promoting social progress, and safeguarding fairness and justice. It is important to pursue inclusive growth, always put people first, eradicate inequality in all forms, and ensure that the fruits of development are fairly shared by all. Employment should be the priority of the economic and social development agenda, while a coordinating mechanism between economic growth and job creation should be established to promote higher-quality employment. A fairer and more sustainable social security system should be put in place and efforts made to help the vulnerable groups strengthen their development capacities. It is also essential to guarantee people’s right to educat ion, promote equality and quality of education, and realize universal education at a higher level. A sound basic health care system should be implemented to make basic medical and health services more equitable and accessible, and raise the quality and efficiency of these services. Efforts should be made to promote all-round development of women, improve the health of women and children, raise the quality of population, and promote long-term and balanced demographic growth. It is also important to modernize the national governance system and governance capacity, comprehensively promote the rule of law, protect human rights, and create a good social environment conducive to development.(Ш) Enhancing ecological conservation and promoting sustainable developm ent. Countries need to respect and protect nature, raise public awareness of the importance of environmental and ecological protection and resource conservation, and sustainablepatterns of production. The international community should vigorously address global climate change in accordance with the principles of common but differentiated responsibilities, equity and respective capabilities. It is important to preserve biological diversity and uphold global ecological security through multi-pronged endeavors such as the expansion of forest coverage, rational harnessing of forest resources, control of air pollution, and safe disposal of hazardous waste. Efforts should be made to ensure safe drinking water for both urban and rural residents, allocate and use water resources efficiently, promote water recycling and reuse, strengthen international cooperation on disaster relief, and improve the disaster relief system to fight flood and drought. Intensified efforts should also be made to protect the marine environment and ensure rational use of marine resources.Ⅳ. Enhancing the global development partnership―Build a more equitable and balanced global partnership for development. North-South cooperation should continue to serve as the main channel of development financing. Developed countries must honor their Official Development Assistance (ODA) commitments, and scale up their support for developing countries, especially African nations and least developed countries. South-South cooperation is a supplement to North-South cooperation, and the international community should encourage and support the efforts of developing countries to strengthen South-South cooperation on the basis of mutual respect, equality and mutual benefit, expand the areas of cooperation, improve the quality of cooperation, and seek strength through unity on the basis of mutually beneficial cooperation. The private sector, civil society organizations, philanthropic groups, and other stakeholders should be encouraged to play a bigger role in international development cooperation to increase the efficiency of development assistance.―Strengthen capacity building of all countries. Countries should take the primary responsibility for their own development, formulate development strategies that aresuited to their national conditions, mobilize domestic resources to the greatest extent, increase input in development, create a sound domestic environment for development, and improve people’s wellbeing.―Give full play to the coordinating role of the United Nations. The functions of the United Nations in policy guidance and coordination should be strengthened to form synergy among the UN development system, specialized agencies, funds and programs, and integrated measures should be taken to mobilize development resources and advance international development cooperation.V. Means of Implementation―Intensify development financing. To mobilize development resources for realization of all development goals, it is essential to pool the political will at global, regional and national levels. Developed countries should channel 0.7% of their GNI to ODA in full and on time, take further steps to cancel debts and open market for developing countries. Innovative financing and the public-private partnership model provide new dimension for mobilization of development resources, but they cannot replace the function and role of ODA.―Enhance human resources development and institutional capacity building through training, experience sharing, knowledge transfer and technical assistance.―Establish and improve mechanisms for technology transfer to developing countries. It is imperative to promote and support development through research and development programs in science and technology, as well as through dissemination and transfer of technologies that meet the actual needs of developing countries.―Establish effective global mechanism for development policy coordination. The development agenda should be incorporated into the global policy coordinationsystem to benefit from international economic, financial, trade and investment policies.―Strengthen global economic governance. The international community should maintain a free, open, and non-discriminatory global trade system, advance trade and investment liberalization and facilitation, remove trade and investment barriers, and oppose and resist all forms of protectionism. Efforts should be made to accelerate the reform of the international financial system and implement agreed measures so as to increase the representation and voice of developing countries. International investment regulations should be improved to steer a reasonable flow of capital toward global development.VI. Follow-up Implementation―It will be imperative to strengthen the monitoring of the means of implementation at the international level, with a focus on the ODA commitments, technology transfer, and capacity building. The organizing and coordinating role of the UN High Level Political Forum on Sustainable Development should be fully leveraged.―Incorporate the Post-2015 Development Agenda into each country's national development strategy, while leaving policy space and flexibility. Countries may assess their own implementation on a voluntary basis and in light of their respective national realities.―Improve data collection and statistical analysis. It is necessary to help developing countries strengthen their capacities in data and statistics and improve the quality and timeliness of information. The UN Statistical Commission may provide technical support to its members.VII. China's PracticesChina accords great importance to the MDGs and has made remarkable progress in achieving them. It has incorporated the implementation of the MDGs into its national development strategy aimed to complete the building of a moderately prosperous society in all respects. China has met the MDGs on eradicating poverty and hunger, achieving universal primary education, promoting gender equality and women empowerment, reducing child mortality, and improving maternal health. Progress has also been made in improving the livelihoods of people in poorer areas, combatting diseases and ensuring the sustainability of the environment.China is the first developing country to achieve the poverty eradication goal ahead of the MDGs deadline. China has contributed significantly to the global endeavor for poverty eradication, accounting for two-thirds of the world’s reduction in extreme poverty. The nine-year compulsory education is available throughout the country. Employment is increasing steadily nationwide. Gender equality has been by and large accomplished in education and employment. Medical and health care system has improved continuously, with the mortality rates of children and women dropping by 80% and 73.9%, respectively, and significant progress made in curbing the spread of HIV/AIDS, tuberculosis and other infectious diseases. China has also reversed the trend of environmental and resource degradation, ensuring the access of another 500 million people to safe drinking water. The affordable housing project has been launched across the country to provide decent residences to the public.China continues to take economic development as its central task and has comprehensively deepened its reform. Efforts have been made to strike a balance between steady economic growth and structural adjustment, improve the modern market system, and foster a new driving force for economic and social development. China is implementing the strategy of innovation-driven development, promoting the balanced development of new types of industrialization, urbanization and agricultural modernization, optimizing the overall economic structure, and boosting coordinatedand common development of different regions.China continues to take social fairness, justice, and improvement of people’s lives as the starting point and ultimate goal of its development. As such, China has made efforts to reform and innovate social programs, encourage entrepreneurship, promote employment, strengthen social security and increase people’s income. China works vigorously to provide equal access to education for all and improve education quality, upgrade the basic medical and health care system, strengthen and make innovations in social governance, enhance government's capacity in providing social security and seek to establish a sound and sustainable basic public service system that meets China's national conditions and covers both urban and rural areas.China has made intensified efforts to conserve energy, reduce emissions, and improve the environment. Measures have been taken to address climate change, fully implement the action plan for prevention and control of air pollution, promote low-carbon, energy-saving and environment-friendly technologies and products, phase out energy-intensive and highly polluting modes of production, and pursue a circular economy. Laws, regulations, and standards on energy-saving and emission reduction have been strengthened. China has worked to improve protection and management of water resources, and raise public awareness of water conservation. Efforts have also been made in protecting and rehabilitating the natural ecosystem, and preserving and strengthening biodiversity.As a responsible developing country, China has provided support within its capability to over 120 developing countries under the framework of South-South cooperation to help them meet the MDGs. In achieving the MDGs, the Chinese government and people have conducted active exploration and practice in lig ht of China’s national circumstances, accumulated rich development experience, and found a path of development with Chinese characteristics. China will continue to share development experience with other countries, champion inclusiveness and mutual learning, andpromote common development.Despite its remarkable achievements in economic and social development, China is still a developing country. China's economy has entered a phase of the “new normal”, with a growing downward pressure and the trend of unbalanced, uncoordinated, and unsustainable development remaining a prominent issue. The agricultural foundation is still weak, while the constraints on resources and the environment have been intensified. The capacity for innovation is weak, and transforming the mode of economic development and readjusting economic structure remain a tough challenge. The development gap between urban and rural areas and between different regions is large, as are the income disparities among individuals. To address these difficulties and risks, China will remain committed to the strategy of spurring development through reform, accelerate the transformation of economic development mode, endeavor to achieve quality-based, effective and sustainable development, and attain the goal of completing the building of a moderately prosperous society in all respects by 2020.As the largest developing country, China will stick to its core principles in unswervingly following the path of peaceful development, an open strategy of mutual benefit, and a new type of international relations oriented toward win-win cooperation, thereby bringing benefit to the people of China and around the globe. Going forward, the Chinese government will, based on China’s national conditions, endeavor to align its own development strategy with the Post-2015 Development Agenda, work hand in hand with other countries and make ceaseless efforts to build a community of common destiny for mankind, helping realize the dreams of people across the world.。
词汇漫谈知识拓展同学们每天都与paper 打交道,那么paper 有多少层意思呢?一、作名词用:1.纸(不可数名词)。
比如我们常说的:a piece of paper 一张纸2.(口语)报纸(newspaper ):a daily paper 日报a school paper 校报/刊a morning paper 晨报an evening paper 晚报3.文件;证明(常用复数):contract papers 契约文件customs papers 海关文件secret papers 秘密文件white paper 白皮书4.证件(常用复数):plane papers 航空证ship ’s papers 航照travel on Chinese papers 持中国政府颁发的证件旅行5.证券、票据、纸币(可数名词):paper =paper money 纸币pass bad paper 用假支/钞票6.论文、报告(可数名词):a paper on the Civil War 一篇关于南北战争的论文7.答案(用纸);试题(用纸):hand in the paper 交考卷look over examination papers 阅卷二、作动词用:主要指用纸包装(或覆盖),用纸裱糊等。
如:paper a room 把房间内贴上墙纸paper warfare 纸上谈兵另外,paper 还可与其它一些词语搭配组成若干复合词组。
请熟记:paper boy 报童paper mill 造纸厂paper knife 裁纸刀paper cut 剪纸paper tiger 纸老虎on paper 理论上a scheme on paper 一纸空谈write something to paper 把某事记下来安徽省濉溪县百善中学姜经志供稿. All Rights Reserved.。
Session 2008/2009 semester II Linear Algebra Exam NCEPU
Name: student ID: Class: I.
TRUE OR FALSE (This section consists of 10 true or false questions. In each case if the answer is true, put (T ); if the statement is false, put (F ). Marks: each 2 points, total 20 points)
1. A homogeneous linear system is always consistent.
2. If A and B are nonsingular matrices, then A+B is also nonsingular And 1
1
A
B
--=+-1
(A+B ).
3. If A and B are n n ⨯ matrices, then 2
2
2A AB B
=
-+2
(A-B ).
4. Let A be a 43⨯ matrix with 123A=(a ,a ,a ) and 23 a =a . if
123b=a +a +a , then the
system A x b = will have infinitely many solution.
5. If A is an m n ⨯ matrix then the T A A and T
AA have the same rank. 6. Let A, B and C be n n ⨯ matrices. If A is similar to B, and B is similar to C, then A is similar to C.
7. Let A and B be similar matrices, then det(A)=det(B).
8. If A is an n n ⨯ matrix, then A and T
A have the same eigenvectors. 9. If A is symmetric positive definite, then A is nonsingular, and 1
A - is also symmetric positive definite.
10. I f A is symmetric and det(A)>0, then A is positive definite. II.
FILL IN THE BLANKS(Marks: each 3 points, total 30 points)
Writer your answers here please:
1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
9. . 10. .
1. The value of the determinant 21111
211
1
1211
1
1
2
is . 2. Let A is an 33⨯ matrix and 123(,,)A a a a =, 122323(3,,)B a a a a a a =-+- The value of the determinant
20A A B
B
--is .
3. The product of the two matrix
()1212
33⎛⎫ ⎪ ⎪ ⎪⎝⎭
= .
4. Let 1
01λ
⎛⎫
⎪⎝⎭
A=, then 3A = .
5. Let
123(1,1,0),(0,2,0),(0,0,3)
a a a === the rank of the vectors set
is .
6. Let 1000
320a
4⎛⎫ ⎪ ⎪ ⎪⎝
⎭
A= be a positive definite, then a = .
7. The matrix associated with the following quadratic form is . 8. Let A is 44⨯matrix, *
A is the adjoint of A, the rank of A is 3, then the rank of *
A is .
9. Let A be 33⨯ matrix, it ’s eigenvalues are 1,1,2. The determinant 4
2
det(34)A A I -+is .
10. eigenvalues of a positive definite matrix must .
III. EV ALUA TE(34 points)
1. We have a vector set
()
1234(1,0,0,1), (0,1,0,1),(0,0,1,1), 2,1,3,0a a a a ==-=-=-
Find the rank of the set ,and find a maximal and independent subset of it.
Solve the equation of matrices
AX X B =+, where 3
532,1
41
4A B -⎛⎫⎛⎫
== ⎪ ⎪-⎝
⎭⎝⎭
2. Find the general solutions of the following nonhomogeneous system of equations.
44
12312321223x x x x x x x x ++-=⎧⎪⎨++-=⎪⎩
3. Given
212
3212
0A -⎛⎫ ⎪=- ⎪ ⎪--⎝
⎭
Find an orthogonal matrix(正交矩阵) U that
diagonalizes A
IV.PROOF(16 points)
1. Prove: a matrix and its transpose have the same eigenvalues
2. If A is a real nonsingular matrix. Show that T A A is positive definite matrix.。