Pilot Evaluation Comments During Selected Maneuvers From Flight Tests of the HARV NASA-1A C

2009年考研英语真题及其答案Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank a nd mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart huma ns are. 1 _______ the fruit-fly experiments described in Carl Zimmer’s piec e in the Science Times on Tuesday. Fruit flies who were taught to be smarter th an the average fruit fly 2 _______ to live shorter lives. This suggests that 3 _______ bulbs burn longer, that there is an 4 _______ in not being too terrifically bright.Intelligence, it 5 _______ out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 _______ the starting line because it d epends on learning — a gradual 7 _______ — instead of instinct. Plenty of o ther species are able to learn, and one of the things they’ve apparently learn ed is when to 8 _______.Is there an adaptive value to 9 _______ intelligence? That’s the questi on behind this new research. I like it. Instead of casting a wistful glance 10 _______ at all the species we’ve left in the dust I.Q.-wise, it implicitl y asks what the real 11 _______ of our own intelligence might be. This is 1 2 _______ the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments anim als would 13 _______ on humans if they had the chance. Every cat with an own er, 14 _______, is running a small-scale study in operant conditioning. we b elieve that 15 _______ animals ran the labs, they would test us to 16 ___ ____ the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 _______, not m erely how much of it there is. 18 _______, they would hope to study a 19 _______ question: Are humans actually aware of the world they live in? 20 _______ the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priori ty5. [A] insists on [B] sums up [C] turns out [D] puts forwa rd6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by cho osing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit”carries a negative connotation.So it seems antithetical to talk about habits in the same context as creat ivity and innovation. But brain researchers have discovered that when we consci ously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative track s.But don’t bother trying to kill off old habits; once those ruts of procedu re are worn into the hippocampus, they’re ther e to stay. Instead, the new habi ts we deliberately ingrain into ourselves create parallel pathways that can byp ass those old roads.“The first thing needed for innovation is a fascination with wonder,” say s Dawna Markova, author of “The Open Mind” and an e xecutive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thi nk er is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationa lly (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have s eemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proce dure, meaning that few of us inherently use our innovative and collaborative mo des of thought. “This breaks the major rule in the American belief system — t hat anyone can do anything,” explains M. J. Ryan, author of the 2006 book “Th is Year I Will...” and Ms. Markova’s business partner. “That’s a lie that w e have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where d eveloping new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his loc al drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operat ing officer of Identigene, which makes the over-the-counter kits. More than twodozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted c hildren can use to find their biological relatives and latest rage a many passi onate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and s ending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision be ing hawked by people claiming they a re doing ancestry testing,” says Trey Dust er, a New York University sociologist. He notes that each individual has many a ncestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited thr ough men in a father’s line or mitochondrial DNA, which a passed down only fro m mothers. This DNA can reveal genetic information about only one or two ancest ors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grand parents.Critics also argue that commercial genetic testing is only as good as th e reference collections to which a sample is compared. Databases used by some c ompanies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is _ _________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor coun tries is widely misunderstood by economists and politicians alike progress in b oth area is undoubtedly necessary for the social, political and intellectual de velopment of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid eco nomic development in poor countries is wrong. We are fortunate that is it, beca use new educational systems there and putting enough people through them to imp rove economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countriescan be trained on the job to achieve radical higher productivity and, as a res ult, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United Stat es. Not long ago, with the country entering a recessing and Japan at its pre-bu bble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the globa l leader in automotive-assembly productivity. Yet the research revealed that th e U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the p roductivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discove red that illiterate, non-English- speaking Mexican workers in Houston, Texas, c onsistently met best-practice labor productivity standards despite the complexi ty of the building industry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how educati on got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Onl y when humanity began to get its food in a more productive way was there time f or other things.As education improved, humanity’s productivity potential, they could in tu rn afford more education. This increasingly high level of education is probablya necessary, but not a s, ufficient, condition for the complex political syste ms required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possib le only with broader formal education. A lack of formal education, however, doe sn’t constrain the ability of the developing world’s workforce to substantial ly improve productivity for the forested future. On the contrary, constraints o n improving productivity explain why education isn’t developing more quickly t here than it is.31. The author holds in paragraph 1 that the important of education in poo r countries ___________.[A] is subject groundless doubts [B] has fallen victim of bias[C] is conventional downgraded [D] has been overestimated32. It is stated in paragraph 1 that construction of a new education syste m __________.[A]challenges economists and politicians [B]takes efforts of generations[C] demands priority from the government [D] requires sufficient labor fo rce33.A major difference between the Japanese and U.S workforces is that ____ ______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world ar e the ministers and political leaders of seventeenth-century New Eng land. According to the standard history of American philosophy, nowh ere else in colonial America was “So much important attached to inte llectual pursuits ” According to many books and articles, New Englan d’s leaders established the basic themes and preoccupations of an un folding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the ch urch-important subjects that we may not neglect. But in keeping with our examin ation of southern intellectual life, we may consider the original Puritans as c arriers of European culture adjusting to New world circumstances. The New Engla nd colonies were the scenes of important episodes in the pursuit of widely unde rstood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educa tion and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political lead ers like John Winthrop, an educated gentleman, lawyer, and official of the Crow n before he journeyed to Boston. There men wrote and published extensively, rea ching both New World and Old World audiences, and giving New England an atmosph ere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a tradition al superstitions quality. A tailor named John Dane, who emigrated in the late 1 630s, left an account of his reasons for leaving England that is filled with si gns. sexual confusion, economic frustrations , and religious hope-all name toge ther in a decisive moment when he opened the Bible, told his father the first l ine he saw would settle his fate, and read the magical words: “come out from a mong them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the B ible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that t hey had not come to the New world for religion . “Our main end was to catch fi sh. ”36. The author notes that in the seventeenth-century New England__________ _.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay________ __.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Q uestions (41-45), choose the most suitable one from the list A-G to fit into ea ch of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspe cts of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist F ranz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evo lutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in American anthropology, largely through the influence of many students of B oas. But a number of anthropologists in the early 1900s also rejected the parti cularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gif ted peoples that, according to diffusionists, then spread to other cultures. 45. ________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a the ory of culture that would greatly influence anthropology. Durkheim proposed tha t religious beliefs functioned to reinforce social solidarity. An interest in t he relationship between the function of society and culture—known as functiona lism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inve ntions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropo logy, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he call ed the “survival of the fittest,” in which weaker races and societies must ev entually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peo ple’s social structure, such as initiation ceremonies that formally signify ch ildren’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure o f families, forms of marriage, categories of kinship, ownership of property, fo rms of government, technology, and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts tha t work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Pe rry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused th roughout the world. In fact, all of these cultural developments occurred separa tely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segmen ts into Chinese. Your translation should be written carefully on ANSWER SHEET 2.(10 points)There is a marked difference between the education which every one gets fr om living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not t he express reason of the association.46It may be said that the measure of the w orth of any social institution is its effect in enlarging and improving experie nce; but this effect is not a part of its original motive. Religious associatio ns began, for example, in the desire to secure the favor of overruling powers a nd to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of e nslavement to others, etc. 47Only gradually was the by-product of the instituti on noted, and only more gradually still was this effect considered as a directi ve factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's wo rk is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immedi ate human fact, gains in importance.48 While it is easy to ignore in our contac t with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to a ccomplish a change in their attitude and habits is too urgent to leave these co nsequences wholly out of account. 49Since our chief business with them is to en able them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made so me headway in realizing that the ultimate value of every institution is its dis tinctively human effect we may well believe that this lesson has been learned l argely through dealings with the young.50 We are thus led to distinguish, within the broad educational process wh ich we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed d ispositions into the young upon the same sort of association which keeps the ad ults loyal to their group.Section III WritingPart A51.Directions:Restrictions on the use of plastic bags have not been so successful in som e regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009年参考答案Section I: Use of English (10 points)Section II: Reading Comprehension (60 points) Part A (40 points)Part B (10 points)Part C (10 points)46.可以说，要衡量任何社会制度的价值，就要看它对扩大和改进经验方面的影响，但是这种影响并不是其原来动机的一部分。

电子邮件英语附件是……，请参阅。

• ″ Please kindly find the attached ……• ″ Attached please kindly find the ……• ″ Enclosed is the ……, please kindly find it.• ″ Attached you will find……,我已经收到您的邮件。

• ″ I have received your email (yesterday/last week/this morning……).• ″ Your email has been received.非常感谢您的回信。

• ″ Thanks very much for your early reply.• ″ Thank you for your email.我明白您的意思。

• ″ I know what you mean.• ″ I understand what you mean.• ″ Got it. （*非常口语化，适合于关系很熟悉的同事朋友之间。

）我不太明白您的意思。

• ″ I do not quite understand what you meant.• ″ I have some problem understanding what you meant.您能具体解释一下么？您能在说的清楚一点么？• ″ Could you please put it in a clearer way?• ″ Could you please explain it in detail?• ″ Could you please fu rther explain it?• ″ What do you mean exactly by saying……？如有问题，请随时和我联系。

• ″ Contact me if you have any problem.• ″ If there is any uncertainty, feel free to contact me.• ″ Call me if you have any problem.如有建议，请指出。

12 May 2021 CAP ForeFlight FAQ1.Who is eligible?1.1.CAP pilots with an active VFR Pilot in Ops Quals or higher. (This is your CAP VFRPilot qualification not your FAA Certificate.)1.2.The ForeFlight team will enroll all cadets currently participating in the Wings Program.1.3.Cadets that are funding their own training or utilizing Wing or other local scholarshipfunds will need to reach out to the CAP NHQ ForeFlight team(*********************)tobeaddedaftercoordinationwiththeirchainofcommand.1.4.CAP Glider Pilot Ops Qualification1.5.CAP Balloon Pilot Ops Qualification1.6.CAP Solo Pilot (Airplane, Glider, or Balloon) Ops Qualification2.What additional requirements are there for CADETS in Flight training to get access?2.1.Please have the Cadet answer the survey questions in FAQ #3.2.2.If the cadet is under 18, we need an email from a parent approving release of thecadet’s email to ForeFlight as a vendor providing services to CAP.2.3.We need an email with the Commander with concurrence that the cadet is on a flighttraining plan and should be provided a ForeFlight license.3.How do I get access to the CAP ForeFlight account?3.1.Email your responses to this ForeFlight Onboarding Survey to*********************.3.1.1.Please provide your Last Name:3.1.2.Please provide your CAPID:3.1.3.Please Select the option that best describes how you would like us to setup yourCAP ForeFlight Account:3.1.3.1.I do not have a personal ForeFlight account, please set one up for meusing my eServices Primary email.3.1.3.2.I do not have a personal ForeFlight account, please set one up for meusing my eServices Secondary email.3.1.3.3.I do not have a personal ForeFlight account, please set one up for meusing my eServices ForeFlight Primary email. (You will need to enter that intoeServices member contacts, and provide below.)3.1.3.4.I am not interested in receiving the CAP ForeFlight account.3.1.3.5.I am interested in receiving the CAP ForeFlight account but do not own acompatible device.3.1.3.6.I have a personal ForeFlight account, please move it over to the CAPparent account. The email address I use to log into ForeFlight is:3.2.ForeFlight Onboarding Survey Response Format3.2.1.**********************************************:st Name:3.2.1.2.CAPID:3.2.1.3.Single Answer to question 3 above:3.2.1.4.Email address used to login, If you have an existing ForeFlight account:3.2.1.4.1.Is it currently under a subscription?3.2.1.4.2.Is it not under a subscription (expired)?4.Naming convention in ForeFlight accounts4.1.We need a quick way to see who we need to support, we ask that you leave the Namefield populated in this format: Last, First – CAPID4.2.Example: Templeton, Eric - 3254035.ForeFlight Support Pages contain lots of great images and videos to provide you withsupport for the application.5.1.ForeFlight Training is an extensive library of video and how to articles.5.2.Which iPad models are supported and if different what versions of ForeFlight aresupported by model?5.2.1.iPad Models for ForeFlight5.3.What iOS (operating system version) is required for ForeFlight to operate on mydevice?5.3.1.Operating (iOS) systems for ForeFlight5.4.Support (video) for Mil Training Routes (MTR)5.4.1.MTR video6.What ForeFlight service level is being provided?6.1.ForeFlight Military Electronic Flight Bag with Performance.6.2.This is ForeFlight’s highest level subscription.6.3.Please note that Jeppesen charts / plates an add service in the ForeFlight application isnot a funded option with this AF paid account.7.Who is paying for this “free” ForeFlight account?7.1.AF in its annual purchase for this fiscal year included CAP and CAP-USAF in its totalforce purchase.8.What if I already have a ForeFlight account that I am personally paying for.8.1.If you request we will move your personal paid account to the CAP parent account –CAP will use licenses that the AF paid for to cover the use of the application for thisfiscal year.8.2.Any funds you have unused (basic proration of your annual bill with ForeFlight) willbe held on account with ForeFlight, until such time that you return to a personally paidaccount.8.3.If you have just renewed (less than 31 days), ForeFlight may be able to refund yourpayment card for the full amount of your subscription.9.If I transfer my account, What happens to my data (Flights, Aircraft, Logbook).9.1.What belongs to you belongs to you!9.2.All your data, old and anything new you do, is only visible to you!9.3.You keep it with you after you move back to a personal paid account.10.Who can see my ForeFlight flights and ForeFlight logbook entries?10.1.Only you!10.2.CAP provides the account funding from the AF purchase, and provides the downloadof CAP specific materials.11.What information will CAP provide to me through ForeFlight?11.1.Aircraft models will be shared to all CAP accounts.11.1.1.Aircraft have been created for all CAP N-numbers.11.1.2.Aircraft Managers / Pilots – if you find items that need to be corrected on theAircraft setups, please email ********************* and let us know what needsto be updated.11.1.2.1.Include the N-number, issue that you feel needs to be corrected.11.2.CAP Documents folders will be available.11.2.1.Regulations, supplements, pamphlets, standards etc. right on your device!11.2.2.Checklists for Airframe and Avionics.11.2.3.Aircrew Training materials from NESA MAS.11.2.4.What gets downloaded to your device is your decision, select or de-select12.Will there be weight and balance information provided for each CAP aircraft?ers can create individual weight and balance profiles.12.2.Weight and balance profiles can be shared via email to individuals or groups.12.3.Weight and balance profiles can’t be synced from parent CAP account to individualaccounts.13.What steps do I need to do on my devices to transfer my personal account to the CAPaccount?13.1.Reply to the manual survey in FAQ #3 above.13.2.After you reply to the manual survey the CAP ForeFlight team will work with theForeFlight team to facilitate the account transfer. This process may take up to a week.13.3.After ForeFlight makes the account transition, your subscription will show asExpired.13.3.1.On each of your devices, tap "OK" on the Subscription Expired pop-up, thensign out of your ForeFlight account and sign back in, and the data from CAP(aircraft, documents, etc) should automatically sync to each device. 13.3.2.Sign Out / Sign In training available at:13.3.2.1./support/sign-out13.3.2.2./support/sign-in14.What happens if I lose my CAP VFR Pilot status?14.1.We all understand that life happens – we are not pulling anyone’s access to ForeFlightimmediately if your medical, evaluation ride, or other requirement goes in-active.14.2.However we do need to be good stewards of the funds that are being spent by the AFfor access to ForeFlight.14.3.If you remain non-current for an extended period of time (for now that is defined asthree months) we will allow your access to continue during that period.15.Device Compatibility and access to devices.15.1.ForeFlight is an iOS only application.15.2.The AF has funded only the ForeFlight licenses, not purchasing of personal hardware.15.3.The application is available from the web and it’s not OS specific on the web.16.Jeppesen approach plates.16.1.ForeFlight or Jeppesen purchases of Jeppesen charts is not funded under this AFpurchase.16.2.If you need to keep your Jeppesen charts for any reason – keep your paid account, weare unable to move your Jeppesen subscription to the CAP account.17.Cloud storage17.1.CAP uses Dropbox to share the CAP specific documents with all the members of theCAP ForeFlight parent account.17.2.The application does not support linked cloud document sharing at the sub-parent level.17.3.If you have linked a personal (Dropbox, Amazon S3, Box) with your personalForeFlight account, when you transfer to the CAP account the link with bedisconnected.17.4.Your data stays with your Storage account, but is not available inside the ForeFlightapplication.17.5.You may optionally individually import the items into the App.17.6.You may use the native Dropbox, or Box applications to have the same data on yourdevice.。

大作文专项工作报告范文英文回答：Narrative Essay Task Force Report.Introduction.The Narrative Essay Task Force was established in Fall 2023 to address the need for improvement in narrative essay writing among students. The task force was comprised of a cross-sectional team of educators, administrators, and students who worked diligently to identify areas of concern, develop strategies for improvement, and implementinitiatives to enhance narrative essay writing skills.Research and Analysis.The task force conducted a thorough analysis of student writing samples, teacher feedback, and research on best practices in narrative essay writing. This analysisrevealed several areas of concern, including:Lack of clear structure and organization.Weak character development.Limited use of sensory details.Insufficient attention to voice and tone.Difficulty crafting a compelling conclusion.Strategies for Improvement.Based on the research findings, the task force developed a comprehensive set of strategies to address the identified areas of concern. These strategies included:Explicit instruction on essay structure, including the introduction, body paragraphs, and conclusion.Modeling and guided practice in character development.Sensory writing activities to enhance student observation and description skills.Focus on voice and style through student self-reflection and peer feedback.Instruction and practice in crafting effective conclusions that reinforce the central themes of the essay.Implementation and Evaluation.The task force piloted the developed strategies in a select group of classrooms during the spring semester of 2024. Students in these classrooms showed significant improvement in their narrative essay writing skills, as measured by preand post-test scores.Building on the success of the pilot, the task force worked with the district to implement the strategiesdistrict-wide during the 2024-2025 school year. Ongoing evaluation and monitoring of student progress will continueto ensure the effectiveness of the implemented strategies.Conclusion.The Narrative Essay Task Force's work has made a substantial impact on narrative essay writing instruction and student achievement in the district. Through collaboration, research, and innovative strategies, the task force has provided educators with the tools and resources necessary to develop students' narrative essay writing skills. The task force's efforts will continue to benefit students and educators for years to come.中文回答：大作文专项工作报告。

空乘面试英文自我介绍范文大全5篇空乘面试和其他面试不太一样，因为空乘要面对的是国际，需要接触外国人，因此必须要会用英语介绍自己，那么面试空乘用英文做自我介绍应该怎么说？下面是小编为您整理的“空乘面试英文自我介绍范文”，仅供参考，希望您喜欢。

空乘面试英文自我介绍范文1Hello everyone, my name is __. This is really a great honor to have this opportunity, and I believe I can make good performance today. Now I will introduce myself briefly.I am 20 years old，born in Guangdong province, south of China, and I am a senior student at __University. My major is English. And I will receive my bachelor degree after my graduation in June. In the past four years, I spent most of my time on study.I passed CET4 and CET6 with a ease and acquired basic theoretical and practical knowledge of Language. Besides, I have attended several Speech competition held in Beijing, which really showed our professional advantages. I have taken a tour to some big factories and companies, through which I got a deep understanding of English for application. Compared to developed countries, unfortunately, although we have made e_traordinary progress since 1998, our packaging industry is still underdeveloped, messy and unstable, and the situation of employees in the field is awkward.But I have full confidence in its bright future if only our economy can be kept at the growth pace still. I guess you may be interested in why I choose this job. I would like to tell you that this job is one of my lifelong goals. If I can work here,I will work hard.As to my character, I cannot describe it well, but I know I am optimistic and confident. Sometimes I prefer to stay alone, reading and listening to the music, but I am not lonely, for I like to chat with my classmates about almost everything.My favorite pastime is to play volleyball, to play cards or to surf online. From life at university, I learn how to balance study and entertainment. By the way, I was an actor in our amazing drama club.I have a few glorious memories on stage.空乘面试英文自我介绍范文2Good morning, everyone.T hank you for taking your time. It’s really my honor to have this opportunity to take part in this interview. Now, I would like to introduce myself briefly.My name is __. I am 23 years old and born in Qingdao. I graduated from Hebei University of Science and Technology.My major is English.And I got my bachelor degree after my graduation. I also studied Audit in __ Normal University of Science and Technology. I am very interested in English and study very hard on this subject. I had passed TEM-8 and BEC Vantage.I worked in an American company at the beginning of this year. My spoken English was improved a lot by communicating with Americans frequently during that period.I am very optimistic and easy to get along with. I have many friends. Teamwork spirit is very important in this age. I think if we want to make big achievement, it’s very important to learn how to cooperate with other people. My motto is "characters determine destity", so I alwarys remind myself to be honest and modest to everyone .A verd says "attitude is everything". If I get this job, I will putall my heart in it and try my best to do it well.空乘面试英文自我介绍范文3I am a contestant number __ , I'm from __. Zhongyuan more talents since ancient times, in this the mahoganypanelled splendour of land, emerged such as LanKong pilot jianying li blessed. Now, in the __ one received a good education in three years, I may not like jianying li eagle fight the sky, but in order to chests are the eternal desire to fly the blue sky, in order not to disappoint me the height of 1 meter 68, don't live up to what our belowed, behaved, e_tremely has the affinity face, I hope I can through their own efforts to become a flight attendant, working between the blue sky white clouds, then clouds scud across the universe, overlooking the motherland good things.Flight attendants, has always been a pure girl silly dream, beautiful, romantic, and white clouds, blue sky angel, is my understanding of it.Maybe, I'm not as beautiful as an angel, but I'll a heartfelt to passengers first, passenger is my angel. I will care about other people's feelings, bow low, learn to listen, learn to communicate, learn services, learn to smile, learn to enjoy the pleasure of flying to themselves and others.Maybe, I'm still young, but I will try to, also hope to here from you get a chance to let the dream fly. I believe that when the dream is granted a pair of wings, flying is no longer a kind of desire, I want to fly to the distant place, across the sea mountains, white clouds blue sky world. I know what I want that kind of happiness in that higher sky, I want to fly, I want the sunlight, I want to fly higher.空乘面试英文自我介绍范文4Good morning.I am glad to be here for this interview. First let me introduce myself. My name is ___, 24. I come from __,the capital of __Province. I graduated from the ___department of __University in July ,20__.In the past two years I have been preparing for the postgraduate e_amination while I have been teaching __in NO.__middle School and I was a head-teacher of a class in junior grade two.Now all my hard work has got a result since I have a chance to be interview by you .I am open-minded ,quick in thought and very fond of history.In my spare time,I have broad interests like many other youngsters.I like reading books, especially those about __.Frequently I e_change with other people by making comments in the forum on line.In addition ,during my college years,I was once a Net-bar technician.So, I have a comparatively good command of network application.I am able to operate the computer well.I am skillful in searching for information in Internet.I am a football fan for years.Italian team is my favorite.Anyway,I feel great pity for our country’s team. I always believe that one will easily lag behind unless he keeps on learning .Of course, if I am given a chance to study __ in this famous University,I will stare no effort to master a good command of advance __。

高中英语教学评一体化教学理念与策略以下是为您生成的关于高中英语“教学评一体化教学理念与策略”相关的英语释义、短语、单词、用法和双语例句，一共二十个：---1. 教学评一体化（Integration of Teaching, Learning and Assessment）- 英语释义：The combination and integration of teaching methods, students' learning processes, and assessment systems to achieve an effective educational outcome.- 短语：achieve integration of teaching, learning and assessment（实现教学评一体化）- 单词：integration（整合，一体化）- 用法：“The school is committed to the integration of teaching, learning and assessment.”（这所学校致力于教学评一体化。

） - 双语例句：教学评一体化有助于提高教学质量。

The integration of teaching, learning and assessment helps improve the teaching quality.2. 以学生为中心（Student-centered）- 英语释义：An educational approach that focuses on the needs, interests, and abilities of students.- 短语：student-centered teaching method（以学生为中心的教学方法）- 单词：centered（以...为中心的）- 用法：“We should adopt a student-centered approach in our teach ing.”（我们在教学中应该采用以学生为中心的方法。