徐火辉《超越哈佛》(徐老师原典英语自学法)电子书

外语（英语）学习的孔子原理徐老师新著《中国人英语自学方法教程》第一讲第三节今天讲座的最后一个内容什么是原典英语自学法——它的核心训练程序简称为321X 法什么是3-2-1-X 法？语言是人与生俱来的自学能力，这是亘古的常识。

轻蔑亘古智慧，而“发明”出各种各样弄巧成拙的教学法，是外语教学“少慢差费”的主要原因。

原典英语自学法，顾名思义就是强调第一. 在学习过程上遵循人类语言获得的本原程序——聆听先行；第二. 在学习素材上遵循人类语言的经典；第三. 经典文本必须通过英美专业演员的经典朗诵来表达，学生从感受声情并茂的朗诵而非语法分析文本来学习语言；第四. 在学习方式上充分发掘人类天赋的语言自学能力。

在以上大前提下，把原典法简称为3-2-1-X 法321X先专注聆听多于3遍认真读多于2遍再欣赏聆听多于1遍自由选择扩展提高训练，例如精听，跟读，朗诵，口语3-2-1-X 法即训练程序为：1.一定要先聆听，而不要先阅读；2. 必须重复聆听；3. 聆听之后跟进阅读听过的内容；4. 然后再循环聆听读过的内容；5. 最后选择性地就听-读-听过的素材做扩展训练。

3-2-1分别为听-读-听的最低重复次数若学生基础弱，则可用632X法。

随着学习者程度提高，聆听或阅读的重复次数可以减少，321X法可以调整为311X法或300X法，等等。

初学者应该从分级的原版英语儿童有声书或多媒体书入手。

不宜用国内专家编写或改编的教材如果原文较长则不须一次全部听完，宜分成5-20分钟段落聆听。

程度越低，分段时间越短，初学者以2-5分钟一段为宜。

但也不宜过短。

每听完一段，即专注聆听多于三遍，就可进入下一步训练阶段，即认真阅读。

然后再次循环聆听。

初学者要集中在前三步听-读-听的训练，X 扩展训练可适当延后。

原典英语一体化训练法概括3-2-1循环操作只听不读→单纯阅读或边听边读→只听不读→（扩展提高：精读、朗诵、说与写）非常简单！！！几大注意事项1.向婴儿学习；听不清听不懂也要坚持无烦躁无挫折地静心聆听。

《超越哈佛》徐老师原典英语自学法---读后感
1、海内存知语、天涯若比邻、有为在此路、儿女共奋进
2、聆听原则：聆听先行、聆听驱动、聆听为纲，是一切语言的不二法
门，包括母语和外语。

3、童子功原则，外语学的越早越好
4、母乳原则：原版
5、情侣原则：美趣原则，寻找最喜欢的来听，不是学海无涯苦作舟
6、铁人原则：坚持拿下
7、大师原则：找到最好的引导老师---徐老师
8、具体程序：
荷马式聆听：不阅读材料，专注聆听不少于3遍。

聆听3要素：闭上双目、专注聆听、脑海中回声播放，短暂停顿，回想。

注意：听过努力辨音辨声而理解，不必在意听没听懂。

9、阅读：
打开文本，同时打开金山词霸，遇到生词，自动翻译，效率很高。

初级不播放音频
10、集中整理单词：把生词记录下来，整理到列表中集中后随时复习。

大学英语自学教程(上下合本)课文英文原文Lesson 1: Introduction to College EnglishIn this first lesson, we will introduce you to the basic structure of the course and provide you with some tips on how to study effectively. We will also discuss the importance of setting goals and creating a study plan.Lesson 2: Grammar BasicsIn this lesson, we will cover the basic rules of English grammar. We will discuss nouns, verbs, adjectives, adverbs, prepositions, and conjunctions. We will also provide you with some examples of how to use these parts of speech in sentences.Lesson 3: Vocabulary BuildingLesson 4: Reading ComprehensionLesson 5: Writing SkillsWriting is an important skill for academic and professional success. In this lesson, we will provide you with some tips on how to improve your writing skills. We will also provide you with some practice exercises to help you develop your writing skills.Lesson 6: Listening SkillsListening is an important skill for learning English. In this lesson, we will provide you with some tips on how toimprove your listening skills. We will also provide you with some practice exercises to help you develop your listening skills.Lesson 7: Speaking SkillsLesson 8: Review and AssessmentWe hope that you find this course helpful and enjoyable. Good luck on your journey to mastering the English language!Lesson 9: Cultural AwarenessLesson 10: Advanced GrammarIn this lesson, we will cover more advanced aspects of English grammar, including verb tenses, modal verbs, and passive voice. We will provide you with examples and exercises to help you understand and practice these grammar points.Lesson 11: Academic WritingAcademic writing is an important skill for success in higher education. In this lesson, we will discuss the structure and conventions of academic writing, including essay organization, citation styles, and plagiarism. We will also provide you with some practice exercises to help you develop your academic writing skills.Lesson 12: Pronunciation and Accent ReductionPronunciation is an important aspect of spoken English. In this lesson, we will discuss the phonetic system ofEnglish and provide you with some tips on how to improve your pronunciation and reduce your accent. We will also provide you with some practice exercises to help you develop your pronunciation skills.Lesson 13: English for Specific PurposesEnglish is used in a wide range of fields, including business, medicine, and law. In this lesson, we will explore some specialized vocabulary and expressions used in these fields. We will also provide you with some practice exercises to help you develop your English skills for specific purposes.Lesson 14: Conversation PracticeLesson 15: Final ProjectLesson 16: Advanced Reading StrategiesLesson 17: Public SpeakingPublic speaking is a valuable skill in many professional settings. In this lesson, we will discuss techniques for effective public speaking, including speech organization, delivery, and audience engagement. We will provide you with opportunities to practice delivering speeches and receive feedback to improve your public speaking skills.Lesson 18: Advanced Listening ComprehensionLesson 19: English for Travel and TourismLesson 20: English for Job InterviewsLesson 21: Advanced Writing TechniquesIn this lesson, we will explore advanced writing techniques, such as persuasive writing, argumentative writing, and creative writing. We will provide you with writingprompts and guidelines to help you develop your writingskills in different genres.Lesson 22: English for Social MediaLesson 23: English for Academic ResearchConducting academic research requires strong English language skills. In this lesson, we will discuss techniquesfor reading and understanding academic articles, as well as how to write research papers and cite sources correctly. Wewill provide you with practice exercises to enhance your academic research skills.Lesson 24: English for International RelationsIf you are interested in pursuing a career ininternational relations, this lesson will be beneficial. Wewill explore the language used in diplomacy, negotiations,and international conferences. We will provide you with examples and exercises to help you develop your Englishskills in this specialized field.Lesson 25: Final ReflectionWe hope that this College English SelfStudy Course has equipped you with the necessary tools and knowledge to excelin your English language abilities. Remember to practiceregularly, seek opportunities for language immersion, and never stop learning. Good luck in all your endeavors!。

LABORATORY PRIMATE NEWSLETTERVol. 49, No. 1 January 2010JUDITH E. SCHRIER, EDITORJAMES S. HARPER, GORDON J. HANKINSON AND LARRY HULSEBOS,ASSOCIATE EDITORSMORRIS L. POVAR AND JASON MACHAN, CONSULTING EDITORSELVA MATHIESEN, ASSISTANT EDITORALLAN M. SCHRIER, FOUNDING EDITOR, 1962-1987Published Quarterly by the Schrier Research LaboratoryPsychology Department, Brown UniversityProvidence, Rhode IslandISSN 0023-6861POLICY STATEMENTThe Laboratory Primate Newsletter provides a central source of information about nonhuman primates and related matters to scientists who use these animals in their research and those whose work supports such research. The Newsletter (1) provides information on care and breeding of nonhuman primates for laboratory research, (2) disseminates general information and news about the world of primate research (such as announcements of meetings, research projects, sources of information, nomenclature changes), (3) helps meet the special research needs of individual investigators by publishing requests for research material or for information related to specific research problems, and (4) serves the cause of conservation of nonhuman primates by publishing information on that topic. As a rule, research articles or summaries accepted for the Newsletter have some practical implications or provide general information likely to be of interest to investigators in a variety of areas of primate research. However, special consideration will be given to articles containing data on primates not conveniently publishable elsewhere. General descriptions of current research projects on primates will also be welcome.Newsletter appears quarterly and is intended primarily for persons doing research with nonhuman primates. TheBack issues may be purchased for $10.00 each. We are no longer printing paper issues, except those we will send to subscribers who have paid in advance. We will not accept future subscriptions, unless subscribers are willing to pay $100/year. (Please make checks payable to the Brown University Psychology Department.) Readers with access to electronic mail may receive a notice when a new issue is put on the Website by sending the message subscribe LPN-WARN your-own-name to listserv@. (Send the message subscribe LPN-PDF to receive PDF files by e-mail; or the message subscribe LPN-L to receive the nongraphic contents of each issue.) Current and back issues of the Newsletter are available on the World Wide Web at </primate>. Persons who have absolutely no access to the Web, or to the electronic mailing, may ask to have paper copies sent to them.The publication lag is typically no longer than the three months between issues and can be as short as a few weeks. The deadline for inclusion of a note or article in any given issue of the Newsletter has in practice been somewhat flexible, but is technically the tenth of December, March, June, or September, depending on which issue is scheduled to appear next. Reprints will not be supplied under any circumstances, but authors may reproduce their own articles in any quantity.PREPARATION OF ARTICLES FOR THE NEWSLETTER. – Articles, notes, and announcements may be submitted by mail, e-mail, or computer disk, but a printed copy of manuscripts of any length or complexity should also be sent by regular mail. Articles in the References section should be referred to in the text by author(s) and date of publication, e.g., Smith (1960) or (Smith & Jones, 1962). Names of journals should be spelled out completely in the References section. Latin names of primates should be indicated at least once in each note and article. In general, to avoid inconsistencies within the Newsletter, the Latin names used will be those in Mammal Species of The World: A Taxonomic and Geographic Reference, 2nd Ed. D. E. Wilson & D. M. Reeder (Eds.). Washington, DC: Smithsonian Institution Press, 1993. For an introduction to and review of primate nomenclature see The Pictorial Guide to the Living Primates, by N. Rowe, Pogonias Press, 1996.All correspondence concerning the Newsletter should be addressed to:Judith E. Schrier, Psychology Department, Box 1853, Brown UniversityProvidence, Rhode Island 02912 [401-863-2511; FAX: 401-863-1300]e-mail address: primate@Current and back issues of the Newsletter are available on the World Wide Web at/primateACKNOWLEDGMENTSThe Newsletter is supported by Brown University.Cover photograph of a white-handed gibbon (Hylobates lar),taken at the San Diego Zoo by Mark Abbott in 2007Copyright © 2010 by Brown UniversityInformation Requested or AvailableSpecific Gravity of Primates’ UrineBrooke Aldrich, of the Monkey Sanctuary Trust, Looe, Cornwall, PL13 1NZ, U.K. [Phone and fax: 01503 262 532; e-mail: email@] has been trying to monitor the health of an elderly female patas monkey (Erithrocebus patas). Part of the monitoring is regular ‘multistix’ tests of her urine. Multistix measure a variety of things (glucose, protein, and so on). “Most of them we have a grip on but normal specific gravity seems to vary between humans, cats, and dogs and I can only assume different primate species have different ‘normal’ measures. If anyone can furnish values, or references to values, for patas monkeys (and, for that matter, other pri-mate species, such as Barbary macaques, various capu-chins, woolly monkeys), we will be very grateful.”The Enrichment Record“The first issue of The Enrichment Record is now available online. This quarterly E-Zine has been created by and for the laboratory animal research community as an online forum for:∙discussing environmental enrichment in the optimal care of laboratory animals;∙documenting best practices and approaches for ad-dressing challenges of implementation and assess-ment at every level;∙sharing data on the impact of environmental enrich-ment on science; and ∙building the case for integrating enrichment into re-search design.“This community-based publication is not peer-reviewed. However, members of our Editorial Board are actively involved in all aspects of the publication. If you want to write an article, submit a topic for discussion, or have any suggestions for ways to expand and engage our community in a lively dialogue on this subject, please contact Jayne Mackta [732.869.9499; e-mail: mackta@].“Subscriptions are free; the potential benefit to lab animal welfare of sharing is priceless. We encourage youto subscribe and to spread the word about this new re-source; see </enrichrecord.html>.”More Interesting Websites∙ American Association for Laboratory Animal Science (AALAS)’s online Buyers Guide: <>∙Animal Technology and Welfare: <. uk>∙ Legal Books from LexisNexis: <www.lexisnexis. com/store/catalog/category_lawfirms.jsp?segmentid=seg_law>∙ National Association for Biomedical Research’s Animal Law Section: <>* * *Primatology, Wildlife Ecology, and Conservation Field SchoolJack Harris, Professor of Anthropology, Rutgers Uni-versity, and Co-Director of Field Schools, Kenya, recently wrote to the Primate-Science mailing list: “The fourth annual Primatology, Wildlife Ecology, and Conservation Field School will be held from August 3rd – 28th, 2010, in Kenya. This field school is a joint effort of Rutgers University, the National Museums of Kenya, and the Kenya Wildlife Services.“The field school provides a distinctive opportunity for students to gain hands-on experience in field work methodologies and research on some of Kenya’s exquisite wildlife including a variety of Old World primates. One site we will visit is the Tana River Primate National Re-serve where students will conduct independent research projects and have the opportunity to observe not only the two endemic and endangered species, the Tana River mangabey and Tana River red colobus, but also yellow baboons and Sykes monkeys.“We will also spend time on the Laikipia Plateau of central Kenya. At the different sites where we camp, stu-dents will receive lectures, complete readings, and have discussions with the Field School directors as well as a wide range of consultants to the Field School including Dr. Martin Mulama of Sweetwaters Chimpanzee Sanctu-ary, Dr. Paul Muoria of the African Wildlife Foundation, and Dr. Daniel Rubenstein of Mpala Research Centre, to name a few. In addition, we will stay on Mugie Ranch where we will visit their black rhino sanctuary and data collection lab. We will observe radio-collared lions and learn about the Laikipia Predator Project from Project Biologist Alayne Cotterill. Students will also do field work, making the Field School worth six academic cred-its.“To obtain more information about this program, see <>, contact me directly at <jwharris@>, or visit the Rutgers Study Abroad Website at <>.”News BriefsFBR’s New CampaignThe Foundation for Biomedical Research (FBR) commissions public opinion polls and has found a precipi-tous drop in public support of animal research, from 64% in 2004 to 54% in 2008. In response, FBR recently launched ResearchSaves, a campaign to explain why ani-mal research is an essential step in finding new treatments and cures for disease. “ResearchSaves corrects miscon-ceptions about biomedical research and stresses that ani-mal research is important, humane, and necessary to save lives,” FBR president Frankie Trull said. The campaign includes a robust media strategy to reach as many Ameri-cans as possible, including national TV and radio spots, billboards in select markets, social media outreach through Twitter and Facebook, and ResearchSaves, a quarterly magazine that highlights the latest medical breakthroughs with foundations in animal research. – FBR’s The Research Advocate, September 9Successful Congo Basin Forest PartnershipThe Congo Basin Forest Partnership consists of an in-ternational association of more than forty governments, international organizations, and private sector and civil society representatives and is designed to enhance the sustainable management of the Congo Basin ecosystem. The Partnership promotes economic development, pov-erty alleviation, and effective governance through the conservation and sustainable management of natural re-sources, including forests and wildlife. It serves as a global model of public/private cross-boundary coopera-tion and has resulted in improved sustainable forest man-agement, new multi-national, anti-poaching initiatives, and a declining rate of biodiversity loss for a rainforest area larger than Texas.The United States government has invested more than $100 million in funds and technical expertise into the Partnership over the last ten years. By the end of 2009, through the Central Africa Regional Program for the En-vironment (CARPE), U.S. programs have improved land management of 56 million hectares; trained nearly 25,000 people in conservation; put in place ten forestry, biodiver-sity, and conservation laws; allocated $2.5 million in small grants to local NGOs; provided for logging conces-sion monitoring in Cameroon, Central African Republic, the Republic of Congo, Gabon, and the Democratic Re-public of Congo (DRC); and completed a logging title conversion process in the Democratic Republic of Congo, with additional support from the World Bank and the European Union.Established at the 2002 World Summit on Sustainable Development, the Partnership operates within the frame-work of the Council of Ministers in charge of the Forests of Central Africa (COMIFAC: <>) and in accordance with its strategic plan, the Plan de Convergence. The Partnership focuses on 12 ecologically sensitive and biologically diverse areas and wildlife corri-dors called forest landscapes, which are viewed as the most vulnerable to deforestation and other threats to bio-diversity. Together, these landscapes comprise more than 80 million hectares of critically important tropical forest in Central Africa.Other U.S. agencies that have invested in the Congo Basin Forest Partnership include the U.S. Agency for In-ternational Development, the U.S. Forest Service, and the U.S. Fish and Wildlife Service. – U.S. Dept of State Press Release: September 29, 2009Grand Opening of Baboon Cliffs ExhibitA ribbon cutting ceremony took place October 1 at the Oakland (California) Zoo to celebrate the grand opening of the new Baboon Cliffs Exhibit. The Baboon Cliffs Exhibit is approximately 8,100 square feet and includes a cascading waterfall, climbing structures, a spacious area for the baboons to roam, a night house facility, and offices for Zoo staff. The exhibit also has a large viewing deck for the public. – Press release, October 1, 2009 Extended Habitat for the Greater Bamboo Lemur One of the world’s most endangered primates, the greater bamboo lemur, a species endemic to Madagascar, has been found in an area where it was feared extinct, environmental organizations said on October 5. The spe-cies, Prolemur simus, has been found at 11 sites in a swath of forest in the east of the island. This finding opens “a new chapter for the species and for the places we can protect it by preserving the forest as the main problem is loss of habitat,” Mahaoly Ravaloharimanitra, a research assistant at the Aspinall Foundation, told Agence France-Press (AFP).Illegal logging and slash-and-burn agriculture are among the practices that threaten the survival of this spe-cies. Primate specialists say that while this type of lemur was once found throughout this Indian Ocean island, now no more than 300 individuals are still in existence. As its common name suggests, Prolemur simus feeds mainly on bamboo, which limits its habitat options. “They are very secretive, which makes it difficult to approach them and protect them. Most of the time we don’t see the animal, just traces of food or droppings,” Tovanahary Rasolofo-harivelo from Conservation International told AFP.The greater bamboo lemur was thought to be extinct until it was rediscovered in the 1980s, the two associa-tions said in a statement. – Copyright © 2009 AFPMore U.S. Law Schools Have Animal Law Courses Over half of U.S. law schools now have animal law courses, including many in universities with medical and research programs that utilize animals protected by fed-eral welfare laws. Courses that promote standards for humane animal care and welfare are unlikely to provoke conflict, but programs championing animal rights or “lib-eration” set up adversarial potential on campuses and pose a serious risk to the future of animal research. The use of the law instead of violence and threats, however, should be acknowledged as a forward step.According to the course catalogues of 203 law schools listed on the Website for the Law School Admissions Council <>, 111 (55%) teach an animal law course. Of 121 student groups throughout U.S. law schools with a focus on animal law and animal rights, 85 are at schools with an animal law class while 37 are at schools without such a class. Accordingly, animal law, through either coursework or student groups, is being addressed at 148 (73%) of U.S. law schools. – P. Michael Conn, in The Scientist, 2009, 23[12], 23* * *Position Available: The Animal Welfare InstituteThe Animal Welfare Institute in Washington DC is accepting applications for its full-time position of Labora-tory Animal Advisor.Candidates are expected to:∙have a genuine reverence for living creatures;∙not be afraid to actively express compassion for ani-mals kept in research laboratories and educational in-stitutions;∙not be categorically against research with animals;∙not be categorically for research with animals;∙have several years of experience with traditional and refined housing and handling practices for at least one nonhuman primate species and at least one non-primate species commonly found in research labs;∙be familiar with the professional and scientific litera-ture pertaining to the housing and handling of ani-mals assigned to research and teaching projects;∙have published several professional or scientific arti-cles (a copy of one article should be attached to the application);∙publish articles on species-adequate housing and stress-mitigating handling of animal species com-monly found in laboratories;∙visit animal research facilities and offer advice on species-adequate housing and stress-mitigating han-dling of animal species commonly found in laborato-ries;∙represent the Animal Welfare Institute at professional and scientific meetings;∙manage and update at a three-month interval two annotated databases on ∙environmental enrichmentand ∙refinement for animals in research institutions;and∙write comments on federal draft regulations and pro-fessional draft guidelines on the housing and han-dling of animals kept in research laboratories.No specific academic or professional diplomas are re-quired to apply for this position, which is presently held by Viktor Reinhardt, who will be retiring. Candidates arefree to specify their salary expectations in their applica-tions. Applications – original and two copies – should bemailed to Cathy Liss, 900 Pennsylvania Ave. SE, Wash-ington, DC 20003, by May 1, 2010. The position will beavailable on September 1, 2010.* * *Call for Nominations: ASLAP Research AwardNominations for the 2010 American Society of Labo-ratory Animal Practitioner’s (ASLAP) Research Award may be submitted, by January 15, 2010, to Dr. Fred Rock (ASLAP Secretary-Treasurer) through the ASLAP Office (Darlene Brown, ASLAP Coordinator, P.O. Box 125, Adamstown, MD 21710 [e-mail: aslap@]). This award was created to honor members in good stand-ing of ASLAP and the American Veterinary Medical As-sociation (AVMA) for scientific contributions to the fields of laboratory animal medicine and/or comparative medicine. The award is intended to honor individuals who have made significant and repeated scientific contri-butions to the field. The scientific contributions may be of significance to refinement or development of technical procedures within laboratory animal medicine which have resulted in contributions to animal welfare, animal hus-bandry, animal health, or development of animal models. Studies which have used laboratory animals and have resulted in significant contributions to human health, ei-ther through basic or applied research, are also applicable. While the award is not intended to be for recognition of administrative accomplishments alone, contributions to the service functions of ASLAP and other professional organizations will also be evaluated.A nomination letter, four to six supporting letters di-rectly relating to the award criteria, and a curriculum vitae should be submitted. Awards will be presented at the AVMA meeting in July of the same year. The awardee will receive a plaque and an honorarium.Resources Wanted and AvailableHousing and Handling Photos WantedViktor Reinhardt is seeking photo material for his sec-ond volume of LAREF discussions (see <labanimals. /pubs/LAREF/LAREF-bk.html> for first volume). If you can and want to share photos related to refinement of housing and handling condi-tions of nonhuman primates, or any other species kept in research institutions, please send them as .JPG files to <viktor@> or as prints to Viktor Reinhardt, 6014 Palmer Dr., Weed, CA 96094 U.S.A. Please include a brief explanation of each picture.NIH Curriculum Supplement: “Exploring Bioethics”“Exploring Bioethics” is a model for ethical inquiry to help students in grades 6 to 12 develop thoughtful positions on complex bioethical issues. The supplement’s six modules each contain three 45-minute class periods of lessons on a specific issue. The topics presented are genetic testing, the use of human subjects in research, steroid use by athletes, organ allocation for transplants, and the modification of animals for hu-man benefit. The lessons promote problem-solving and communication skills, critical thinking, and team-work. The curriculum supplement presents six three-day lessons in a convenient, all-in-one resource that is well organized for integration into a broader curriculum. “Exploring Bioethics” is available at </customers.nsf/ HSBioethics.htm>. – National Institutes of Health, September 15IJCP Freely Available OnlineThe International Journal of Comparative Psychologyis now freely accessible online. For more information, see: <>.Primate Sanctuary Computer Program Update Nedim C. Buyukmihci has announced that an updated version (November 24, 2009) of his Primate Sanctuary Database program is on the Website </pigbyte_psd.html> for down-loading and installing. It has several enhancements (see the Website for list). If you already have the program, you only need to download the update installation file. He recommends you install this update so that you can take advantage of the new features.As stated before, if you are using the program and provide him with an e-mail address, he will place you on the list to notify when an update becomes available. E-mail Ned at <ncbuyukmihci@>. Your address will be kept private. [Editors’ Note: We will not be repeating this announce-ment, so get onto his mailing list!]Australasian Conference AbstractsAbstracts of the 2002, 2007, and 2008 conferences of the Australasian Primate Society are now available at </apsconf.htm>.Updated Guidance in Protocol ReviewThe Guidance section of the Office of Laboratory Animal Welfare (OLAW) home page, <grants.nih. gov/grants/olaw/references/commentary.htm>, has updated its Commentary on Lab Animal Protocol Re-view Columns. “A Word from OLAW and USDA” re-sponds to the topic Required Modifications and Desig-nated Member Reviews in the July, 2009, issue. The No-vember, 2009, issue addresses Categorizing Insufficient Pain Alleviation. To further explore these and other top-ics, browse the OLAW Topic Index. – from the National Institutes of Health, November 28Evolution Versus CreationThis is a Yahoo group, at </ group/evolutionversuscreation>, featuring dis-cussions of past and current events in science, technology, and society.Interspecies Dosage CalculatorThe Federal Drug Administration has brought back the Interspecies Dosage Calculator, which will allow you to convert dosages from mg/kg to mg/sq-m (body surface area) and allow you to determine equivalent doses across species. </Drugs/Development ApprovalProcess/DevelopmentResources/CancerDrugs/UCM189252>. – posted to COMPMED by Bob HarrisFirst Voluntary Gorilla Blood Pressure Reading Zoo Atlanta recently became the first zoological insti-tution in the world to obtain voluntary blood pressure readings from a gorilla. This groundbreaking stride was made possible by the Gorilla Tough Cuff, a blood pres-sure reading system devised through partnership with the Wallace H. Coulter Department of Biomedical Engineer-ing at Georgia Institute of Technology and Emory Uni-versity. Created as a senior design project by biomedical engineering undergraduates David Sotto, Nisha Bhatia, Stephanie Drewicz, and Scott Seaman, the prototype has now been successfully tested on one of Zoo Atlanta’s 22 western lowland gorillas. The students also had guidance from Professors Hanjoong Jo, and Franklin Bost.The Gorilla Tough Cuff operates in the same manner as the mechanism familiar to humans, with the patient slipping an arm into a cuff. As the cuff inflates, the blood pressure reading is measured and displayed on a monitor. The student design team’s biggest set of challenges, how-ever, was constructing a durable, comfortable cuff large enough to fit an adult male gorilla weighing upwards of 300 pounds. The prototype system was comprised of a blood pressure cuff bolted to a casing made of acryloni-trile butadiene styrene plastic. The casing was zip-tied to a rectangular mesh trap and the trap was temporarily at-tached to the gorilla cage. The pressure cuff tubing was connected to an off-the-shelf veterinary blood pressure monitor located outside of the gorilla cage.“We also built a safety mechanism into the device so that the gorillas would not be injured if they became alarmed or frightened and tried to remove their arm from the cuff,” said Sotto, who is currently a graduate student at Georgia Tech.Once the prototype was complete, the Tough Cuff had its first tester: Ozzie, a 48-year-old male western lowland gorilla. Gorillas aren’t typically keen on the idea of in-serting their arms into inflatable cuffs: Ozzie’s accom-plishment is the result of months of patience and diligent voluntary positive reinforcement training on the part of Zoo Atlanta’s Primate Team.One of four geriatric gorillas living at the Zoo, Ozzie is at an age where he may be subject to health concerns similar to those experienced by mature humans. Cardiac disease is the leading cause of mortality in adult male gorillas living in captive settings, and the new system will enable veterinarians to more effectively monitor precur-sory signs such as high blood pressure.The Gorilla Tough Cuff has already been demon-strated for veterinarians and animal care professionals from numerous other accredited zoos. The device could ultimately prove invaluable to the more than 100 institu-tions around the world currently housing the species. – November 10, Georgia Tech press release* * * Announcements from PublicationsBiology Direct Publishes Thematic SeriesIn this Darwin 150th Birthday Year Biology Direct has published the first articles in a thematic series covering today’s understanding of evolution at all levels. See </series/ Darwin_Anniversary>. Further articles will be addedto the series in due course, and proposals are welcome for consideration.Primate Specialist Group’s Publications OnlineAll past editions of the International Union for Conserva-tion of Nature (IUCN) Species Survival Commission (SSC) Primate Specialist Group (PSG)’s newsletters and journals are now available online through the PSG Web-site. These are the Web addresses for each of these publi-cations. All of the following are now available with open access at </journals.htm>.∙Primate Conservation from No 1, 1981: </pc.htm>∙Asian Primates Newsletter from 1[1], 1991: </as.htm>∙Asian Primates Journal from 1[1], 2008: </apj.htm>∙Neotropical Primates from 1[1], 1993: </np.htm>∙African Primates from 1[1], 1995: </ap.htm>∙Lemur News from No. 1, 1996: </ln.htm> African Primates Invites SubmissionsCarolyn L. Ehardt, Senior Editor for the IUCN SSC Primate Specialist Group’s journal African Primates, en-thusiastically invites submissions to that journal from all who conduct research on or have information about Af-rica’s primate species. This journal will now be published as an Open Resource journal, fully indexed, and available worldwide, including to the 1200+ readership that has received printed copies in the past. The journal fell into a prolonged hiatus during the transition between editors, but Ehardt is now expecting the inaugural edition of the revi-talized journal to launch very soon. If any of you or your students/colleagues wish to submit materials for consid-eration for publication in the journal, please do so. The document Notes and Instructions for Contributors to African Primates, which has all relevant information, is available at</PDF/ APguideline.pdf>.African Primates encourages submission of relevant information in the form of research findings, field survey results, advances in field and laboratory techniques, field action alerts, and book reviews, as well as notification of events, funding possibilities, grassroots efforts such as letter-writing campaigns and other activities that might benefit from the support of the readership, and recent pub-lications in other formats (including reports and theses). All submissions should be sent to the Senior Editor [e-mail: Carolyn.Ehardt@]. Research articles are peer-reviewed before acceptance for publication.。

原典英语自学法（又简称为321X英语学习法），为徐火辉教授20年集哲学、语言学、教育学、认知心理学、心理语言学和社会语言学等多学科交叉研究而成。

该英语自学法操作简单，高中生或大学生坚持使用该方法，多数人能达到雅思听力和阅读7分以上的水平。

★原典法原理与训练方法简介★●哲学文化原理：荷马是西语（一切拼音语言）的祖宗，仓颉是中文的祖宗。

你知道这两位老祖宗的差异吗？荷马是盲人，是聆听的大师；仓颉是四目，是目视的大师。

英语是强调聆听、强调声音的语言，中文是强调目视的语言。

用强调目视（死抠书面语）这种学中文的方法学英语，误导了中国学生100年！强调声音的语言，发展成文字，就变成表音文字。

学习表音文字，掌握了声音（听与说），就离掌握书面语很接近了。

强调目视的语言，发展成象形文字和表意文字，仅仅掌握听说，离掌握书面语还有很大距离。

英语是表音文字，通过聆听掌握声音，在学习英语中具有本原的重要性。

●科学原理：每个英语教授都说学英语要培养语感，若学生追问"怎样培养语感"，教授们的回答往往不得要领。

其实非常简单，语言是声音表达的艺术，音乐也是声音表达的艺术。

因此，培养语感与培养乐感原理相通。

培养乐感，学唱歌的白痴方法是什么？培养乐感学唱歌的三大白痴方法:第一，通过读歌谱分析歌词大量做试题学唱歌；第二，学唱"教材"歌曲而不是学唱最好听的经典和流行歌曲；第三，跟着学校老师学而不是跟着原唱大歌星学。

同样，学英语的三大错误方法：第一，通过读书面英文大量做书面试题学英语；第二，跟着中国教材学而不是跟着英美经典学；第三，跟着中国老师学而不是英美的大朗诵家学。

●语言学原理：声音是语言的躯体，文字是语言的外衣。

英文是表音文字，中文是表意文字。

学习表音文字语言，一定要聆听优先、聆听为纲。

●认知心理学原理：最新神经心理学和认知心理语言学研究发现：A. 语言通过声音最易记忆；B. 大脑中不建立独立于母语的目标语言（外语）的语音系统表达，外语学习必然化石化（停滞不前）；C. 没有优先强化的聆听，所有"疯狂英语"喊出来的都不是真English，而是伪英语Chinglish.●教育原理和普遍常识：婴幼儿学习母语都是从聆听开始！●神经心理语言学最新科研发现：婴儿在母腹中已开始专注聆听，新生儿就具有强大的"统计分布模式"聆听能力--从环境的声音中概括出母语的语音系统，这种能力连高科技计算机都难以模仿；婴儿专注聆听12个月后才开口说话！！！在神经心理语言学领域领先全球的华盛顿大学P. Kuhl 教授团队的实验与理论，完全证实外语学习必须聆听先行。

Release Procedure in PurchasingOverview for CustomizingR e l e a s e46C H E L P . M M P UR ™Copyright© Copyright 2000 SAP AG. All rights reserved.No part of this brochure may be reproduced or transmitted in any form or for any purpose without the express permission of SAP AG. The information contained herein may be changed without prior notice.Some software products marketed by SAP AG and its distributors contain proprietary software components of other software vendors.Microsoft®, WINDOWS®, EXCEL®, Word®, NT® and SQL-Server® are registered trademarks of the Microsoft Corporation.IBM®, DB2®, OS/2®, DB2/6000®, Parallel Sysplex®, MVS/ESA®, RS/6000®, AIX®, S/390®,AS/400®, OS/390®, und OS/400® are registered trademarks of the IBM Corporation.OSF/Motif® is a registered trademark of the Open Software Foundation.ORACLE® is a registered trademark of the ORACLE Corporation, California, USA.INFORMIX®-OnLine for SAP is a registered trademark of Informix Software Incorporated.UNIX®, X/Open®, OSF/1®, and Motif® are registered trademarks of the Open Group.ADABAS® is a registered trademark of Software AG.SAP and SAP-Logo, R/2, R/3, RIVA, ABAP, SAP-EDI, SAP Business Workflow, SAP EarlyWatch, SAP ArchiveLink, ALE/WEB, BAPI, SAPPHIRE, Management Cockpit, SEM are trademarks or registered trademarks of SAP AG in Germany and in several other countries all over the world.SymbolsSymbol MeaningCautionExampleRecommendationNoteSyntaxTipContentsThis document provides an overview of the steps you must carry out to set up a release (approval, or clearance) procedure for documents such as requisitions or purchase orders.Copyright________________________________________________________________________2 Symbols_________________________________________________________________________2 How Do You Define a Release Procedure?______________________________4 1Create Characteristics_________________________________________________5 2Create Class_________________________________________________________7 3Define Release Strategy________________________________________________8 3.1Create Release Group________________________________________________8 3.2Create Release Codes_______________________________________________8 3.3Create Release Indicators_____________________________________________9 3.4Create Release Strategies____________________________________________10 3.5Workflow: Assign Release Code to Release Point_________________________11 How Does the System Find the Right Release Strategy?_________________12 Prerequisites___________________________________________________________12 Process Flow___________________________________________________________12 Example_______________________________________________________________13 Glossary________________________________________________________15The relevant menu paths and descriptions are based on SAP Release 4.6B/C. However, you can also make all settings in earlier SAP Releases.How Do You Define a Release Procedure?In order to set up a release procedure with classification, you must make certain settings inCustomizing. This section provides an overview of the necessary activities.PrerequisitesIf you want to use workflow to release requisitions and external purchasing documents, you must make the standard and basic settings for workflow in the Implementation Guide (IMG) (Basis →Business Management → SAP Business Workflow ).ActivitiesYou must perform the following steps:Procedure without link to workflow Procedure with link to workflow Path*IMG: Basis → Business Management → SAP Business Workflow → Edit Organizational Plan Prerequisites:•Define organizational plan • Assign standard tasks and activate event-receiver linkage IMG: Basis → Business Management → SAP Business Workflow → Perform Task-Specific Customizing1 Create characteristics 1 Create characteristics SAP menu: Logistics → Centralfunctions → Classification system →Master data → Characteristics2 Create class 2 Create classSAP menu: Logistics → Centralfunctions → Classification system →Master data → Classes 3 Set up release procedure withclassification3 Set up release procedure with classification 3.1 Create release group3.1 Create release group 3.2 Create release code3.2 Create release code 3.3 Create release indicators3.3 Create release indicators 3.4 Create release strategy 3.4 Create release strategyIMG: Materials Management →Purchasing → <Purchasing object> →Release Procedure for <Purchasing object> → Define Release Procedure for <Purchasing object>3.5 Assign release code torelease point * SAP Release 4.6B/CAs of SAP Release 4.6B, a check report is available in Customizing for Purchasing , with which you can test your Customizing settings for the release procedure. It enables you to check whether you have set up the release procedure for the relevant purchasing documents properly and completely.1 Create CharacteristicsClassification characteristics are the criteria for a release condition. If the criteria of a release condition are satisfied, the associated release strategy is assigned to the purchasing object in question (e.g. a requisition or purchase order).Release condition for release strategy BA:Characteristic Characteristic valueTotal value of purchase requisition Above $10,000If the total value of a purchase requisition exceeds $10,000, release strategy BA is assigned to the requisition.PrerequisitesIn the communication structure for purchase requisitions (CEBAN) and external purchasing documents (CEKKO), you will find all the fields that can be used as characteristics for a release condition (e.g. MATKL for the material group and GSWRT for the value of the item).Check which fields you wish to use as characteristics for your release strategy. To do so, choose Tools → ABAP Workbench → Development → Dictionary, enter CEBAN or CEKKO in the Database table field, and choose Display.Activities1. Create a characteristic for each field of the communication structure (CEBAN or CEKKO) that is toserve as a criterion for your release strategy. You have a free choice of names for thecharacteristic.2. Specify the table and field names on the tab page Additional data (e.g. table CEBAN for fieldGSWRT).Do not select any of the indicators in the Procedure for value assignment area on the tab page Additional data. Only if none of these indicators is selected can you assign a value or valueinterval to the characteristic when defining your release strategy.-If you create a characteristic for a currency-dependent field (e.g. GSWRT), a window appears, in which you have to enter the currency for this value. The system then translatesthe currency of the purchase requisition into this currency.3. Check the data for the chosen field on the tab page Basic data. If you wish to enter several valuesor value intervals for a characteristic, select the Multiple values indicator in the Value assignment area.Value intervals can only be specified for numeric values (e.g. an interval from $10,000 to 15,000 for the value of a requisition item).4. Check the texts for the field on the tab page Descriptions.5. You can maintain default values for a characteristic on the tab page Values. If you maintain valueshere, they will be displayed to you as input help under Create Procedure with Classification →Release Strategy → Classification. If you wish to use not only the values from the input help but also other values, you must select the Additional values indicator.You can also maintain ' ' as a default value (for the account assignment perhaps, e.g. ' ' for stock material, 'K' for cost center, and 'A' for asset).6. If you want to restrict the use of a characteristic to certain class types, enter the relevant types onthe tab page Restrictions (e.g. class type 032 for the release strategy).Customer ExitsThe following customer exits allow you to change the communication structure for determining the release strategy:requisition• Purchase-M06B0002 – for item-wise release-M06B0005 – for overall release•External purchasing documents-M06E00042 Create ClassYou group together those characteristics that are to constitute a release condition for a release strategy in a class. In the worksteps Set up Procedure with Classification and Define Release Procedure for <purchasing object>, you assign this class to the release procedure.Activities1. Create a class with the class type 032. You have a free choice of names for the new class (e.g.REL_PREQ for the release of requisitions.2. Assign a description for the new class on the tab page Basic data.3. You can display an error message if different characteristics with identical values have beenassigned to a class. To do so, select the Check with error message indicator in the Sameclassification area.4. If you wish, maintain search terms (enabling you to conduct searches for your class) on the tabpage Keywords.5. Assign your characteristics to the class on the tab page Characteristics.3 Define Release StrategyIn this step, you set up the release procedure with classification. You can also link the release procedure to workflow.Prerequisites•In the case of a release procedure with a link to workflow, you must have previously created the user names, positions, jobs, etc. that you assign to the release code at this point in theorganizational plan and have linked them to the relevant standard tasks in task-specificCustomizing (Basis → Business Management → Business Workflow → Perform Task-Specific Customizing).•You must assign the authorization M_EINK_FRG to the persons who are to participate in this release procedure (Authorization Management → Create Authorization Profiles and Assign to Users).ActivitiesHere the following worksteps are necessary:•Create release group•Create release codes•Create release indicators•Create release strategy•Workflow: Assign release code to release point3.1 Create Release GroupDefine a release group for your release procedure by:•Assigning the release group to either the overall or item-wise release method using the OverReqRel indicatorYou determine whether a requisition has to be released in total or item by item via the document type. If you have defined overall release for the document type "NB – purchase requisition” for example, a requisition of the document type "NB" cannot be released item by item. The release group for overall release, for example, is thus only valid for the document types subject to overall release.•Assigning a class, thereby assigning release conditions to the release procedureIn the case of purchase requisitions, you must assign the same class to all release groups with the same type of release (item-wise or overall release).You have assigned the class "PReq_overall" to the release group for overall release "01". If you also create the release group "02" for overall release, you must likewise assign the class"PReq_overall" to this group.3.2 Create Release CodesHere you create the release codes you need for your release strategy and assign the codes to your release group. If a release code is to be used in workflow, you indicate this in the Workflow field.The Workflow indicator also controls role resolution:•"1 – Role resolution with group, code, and plant (T16FW)"Here you use a role resolution that is supplied in the standard system. You must assign a release code to the release point in the section Workflow: Assign Release Code to Release Point (see below).•"9 – Role resolution via user exit"Here you use customer exit M06B0001 for requisitions and M06E0005 for external purchasing documents to define a role resolution of your own.3.3 Create Release IndicatorsA release indicator shows the release status of a purchasing object. In the standard system, you will find predefined indicators that you can use for your release strategy.Note:You need the following release indicators for every release procedure:•Release indicator for initial statusAs a rule, a purchasing object must first be released before it can undergo further processing(e.g. before an RFQ or a PO can be entered in respect of a purchase requisition). For this reason,a release indicator that blocks such further processing is assigned to a purchasing object at thetime the latter is created.On the detail screen for this indicator, you may not select:-The indicators denoting release for the issue of RFQs and POs (in the case of requisitions) Released indicator (in the case of external purchasing documents)- TheIn the standard system, the release indicator "x - Blocked" is already defined for the initial status of purchase requisitions.•Release indicator for released statusThis indicator is assigned to the purchasing object when it has been released.The following indicators must be selected for this release indicator:-In the case of requisitions, you must select the indicator denoting release for the issue of RFQs or POs. (At least one of the available indicators must be selected.)-In the case of POs, you must select the Released indicator.In the standard system, several release indicators have already been defined in this way for the released status of requisitions (e.g. quotations can be solicited for a requisition with the release indicator "1 - RFQ".If you need additional release indicators, you must maintain the following:•Release StatusIn the Details area, you specify the status a purchasing object with this release indicator is to have. In the standard system, for example, quotations can be solicited in respect of a requisition with the release indicator "1 - RFQ".•Field Selection KeyVia the field selection key, you specify which fields in a purchasing object may be changed or must be populated, for example, with this release indicator.•Changes After the Start of the Release ProcedureChangeability indicator, you specify how changes affect a purchasing object (e.g.- Withthethat a new release strategy has to be determined for a changed requisition).-Via the value change criterion, you can determine that the release procedure is re-started if a purchasing object is changed and the value of an item thereby increases by a certainpercentage (e.g. 10%). To achieve this, set the Changeability indicator to "4 – Changeable,new release in case of new strategy or change in value" and enter a percentage in the Value change field.3.4 Create Release StrategiesCreate a release strategy for your release group and assign your release codes.•Release PrerequisitesWith the release prerequisites, you specify the order in which the individual release points(release codes) may effect release (signify approval).The following table shows release prerequisites for a release strategy with four release codes:Release prerequisite01020304Release code01-02x-03x x-04x x x-In this release strategy, the release codes 01, 02, 03 and 04 must successively release therequisition.Read the table from left to right. The third line for release code 03, for example. Releaseprerequisite for code 03 is release with codes 01 and 02. In other words, the requisition must be released with codes 01 and 02 before it can be released with code 03.•Release StatusesHere you specify which status a purchasing object has after certain release points have effected release.Specify which release indicator a purchasing object is to have after being released by a certain release code.•ClassificationIn Classification, you maintain the values assigned to characteristics. Via the characteristics and their values, you specify the requisitions or external purchasing documents to which your release strategy is assigned.Maintain values (individual values or intervals) for your characteristics.Value intervals can only be specified for numeric values (e.g. an interval of $10,000 to $15,000 for the value of a requisition item.Two characteristics and their values have been maintained in classification for release strategy 'BA':-Document type'NB – Purchase requisition'$10,000- Totalvalue AboveAll requisitions with document type and a total value exceeding $10,000 are thus subject to a release procedure with the release strategy 'BA'.•Simulation of ReleaseUsing the release simulation function, you can check which status a purchasing object with a certain release strategy will achieve after a certain release point has effected release.Choose "Simulate release" and effect release by double-clicking on the release code. You then see which status the purchasing object has as a result.3.5 Workflow: Assign Release Code to Release PointYou only need to perform this step if you wish to link the release procedure to workflow and are not using the customer exits M06B0001 and M06E0005.Assign a processor ID to the workflow-relevant release codes. The processor (member of staff responsible for processing the document) will then automatically receive a work item when a purchasing object is awaiting release.You can assign a processor ID either directly or indirectly:•Direct processor assignment:Enter a user name.assignment:• IndirectprocessorEnter a job or a position, for example. At runtime, the system will then determine the person responsible for processing.If you are using the overall release approach for the requisition, you must create an entry for every combination of release group and workflow-relevant release code for which you do not specify a plant.This entry is necessary for the SAP System to be able to assign a requisition with overall release to a processor in the event that the items of this requisition relate to different plants.Group Code Plant Object type Processor ID0102User MillerCustomer ExitsWith the customer exits M06B0001 (for requisitions) and M06E0005 (for external purchasing documents), you can define your own role resolution to determine the person responsible for effecting release in workflow.Further InformationFor more information on how to set up a release procedure with a link to workflow, refer to the SAP Library under Basis → Business Management (BC-BMT) → SAP Business Workflow (BC-BMT-WFM)→ Reference Documentation → BC Workflow Application Scenarios → MM Materials Management: Workflow Scenarios.How Does the System Find the Right Release Strategy?This section describes how the system determines the release strategy for purchasing documents – in other words, how a release procedure with classification works – taking a purchase requisition as an example.PrerequisitesYou must have set up the release procedure for purchase requisitions or external purchasing documents.When you define your release procedure, you assign the characteristics of a class to a release strategy via the release group. You assign values or value intervals to these characteristics for each individual release strategy.Process FlowThe system carries out the following activities to find the release strategy for a purchase requisition: Filling the Communication StructureWhen you process a requisition, the system passes the data from the document on to the communication structure CEBAN. Certain fields of CEBAN are determined prior to such transfer from the data of the requisition (e.g. the total value of an item).•If you wish to use fields that are not contained in the communication structure CEBAN for the purposes of determining the strategy, you must include the relevant fields in the communication structure CEBANZZ.•Via the customer exits M06B0002 (item-wise release) and M06B0005 (overall release), you can then include data in the communication structure that is not included as standard.The relevant cost center manager is to be determined for a cost center in a purchase requisition.The data is read from the cost center master record, placed in the field USRC1, and passed on to the communication structure CEBAN.Object SearchOnce the data has been passed on to the communication structure, the system runs an object search: 1. The document type of the requisition determines whether the latter is released in total or item byitem.2. The system determines the relevant class via the type of release (overall or item-wise).Only one class is admissible per type of release. That is to say, you must assign the same class to all release groups that are to be valid for (say) overall release. When defining releaseprocedures for purchase requisitions, you must therefore create a maximum of two classes: one for overall release and one for item-wise release.3. The system assigns the values from the communication structure CEBAN to the characteristics ofthis class.4. With the aid of the object search function, the system then determines a release strategy whosecharacteristics correspond to the values from the communication structure or lie within thespecified interval.The following search results are possible:-Just one release strategy found.The system assigns this release strategy to the requisition.-Several release strategies found.The system assigns the first release strategy found to the requisition.-No release strategy found.The system does not assign a release strategy to the requisition. The requisition can beconverted into a follow-on document without having to be released.ExampleIn your enterprise, all requisitions with a total value in excess of $5,000 have to be approved prior to issue. Final release has to be effected by various persons, depending on the requisition value.•$5,000 to $10,000 by project manager•$10,000.01 to $15,000 by head of department•Above $15,000by cost center managerTherefore three release strategies have been defined in Customizing:Strategy '01'Strategy '02'Strategy '03' Characteristic Value Value ValueDocument type NB, GF NB, GF NB, GFTotal value$5,000-10,000$10,000.01-$15,000.01> $15,000.01 Process Flow1. The following purchase requisition of document type 'NB' is created in the SAP System:Item Material Quantity Price/pc Value of item 010Telephone350 pc$200$7,000 020Swivel chair300 pc$150$4,500 Total value of requisitionΣ $11,5002. The data from the requisition is passed on to the communication structure CEBAN. The data isalso aggregated, so that the total value of the requisition ($11,500) is also determined and passed on to the communication structure.3. The system checks the document type in Customizing: Overall release is specified for documenttype 'NB'.4. The system then searches the release procedure Customizing facility for release groups for whichoverall release has been defined. Release group '01' is valid for requisitions for which overall release has been defined via the document type. The class 'PReq_ove' is assigned to this group.5. The system assigns the values from communication structure CEBAN to the characteristics of theclass 'PReq_ove':- Document type: NB- Total value of requisition: $11,5006. The object search function is started and delivers the release strategy '02' as the result, since thecharacteristics of the requisition agree with the characteristics of the release strategy. The release strategy is assigned to the requisition.GlossaryRelease codeTwo-character identifier with which a person responsible for processing a document can release (approve) an item of a purchase requisition, a complete purchase requisition, or a complete external purchasing document, or cancel such release (that is, revoke a previously granted approval). If a link to SAP Business Workflow has been defined for the release code, the person involved can also refuse to effect release (withhold approval), thus rejecting the relevant item or document.•Organizational release codeIn this case, the user department specifies which user may work with which release code.•Workflow-relevant release codeIn this case, processors are assigned in Customizing for Purchasing. You can assign a processor either directly or indirectly:-Directly: The processor ID is a user name.-Indirectly: The processor ID is a job or position, for example. At runtime, the system then determines the responsible processor.Release indicatorShows the release (approval) status of a purchasing document. When you have released (approved) an internal or external purchasing document with your release code, a release indicator is assigned to this document. The release indicator determines how the document may be processed further. For example, it may show that a requisition can be converted into a purchase order, or that a subsequent release point (individual or department) must first signify approval.Release strategyDefines the release codes with which a purchase requisition item, a complete purchase requisition, or a complete external purchasing document must be released (that is, approved, or given the "green light") and in which sequence release must be effected using these codes.For example, you may specify a certain release strategy for all purchase requisitions whose value exceeds a certain figure.Release prerequisites/sequenceSpecifies the sequence in which the processors (members of staff responsible for processing a certain document) must approve an internal or external purchasing document with their respective release codes.The release (approval) procedure for purchase requisitions within an enterprise may provide that a department manager must approve a requisition item before the next-higher level of authority (for example, the cost center manager). In this case, approval by the department manager is the prerequisite for approval by the cost center manager.Purchasing objectGeneric term covering the following documents:•Purchase requisition (PReq)•Request for quotation (RFQ)(PO)• Purchaseorder• Contractagreement• Scheduling。

The £1,000,000 Bank Noteby Mark TwainContentsPart One: From San Francisco to London (3)Part Two: An Unusual Bet (5)Part Three: The Letter (8)Part Four: At the Tailor's (11)Part Five: The Poor Millionaire (14)Part Six: The Dinner Party (16)Part Seven: A Million-Dollar Idea (19)Part Eight: Back to Portland Place (22)Part One: From San Francisco to LondonWhen I was 27 years old, I worked in an office in San Francisco. I did my job well and my future was promising①. I was alone in the world and I was happy. On Saturday afternoons I didn't work. I sailed my little sailboat②on San Francisco Bay. One Saturday afternoon, I sailed out too far. The strong afternoon wind pushed my sailboat out of the bay, into the Pacific Ocean. That night, when I had lost all hope, a small British brig③saw me and took me on board. The brig was sailing to London. The voyage was long and stormy. I worked as a sailor to pay for my trip.When I arrived in London, my clothes were old and dirty. I had only one dollar in my pocket. With this dollar, I ate and slept for the first twenty-four hours. During the next twenty-four hours, I didn't eat and I didn't sleep.At about ten o'clock the following morning, I went to Portland Place. I saw a child walking past, holding a big pear. The child ate one small piece and then threw the pear onto the street.I stopped and looked at it. I was very hungry and I really wanted that pear. But every time I tried to get it, someone passed by and looked at me. I quickly turned in the other direction and waited for the person to pass by. I tried again and again to get that pear, but the same thing happened. I was desperate④. I decided to get the pear and not to worry about the people who saw me. At that moment, a gentleman opened a window behind me and said, "Come in here, please."① promising: （此处指）有前途的。

IAEA-TECDOC-1182Quality assurance standards: comparison between IAEA 50-C/SG-Qand ISO 9001:1994November 2000The originating Section of this publication in the IAEA was:Nuclear Power Engineering SectionInternational Atomic Energy AgencyWagramer Strasse 5P.O. Box 100A-1400 Vienna, AustriaQUALITY ASSURANCE STANDARDS: COMPARISON BETWEEN IAEA 50-C/SG-Q AND ISO 9001:1994IAEA, VIENNA, 2000IAEA-TECDOC-1182ISSN 1011–4289© IAEA, 2000Printed by the IAEA in AustriaNovember 2000FOREWORDThe International Atomic Energy Agency (IAEA) and the International Organization for Standardization (ISO) agreement regarding the scope and coverage of documents published by both organizations points out that the standards of safety developed by the IAEA are recommendations for use by its Member States in the framework of national regulations for the safe utilization of nuclear energy. Such standards should be considered as nuclear safety regulatory documents. The standards developed by the ISO are complementary technical documents emphasizing industrial application and contractual aspects. Regarding the quality assurance topic, the IAEA standards 50-C/SG-Q are mostly used directly or indirectly to establish the nuclear safety requirements at the utility–regulatory interface. The industrial ISO 9001 standards have progressively been used to implement the quality assurance requirements at the interface utility–supplier.The relationship between both standards is growing in significance owing to the impact upon the owners/operators of nuclear facilities and their contractors/suppliers. The relationship between the IAEA and ISO standards is considered critical, in particular regarding suppliers with a small range of nuclear supplies. These organizations are not always willing to prepare special quality assurance programmes based on nuclear safety standards. On the other hand, these organizations may be qualified on the basis of the ISO quality assurance standards. In any case, for delivering nuclear items and services the quality assurance programme must comply with the requirements established in the nuclear safety regulatory standards. This implies that the utility–supplier will have to demonstrate that the acceptable degree of quality assurance in relation to nuclear safety is accomplished. This may be achieved by imposing additional requirements on the supplier over and above those contained within the ISO.In order to provide a description of the differences between the IAEA and ISO standards when applied in nuclear installations, and to support the practical way of fulfilling nuclear safety, the IAEA established a project for producing a guidance report. Valuable contributions from the European Atomic Forum (FORATOM) were committed and contractual arrangements made, with the target of finalizing the report in the shortest feasible timeframe commensurable with available resources.The issue as to which ISO 9001 standard should be used for the comparison, i.e. the current version 1994 or future version 2000, was discussed quite extensively by the members of the initial consultants meeting held in Vienna in January 1999. The consultants recommended proceeding with the use of ISO 9001 version 1994 on the grounds that some time would still be needed before the next version 2000 is adopted and effectively implemented. In the meantime guidance based upon the ISO 9001 version 1994 was considered to be applicable and the efforts expended in the preparation of the guidance report worthwhile. The report will subsequently be updated to include the new ISO 9001 version 2000 standard.In thanking the contributors to this report, the IAEA wishes to acknowledge the efforts and assistance provided by FORATOM and by the participants at the preparatory and review meetings, who are listed at the end of the report. Special acknowledgement is due to K.-P. Kleinert (Germany), E. Glauser (Switzerland), M. Hille (Germany) and N. Redman (United Kingdom) for their contributions. The IAEA officer responsible for this work was N. Pieroni of the Division of Nuclear Power.EDITORIAL NOTEThe use of particul ar designations of countries or territories does not impl y any judgement by the publ isher, the IAEA, as to the l egal status of such countries or territories, of their authorities and institutions or of the delimitation of their boundaries.The mention of names of specific companies or products (whether or not indicated as registered) does not imply any intention to infringe proprietary rights, nor should it be construed as an endorsement or recommendation on the part of the IAEA.CONTENTS1. INTRODUCTION (1)1.1. Background (1)1.2. Objective (1)1.3. Scope (1)2. STANDARDS USED IN THE COMPARISON (1)2.1. IAEA Code and Safety Guides on Quality Assurance 50-C/SG-Q (1)2.2. Quality System Standard ISO 9001:1994 (3)3. MAJOR DIFFERENCES AND LINKAGES (4)3.1. IAEA Code 50-C-Q basic requirements and IAEA Safety Guides50-SG-Q1 to Q14 (4)3.2. IAEA Code 50-C-Q basic requirements and clauses of ISO 9001:1994 (4)3.2.1. Underlying approaches (4)3.2.2. Identification of the customer (4)3.2.3. Additional requirements (5)3.3. Linkages between the IAEA Safety Guides 50-SG-Q1 to Q14 andclauses of ISO 9001:1994 (7)4. GUIDANCE WHEN USING ISO 9001:1994 (8)4.1. Additional requirements of the IAEA Code 50-C-Q (8)4.2. Additional guidance of the IAEA Safety Guides (11)APPENDIX: CORRELATION MATRICES (21)Matrix 1: IAEA Code 50-C-Q basic requirements coverage in the IAEASafety Guides 50-SG-Q1 to Q14 (21)Matrix 2: Correlation between the clauses of ISO 9001:1994 and the IAEA Code50-C-Q basic requirements (22)Matrix 3: Correlation between the clauses of ISO 9001:1994 and the IAEA SafetyGuides 50-SG-Q1 to Q14 (23)REFERENCES (24)CONTRIBUTORS TO DRAFTING AND REVIEW (25)IAEA PUBLICATIONS ON QUALITY ASSURANCE/QUALITY MANAGEMENT (27).1. INTRO DUCTIO N1.1. BackgroundThe International Atomic Energy Agency (IAEA) Code and Safety Guides contained in the Safety Series No. 50-C/SG-Q [1] define basic quality assurance requirements, which must be considered to ensure safety, and provides recommendations on how to fulfil these basic requirements. The IAEA 50-C/SG-Q standard reflects the performance based approach to quality assurance covering all aspects of plant safety, economics and efficiency. The IAEA requirements and recommendations are generally used at the nuclear utility–regulator interface.The International Organization for Standardization (ISO) International Standard ISO 9001:1994 [2] specifies quality system requirements for use where any supplier’s capability to design and supply a conforming product needs to be demonstrated. The requirements specified are aimed primarily at achieving customer satisfaction by preventing non-conformity at all stages from design through to servicing. The ISO 9001:1994 standard is sometimes used at the nuclear utility–supplier interface.1.2. O bjectiveThe objective of this report is to compare the requirements of IAEA 50-C/SG-Q (1996) [1] with ISO 9001:1994 [2] in order to identify the main differences and additional requirements contained within [1]. The report also provides information and guidance, which may be considered when ISO 9001:1994 is utilized by the nuclear industry.1.3. ScopeThe comparison is made with the following publications:IAEA Safety Series No. 50-C/SG-Q (1996), Quality Assurance for Safety in Nuclear Power Plants and other Nuclear Installations, Code and Safety Guides Q1–Q14 [1].ISO 9001:1994, Quality Systems — Model for Quality Assurance in Design, Development, Production, Installation and Servicing [2].ISO 9002:1994, Quality Systems — Model for Quality Assurance in Production, Installation and Servicing [3].ISO 9003:1994, Quality Systems — Model for Quality Assurance in Final Inspection and Test [4].Throughout this report, the comparison discussed is the comparison against ISO 9001:1994 only, as it contains all the requirements contained in ISO 9002:1994 and ISO 9003:1994. Suppliers, utilities, regulatory bodies, as well as research and development organizations could use this report when considering using ISO 9001:1994 to procure items and services for use in the nuclear industry.2. STANDARDS USED IN THE COMPARISON2.1. IAEA Code and Safety Guides on Quality Assurance 50-C/SG-QThe IAEA Safety Series includes one Code 50-C-Q on quality assurance and 14 related Safety Guides 50-SG-Q1 to Q14 [1].The quality assurance Code 50-C-Q establishes the basic requirements that must be met to ensure adequate safety of nuclear power plants and other nuclear installations.The Code consists of 10 basic requirements (BR) to be adopted by the responsible organization as the foundation for establishing and implementing a comprehensive quality assurance programme related to the safety of nuclear power plants. The basic requirements are presented in three functional categories:I. ManagementBR 1: Quality Assurance ProgrammeBR 2: Training and QualificationBR 3: Non-Conformance Control and Corrective ActionsBR 4: Document Control and RecordsII. PerformanceBR 5: WorkBR 6: DesignBR 7: ProcurementBR 8: Inspection and Testing for AcceptanceIII. AssessmentBR 9: Management Self-AssessmentBR 10: Independent AssessmentThe Code includes an annex, which provides guidance to aid the understanding and implementation of the basic requirements. The content of this annex is included in this comparison.The Safety Guides describe acceptable methods of implementing particular parts of the Code. The Safety Guides 50-SG-Q1 to Q14 are one of two types:· Basic requirement related Safety GuidesThese Safety Guides provide recommendations and guidance on how to fulfil the basic requirements of the Code that are relevant in all of the life-cycle stages of nuclear power plants and other nuclear installations.The BR related guides are:Safety Guide Q1: Establishing and Implementing a Quality Assurance ProgrammeSafety Guide Q2: Non-conformance Control and Corrective ActionsSafety Guide Q3: Document Control and RecordsSafety Guide Q4: Inspection and Testing for AcceptanceSafety Guide Q5: Assessment of the Implementation of the Quality Assurance Programme Safety Guide Q6: Quality Assurance in Procurement of Items and ServicesSafety Guide Q7: Quality Assurance in Manufacturing· Stage related Safety GuidesThese Safety Guides provide specific recommendations and guidance on how to implement the Code during the different life-cycle stages of nuclear power plants and other nuclear installations.The Stage related guides are:Safety Guide Q8: Quality Assurance in Research and DevelopmentSafety Guide Q9: Quality Assurance in SitingSafety Guide Q10: Quality Assurance in Design (this specific guide may also be used as a BR related Guide when the design activities are carried out in any stage). Safety Guide Q11: Quality Assurance in ConstructionSafety Guide Q12: Quality Assurance in CommissioningSafety Guide Q13: Quality Assurance in OperationSafety Guide Q14: Quality Assurance in Decommissioning2.2. Quality System Standard ISO 9001:1994The ISO 9001:1994 standard defines the requirements for a quality management system in clauses 4.1 to 4.20. The clauses are sequentially numbered to reflect the sequence of events and activities supporting production, from developing the quality policy to the after sales service.The clauses of ISO 9001:1994 are:4.1 Management Responsibility4.2 Quality System4.3 Contract Review4.4 Design Control4.5 Document and Data Control4.6 Purchasing4.7 Control of Customer-Supplied Product4.8 Product Identification and Traceability4.9 Process Control4.10 Inspection and Testing4.11 Control of Inspection, Measuring and Test Equipment4.12 Inspection and Test Status4.13 Control of Nonconforming Product4.14 Corrective and Preventive Action4.15 Handling, Storage, Packaging, Preservation and Delivery4.16 Control of Quality Records4.17 Internal Quality Audits4.18 Training4.19 Servicing4.20 Statistical TechniquesThese 20 clauses have a relationship with and are comparable to the 10 basic requirements of the IAEA Code 50-C-Q. The ISO 9001:1994 standard, however, does not give any guidance or recommendations on how the defined requirements can be implemented.3. MAJOR DIFFERENCES AND LINKAGES3.1. IAEA Code 50-C-Q basic requirements and IAEA Safety Guides 50-SG-Q1 to Q14While the IAEA Code 50-C-Q specifies the ten basic requirements for quality assurance in nuclear power plants and other nuclear installations, the Safety Guides provide recommendations relative to the fulfilment of these basic requirements for different topics and life-cycle stages. An overview showing how each Safety Guide addresses the basic requirements is given in the Appendix: Matrix 1.3.2. IAEA Code 50-C-Q basic requirements and clauses of ISO 9001:1994The linkages between the ten basic requirements of the IAEA Code 50-C-Q and the 20 clauses of ISO 9001:1994 are provided in the Appendix: Matrix 2. In general the basic requirements of the IAEA Code 50-C-Q are addressed by one or more clauses of ISO 9001:1994. However the IAEA Safety Guides provide more detailed and comprehensive guidance and recommendations on how to implement the basic requirements of the IAEA Code.Each basic requirement of the IAEA Code 50-C-Q addresses one or more of the clauses of ISO 9001:1994. However there are some significant differences in the approaches, identification of the customer and additional requirements.3.2.1. Underlying approachesThe IAEA Code 50-C-Q provides the basic requirements to be adopted for establishing and implementing quality assurance programmes related to the safety of nuclear power plants and other nuclear installations. These basic requirements apply to the overall quality assurance programme of the responsible organization, i.e. the organization having overall responsibility for the nuclear power plant, as well as to any other separate quality assurance programmes in each stage of the life of a nuclear power plant.The objective of the IAEA Code is to establish basic requirements for quality assurance in order to enhance nuclear safety by continuously improving the methods employed to achieve quality. The Code recognizes that all work is a process that can be planned, performed, assessed and improved.The quality assurance model set out in ISO 9001:1994 provides the framework for the quality assurance programme of a supplier, which enables the supplier to demonstrate the capability to produce a quality product and provides a vehicle for assessment by external parties. The requirements specified are aimed primarily at achieving customer satisfaction by preventing non-conformity at all stages from design to servicing. They are generic and independent of any specific industry sector.The comparison suggests that the IAEA Code 50-C-Q is a top-down approach focused on meeting the overall safety requirements for the plant, personnel and the society in general whilst ISO 9001:1994 is a bottom-up approach focusing on satisfying the specific requirements of the immediate customer.3.2.2. Identification of the customerThe nuclear utility in meeting national regulatory requirements satisfies the safety requirements of its customer: society at large. The regulator, representing the customer in thiscase, utilizes the IAEA Code 50-C-Q to define the requirements for the quality assurance programme of its supplier, the nuclear utility. The nuclear utility also fulfils the role of the customer utilizing, where appropriate, ISO 9001:1994 plus any additional requirements to define the quality assurance programme of its suppliers of items and services. The supplier satisfies the nuclear utility (the customer) by supplying a quality product. (See Figure 1)_______ Requirement path............... Satisfaction pathFig. 1: Application of IAEA Code 50-C-Q and ISO 9001:1994.3.2.3. Additional requirements 3.2.3.1. Management self-assessmentThe IAEA Code 50-C-Q defines specific requirements for “Management self-assessment”, an activity not required by ISO 9001:1994.“Manag ement at all levels shall reg ularly assess the processes for which it is responsible. Manag ement shall determine its effectiveness in establishing , promoting and achieving nuclear safety objectives. Management process weaknesses and barriers that hinder the achievement of the nuclear safety objectives shall be identified and corrected.” (Section 401)Regulator (Customer) Supplier (Items or Services)This statement in the Code is further clarified in the Annex:“The thrust of manag ement self-assessment is to identify, correct and prevent management problems that hinder the achievement of the organization's objectives. This Code establishes the requirement for a routine and continuing assessment of the management system by the organization's managers.This self-assessment methodology is in addition to the traditional audit/appraisal that determines the adequacy and extent of the QA programme development, documentation and implementation in accordance with specified requirements. This basic requirement improves on the standard stipulation in many QA prog rammes, which requires that management regularly assess the adequacy of the portion of the programme for which it is responsible and ensure its effective implementation. This standard requirement is typically achieved, on an annual basis, by an independent consultant or g roup of consultants on behalf of management, and it addresses compliance issues rather than broad categ ories of manag ement issues. Manag ement self-assessment g oes beyond such matters as conformance to regulations, item standards or established procedures.An effective management self-assessment evaluates issues such as:— mission of the organization— whether employees understand the mission— what is expected of the organization— whether the expectations are being met— opportunities for improving quality and enhancement safety— how to make better use of human resources.The results of the management self-assessment are documented. Decisions and related actions resulting from the recommendations are promptly followed up to evaluate their effectiveness.The assessment process involves all levels of manag ement, but senior manag ement retains the overall responsibility for manag ement self-assessments. It is essential that senior management directly participate in this process.”3.2.3.2. GradingThe IAEA QA Code 50-C-Q recommends a graded approach for the application of quality assurance during the various stages of a nuclear power plant life cycle.All items, services and processes have various controls built in to ensure they perform correctly. The grading process is a means of determining what types and extent of controls are applied to specific items, services and processes.Applying controls costs money, therefore they should be applied and focused where necessary and not applied or applied to a lesser degree for less important activities. Errors in more significant activities can potentially cost huge amounts of money, could shut down a plant or production line and could cause a threat to the staff and the environment. Additional controls that may reduce or eliminate such errors are therefore a good investment.“Nuclear safety shall be the fundamental consideration in the identification of the items, services and processes to which the quality assurance prog ramme applies. A g raded approach based on the relative importance to nuclear safety of each item, service orprocess shall be used. The g raded approach shall reflect a planned and recog nized difference in the applications of specific quality assurance requirements.In g eneral, the hig hest g rade should require the most string ent application of the quality assurance requirements; the lowest grade the least stringent.The following are examples of topic areas where grading should be applied:— Type and content of training— Amount of detail and degree of review and approval of instructions— Need for and detail of inspection plans,— Degree of in-process reviews and controls,— Requirements for material traceability— Type of assessment,— Records to be generated and retained. (Section 210).When items, processes or services are modified, the assigned grade of quality assurance requirements could become more string ent or less string ent depending on whether a change in nuclear safety significance has occurred.” (Section 211)Safety Guide 50-SG-Q1 explains what the “graded approach” in relation to nuclear safety means:“Whilst the quality assurance principles remain the same, the extent to which the quality assurance requirements are to be applied shall be consistent with the importance to nuclear safety of the item, service or process. A graded approach which can satisfy the necessary requirements and ensure the required quality and safety shall be used.” (Section 209)ISO 9001:1994 does not specify or define a graded approach for applying the controls specified in the quality system.3.2.3.3. Independence of inspection and testing personnelThe IAEA Code 50-C-Q requires that inspection and testing of specified items, services and processes shall be conducted using established acceptance and performance criteria. The level of inspection and testing and the degree of independence of personnel shall be established.ISO 9001:1994 does not specifically cover the independence of inspection and testing personnel.3.3. Linkages between the IAEA Safety Guides 50-SG-Q1 to Q14 and clauses of ISO9001:1994The linkages between the content of the IAEA Safety Guides and the ISO clauses are presented in the Appendix: Matrix 3.Matrix 3 supports the following observations:· The IAEA Safety Guides do not directly consider the customer-related requirements of ISO 9001 defined in Clauses 4.3 Contract Review, 4.7 Control of Customer-Supplied Product and 4.19 Servicing.· Similar requirements defined under the clauses ‘management responsibility’ and ‘quality system’ in ISO 9001 can be found in all of the Safety Guides.· Stage related Safety Guides in general address the majority of subjects in the ISO clauses.4. GUIDANCE WHEN USING ISO 9001:1994A detailed comparison of the IAEA Code 50-C-Q and BR related Safety Guides with ISO 9001:1994 to identify all additional requirements and guidance was carried out. In this comparison the annexes of the IAEA publications 50-C/SG-Q have not been considered as they contain examples illustrative of how the guidance could be implemented. The stage related Safety Guides, with exception of the Safety Guide “Quality Assurance in Design” (50-SG-Q10), were not included in this comparison as they provide specific recommendations for the content of the quality systems at each of the life-cycle stages. The Safety Guide 50-SG-Q10 was included as it provides guidance that may be relevant to the design activity of all stages.The detailed results of the comparison are included in Sections 4.1 and 4.2. These sections identify additional requirements or guidance found in the IAEA publications 50-C/SG-Q that are not found in ISO 9001:1994. Where the additional requirement or guidance is not self-explanatory some additional notes on application to suppliers are provided.The application of additional requirements or guidance from the IAEA Code and Safety Guides 50-C/SG-Q should be considered by the nuclear utility from two points of view:— Should the nuclear power plant/utility address this difference within its own quality assurance programme?— Should the nuclear power plant/utility require its suppliers to address the difference as an additional requirement in the procurement documents?The consideration should also take into account the regulatory requirements of each Member State.4.1. Additional requirements of the IAEA Code 50-C-QThe following table identifies additional or more detailed requirements in the IAEA Code 50-C-Q that are not contained within ISO 9001:1994.Section Additional Requirement Notes to aid application101 to 108 Introduction104 The responsible organization has to demonstrate the effective fulfilment of the quality assurancerequirements to the satisfaction of the regulatorybody… The utility should demonstrate that its quality programme takes account of and incorporates any requirements from the regulatory body. The utility should require its suppliers to apply any of these specific requirements where necessary.201 to 205 BR 1: Quality Assurance Programme204 Nuclear safety shall be the fundamentalconsideration in the identification of the items,services and processes to which the qualityassurance programme applies. A gradedapproach based on the relative importance tonuclear safety of each item, service or processshall be used. The graded approach shall reflecta planned and recognized difference in theapplications of specific quality assurancerequirements. The graded approach for activities and items, including procurement, should be described within the utility quality programme. The application of grading to supplier activities should be clarified. The utility should consider whether its supplier should adopt complimentary grading and provide guidance.Section Additional Requirement Notes to aid application 206 BR 2: Training and Qualification206 Personnel shall be trained and qualified so thatthey are competent to perform their assignedwork and understand the safety consequences oftheir activities. The utility should identify personnel involved with safety matters and provide the related training and qualification programme. The utility should notify its suppliers when their personnel are involved with safety matters and ensure they are trained appropriately.206 to 208 BR 3: Non-Conformance Control andCorrective Actions Non-conformance (as per IAEA Code 50-C-Q) covers non-conforming product, system and process non-conformity as per the ISO standard.304 to 305 BR 6: Design305 The adequacy of design, including design tools and design inputs and outputs shall be verifiedor validated by individuals or groups other thanthose who originally performed the work.Verification, validation and approval shall becompleted before implementation of the design. The utility quality programme addressing design should specify that persons in charge of safety related design verification and validation should be different from those performing the work. The utility should notify the relevant requirements to suppliers when they perform safety related design activities. Any design verification and approval should be performed before implementation of design. Generally design validation is performed through commissioning under defined operating conditions and specific dispositions should be applied for accidental conditions.Annex …Design inputs include all requirements for thedesign, such as the technical bases for thedesign (design basis), performancerequirements, reliability requirements, andsafety and security requirements. …... Computer programs used in design arevalidated through testing or simulation prior touse if not proven through previous use.—306 to 308 BR 7: Procurement Suppliers in IAEA terms are equivalent tosubcontractors.308 Requirements for reporting deviations fromprocurement requirements shall be specified inthe procurement documents. The option contained within ISO 9001:1994 for reporting deviations (non-conforming product) should be identified as being necessary.309 to 310 BR 8: Inspection and Testing for Acceptance309 Inspection and testing of specified items,services and processes shall be conducted usingestablished acceptance and performance criteria.The level of inspection and testing and thedegree of independence of personnel shall beestablished. It is recommended that utilities request suppliers to include this requirement in their quality programme, when appropriate.401 BR 9: Management Self-Assessment Management Self-Assessment is more complexand detailed than the ISO Management-Review.Management Self-Assessment focuses on theachievement of the nuclear safety objectives.Although ISO 9001:1994 covers themanagement review and internal audit processesit does not cover management self-assessment.(It is therefore recommended that suppliersproviding items and services to ISO Standardalso include management self-assessment intheir quality assurance programme.)。

原典英语学习法的解惑为了便于典友相对方便地就运用原典法中的种种问题提问交流，徐老师就建设这个小楼，讨论回答原典法运用中的种种问题。

问-1：原典法特别特别强调聆听，能不能用最简练的话语说明其道理所在？否则，教我怎么相信你？问-2：原典英语学习法适用的对象有哪些?问-3：原典英语学习法强调运用第一流的原典音频素材，我从哪里可以获取这些素材？问-4：原典英语学习法中的321X 训练程序，是不是只能在一个连续的时间段内一次连续地完成，例如，5分钟的原典素材，我先听4遍，用20分钟，再读3遍，用25分钟，最后再听2遍，用10分钟，加起来一共是55分钟，约一个小时，这个训练过程，是否需要在一个小时内连续完成？因为我是高中生，很少有完整的时间，不知道该怎么用.问-5 原典法的训练过程中需要记忆单词吗？问-6：原典法虽然有效，但它不能立竿见影地提升考试成绩，而现在学校内的英语教学都是考试全面导向的，对教师的评估也是如此，我该怎么办？我对用原典法提升学生的英语考试成绩比较缺乏信心。

问-7：用中央九台的英语节目做学习素材好不好？它的节目内容有很多学生比较熟悉，容易理解。

问-8：我是一个新来者，不知什么是原典英语？能不能说说什么是原典英语？问-9：家里正好有一套―牛津书虫‖彩绘版外研社的书，而且是带CD的，请问可以作为学习素材用吗？另外还有一整套剑桥国际英语教程可以当做学习素材吗？问-10、请问怎么掌握到英语的韵律学习？有什么方法？问11、英语基础几乎零，是否要在聆听之前，把元音与辅音的音标发音都掌握好，然后再进行？问-12、为了应付中国的垃圾英语考试，英语语法要怎么学习问-13 上周才开始了解到徐老师的原典英语学习方法，准备让上小学五年级的儿子采用该方法学习英语，已经选好了Black Cat的Earlyreads作为启蒙教材。

孩子的英语基础较差，除了学校的COCO英语之外，还没学习过其他教材，不知道这个教材是否合适？另外，请教这里的前辈，在使用原典法听这个故事之前，是否要先预习并背诵故事中的生词？问-14 再请教个问题。

Landscape Ecology vol. 5 no. 3 pp 137-144 (1991)SPB Academic Publishing bv, The HagueMultiple landscape scales: An intersite comparisonR.V.V.I.T.J.M.R.ofWildlife and Ecology, P. 0. Box 84, Lyneham, ACT 2602, Australia; 3Marine Research Laboratory, Pacific Northwest Laboratory, Sequim, WA 98382;t of Environmental Sciences, University of Virginia, Charlottesville, VA22903; Research Division ER-75, Office of Health and Environmental Research, U.S. Depart-ment of Energy, Washington, DC 20545. Present Address: Department of Biology, New Mexico State University, Las Cruces, NM 88003;Sciences Department, Pacific Northwest Laboratory, P.O. Box 999, Richland, WA99352;by a single method in multiple The analyses indicated 3interactions in complexecological systems (O’Neill 1988). Interacting com-ponents operate at similar dynamic rates and arerelatively isolated from higher or lower levels (O’Neill et al. 1986). As a result, dynamics will tend to be grouped into distinct scales or levels, rather than being uniformly distributed between the fast-est and slowest rates (O’Neill 1989).Since ecological processes help determine spatial patterns in vegetation (Turner, in press), the theory predicts that the hierarchy of process rates should be reflected in a hierarchy of spatial scales on the landscape (O’Neill 1989). Biotic interactions, such as competition and grazing, can generate spatial patterns at scales characteristic of the underlying processes. Levin (1976, 1978) has shown that predator-prey interactions, combined with spatial movement of the populations, can result in a patchy spatial distribution. The scale of the distribution,i.e.,size and distance between patches, is deter-mined by the feeding and migration rates. Paine and Levin (1981) showed theoretically and138constraints, such as topography and soil, can impose additional patternsable to expect that this complex organization would be reflected in multiple scales of vegetation pattern on the landscape.A first step in determining the utility of the theo-retical framework, therefore, is the detection of multiple scales of pattern. However, detection of multiple scales cannot be considered a rigorous test of hierarchy theory. A number of landscape scales could result from independent139AnalysesThe selection of analytic methods was based on a review of statistical approaches suitable for iden-tifying spatial scale (Turner et al., in press). Based on the review, we chose four methods that we will identify as (1) Hill analysis, (2) Correlation analy-sis, (3) Ratio analysis, and (4) Spectral analysis.Turner et al. (in press) should be consulted for de-tails of the four methods briefly outlined below.Each technique has weaknesses, but the suite of four analyses complement each other. The strengths of one tend to compensate for the weak-nesses of others. Our approach was to accept a scale of pattern only if it was detected by more than one technique and/or located by a single technique inmultiple separately precluded the use of multivariate ap-proaches (e.g., Ver Hoef and Glenn-Lewis 1989,Ver Hoef et al. 1989).We also tried to make conservative interpreta-tions. Since our objective was to detect multiple scales, we combined similar scales of pattern. For example, when three different techniques indicatedpatterns atp T140no scale can be inferred. Nevertheless, whenever this approach did show a peak, this scale was invari-ably confirmed by other analyses, particularly at scales between 50 and 150 m.Spectral analysis (Ripley 1978) fits the spatial data to a model composed of sinecosine pairs of various periods. A regular pattern is indicated when an unusual amount141Table 1. Scale analyses of transect data for Bouteloua gracilis, Bouteloua eriopoda, Forbs, and Bare Ground at Sevilleta Long TermEcological Research Site, New Mexico. The analyses are based on four statistical methods and values are expressed in meters.B. gracilisForbs B. eriopodaBare Ground Hillpeak525-600350-650400-500200, 500-600troughi n t h e g r a s s e s Spectral ana 450-500 manalysis and142Table 3. Spatial analyses for transect data onAgropyron Spectral p/a’450cover75,105,1000 Ratio125patterns determined by the vegetation. Table 4 shows that, as expected, the bareground category mimics scales set by the vegetation and, for the most part, is restricted to the characteristic scales at each site (Table 4).Each site has three characteristic scales that canbe observed in all or most of the10 m, 50-60 m, and 500-700 m. Oak Ridge shows scales at 15-26 m, 350-500 m,and 500-700 m. Hanford shows scales at 60-75 m,1000 m.‘Presence/absence.Conclusions giniana at 60 m (Correlation and Ratio analyses)and is also evident in the bareground data.The bareground data introduce no additionalscales but reflect most of the scales found in thethree taxa. There are five scales: 15-24-m (Correla-tion and Spectral analyses), 60-70-m (Spectral andRatio analyses), 180-200-m (Hill and Spectral ana-lyses), 410-m (Hill and Correlation analyses), and600-m that once again shows up as a trough in theHill analysis.Table 3 presents the spatial analyses for the A.spicatum landscape in Washington. The Correla-tion analysis indicates a scale at 60 m that probablycannot be differentiated from the 75-m peak in theSpectral analysis of cover. Similarly, the 125-mpeak in the Ratio analysis is probably the same asthe 105-m peak in the spectral analysis. The largestpattern, atB. gracilisB. eriopodaForbsBare GroundOak RidgeGrassesF. virginianaJ. virginianaBare GroundHanfordA. spicatumtions. Clearly, exploration must be followed by data collections specifically designed to test hypo-theses about individual scales. Unfortunately, our analyses do not immediately reveal the underlying processes that produced the vegetation patterns. Nevertheless, a close examina-tion of Table 4 and criteria from Hierarchy Theory encourage speculations about potential causes. According to Hierarchy Theory, we would expect large-scale patterns to result from constraints im-posed by higher levels in the system. Patterns could result, for example, from large-scalelogical processes patterns in soils. Scaled patterns have been demonstrated in soils (Burrough144study (Table 4) leads us to speculate that all of these processes may be involved in the complex patterns detected on the landscape.AcknowledgementsThe authors would like to thank A. Uhl and Y. McClellan for their assistance in computer analyses and M. Cunningham, L. Mann, L. Pounds, and V. Dale for their assistance in data collection. Re-search supported in part by the Ecological Research Division, Office of Health and Environmental Research, U.S. Department of Energy under con-tract No.to the Pacific Northwest Laboratory operated by Battelle Memorial Insti-tute, in part by the National Science Foundation under grants BSR 8114822 to Colorado State University and grants to New Mexico State Univer-sity and University of New Mexico. Contribution No. 9 to the Sevilleta LTER Program. Environ-mental Sciences Publicationconcepts to nested levels of soil variation. Journal of Soil Science。

外语（英语）学习的孔子原理徐老师新著《中国人英语自学方法教程》简介讲座什么是外语学习的孔子原理外语学习的孔夫子原理《中国人英语自学方法教程》中国金融出版社预期2011年春季出版《英语学习的革命——论中国人学英语》中国金融出版社2010年春季出版《英语学习的革命——论中国人学英语》全面提供了中国人外语学习的理论框架与操作指南将有三个版本完全版/ 简化版/ 口袋版原典英语学习法简称为原典法原典英语自学法官方网站三大核心特征：第一.在教育哲学上强调充分发挥个体与生俱来的语言自学能力。

第二. 在学习过程上强调遵循人类语言获得的本原程序——聆听先行。

第三.在学习素材上强调遵循人类语言的经典；强调聆听优质的原版朗诵；从感受优美的声韵而非分析文本来学好语言。

更简略地概括原典法的核心理念，就是“听书”大道至简提倡知行合一，行知合一。

给自己许一个愿：做好一件事改变你一生2007年由深圳海天出版社出版《徐老师原典英语自学法》2011年出版的新书《中国人英语自学方法教程》大部分篇幅都是全新的内容朗读《徐老师原典英语自学法》一书的“前言”的开首两段超越大学教授？？？徐老师吹大牛？？？徐老师特别期望帮到“农村户口”的学生对英语学习的正确方法学生和家长了解太少经常被错误的理念误导教育专家能够觉悟吗？授人以渔而非授人以鱼强调思想方法和学习方法“道”VS “术”今天的讲座有三大内容第一部分，介绍一个案例第二部分，深入浅出地讲解外语学习的正确方法的原理第三部分，原典法主干训练程序的概要介绍太阳底下没有新鲜事人类一思考上帝就发笑大道至简语言学习方法的基本原理孔子早就说清楚了！！！外语学习在中国耗费了儿童少年的生命时光效果却很差英语学习并不难关键是你习以为常的学习方法错了大错特错没有启蒙，愚昧长存。

对真正想要学好英语的学生，根本的问题不是应试，不是词汇，句型等等，而应该是观念的启蒙和更新，学习方法真伪优劣的鉴识。

如果不反省关于英语学习的种种荒谬成见，不警觉“被学习”多年而根深蒂固的错误习惯，学习方法必然南辕北辙，学校效果必定少慢差费。

Evidence of the voice-related cortical potential:An electroencephalographic studyJessica Galgano and Karen Froud ⁎Department of Biobehavioral Sciences,Teachers College,Columbia University,USA Received 1October 2007;revised 4March 2008;accepted 12March 2008Available online 21March 2008The Bereitschaftspotential (BP)is a slow negative-going cortical potential associated with preparation for volitional movement.Studies since the 1960s have provided evidence for a BP preceding speech-related volitional motor acts.However,the BP associated specifically with voice initiation (i.e.a volitional motor act involving bilateral true vocal fold adduction)has not to date been systematically investigated.The current investigation utilizes a novel experimental design to address methodological confounds typically found in studies of movement-related cortical potentials,to demonstrate the existence and localization of generators for the voice-related cortical potential (VRCP).Using high-density EEG,we recorded scalp potentials in preparation for voice onset and for exhalation in a stimulus-induced voluntary movement task.Results showed a slow,increasingly negative cortical potential in the time window of up to 2500ms prior to the mean onset of phonation.This VRCP peaked at a greater amplitude and shorter latency than the BP associated with exhalation alone.VRCP sources were localized to the anterior rostral regions of the medial frontal gyrus (Supplementary Motor Area (SMA))and in bilateral laryngeal motor areas before and immediately following the mean initiation of phonation.Additional sources were localized to the bilateral cerebellum and occipital lobe in the time window following the mean onset of phonation.We speculate that these results provide additional support for fine somatotopic organization of the SMA.Further examination of the spatiotemporal change of the VRCP yielded source models which indicated involvement of the laryngeal motor cortices and cerebellum,likely responsible for the initiation and continuation of phonation.©2008Elsevier Inc.All rights reserved.IntroductionThe event-preceding brain component associated with prepara-tion for volitional movement,referred to as the Bereitschaftspo-tential (BP),has been described in detail over many years of research (Kornhuber and Deecke,1965;Deecke et al.,1969,1976).Several studies have attempted to identify and isolate the BP related specifically to preparation for speech.For example,Brooker and Donald (1980)put a significant amount of consideration into matching the time constants of instrumentation,and included EMG recordings of several muscles that are active during speech.Wohlert (1993)and Wohlert and Larson (1991)investigated the BP preceding speech and nonspeech movements of various levels of complexity.Both experiments controlled for respiratory artifact by having subjects hold their breath prior to task initiation.In addition,electro-ocular and EMG activity were monitored,and (in the 1993study)a pneumatic respiration transducer was utilized to monitor breathing patterns.Additionally,EMG activity from the orbicularis oris muscle was used to trigger and average segments.More recent advances in electroencephalo-graphic and electromyographic techniques have made it possible for examinations of this nature to more accurately identify BPs associated with vocalization and oral movements.These advances have also permitted investigations aiming to specify the cortical and subcortical pathways involved in volitional control of exhalation,which is required for voice production.Kuna et al.(1988)found thyroarytenoid muscle activity during exhalation,suggesting that cortical control of volitional respiration may be related,in part,to the requirement for precise management of vocal fold position during respiration.Although a significant amount is understood about the BP,it has been difficult to extract these components from EEG recordings,since the BP is typically a slow change in amplitude with a wide bilateral distribution (Brooker and Donald,1980;Deecke et al.,1986;Ertl and Schafer,1967;Grabow and Elliott,1974;McAdam and Whitaker,1971;Morrell and Huntington,1971;Schafer,1967),representing shifts of only a few microvolts.Thus,accurate triggering by the exact onset of movement is extremely important.Studies attempting to identify the BP associated with the volitional motor act of laryngeal or vocal fold movement (which we will refer to as the V oice-Related Cortical Potential,or VRCP)have encountered other obstacles too:in particular,difficulties withco-/locate/ynimg NeuroImage 41(2008)1313–1323Corresponding author.Department of Biobehavioral Sciences,Box 180,Teachers College,Columbia University,New York,NY 10027,USA.Fax:+12126788233.E-mail address:kfroud@ (K.Froud).Available online on ScienceDirect ().1053-8119/$-see front matter ©2008Elsevier Inc.All rights reserved.doi:10.1016/j.neuroimage.2008.03.019registration between physiological measurements and electrophy-siological instrumentation,inaccurate identification of vocal fold movement onset,and methodological confounds between voice, speech and language(Brooker and Donald,1980;Deecke et al., 1986;Ertl and Schafer,1967;Grabow and Elliott,1974;McAdam and Whitaker,1971;Morrell and Huntington,1971;Schafer,1967). In addition,respiratory artifact or R-wave contamination of the BP preceding speech has proven a major difficulty,particularly in early studies(Deecke et al.,1986).Larger-amplitude artifacts due to head-,eye-,lip-,mouth movements and respiration must also be eliminated before signal averaging(Grözinger et al.,1980).Earlier studies investigating voice-related brain activations typically confounded the distinctions between voice,speech and language.Voice refers to the sound produced by action of the vocal organs,in particular the larynx and its associated musculature. Speech is concerned with articulation,and the movement of organs responsible for the production of the sounds of language—in particular,those of the oral tract,including the lips,tongue and nguage refers to the complex set of cognitive operations involved in producing and understanding the systematic processes which underpin communication.Therefore,studies which have at-tempted to isolate voice or speech-related activity by the use of word production instead have described activation relating to a combina-tion of these cognitive and motor operations(for example,Grözinger et al.(1975)used word utterances amongst their tasks designed to elicit speech-related activations;Ikeda and Shibasaki(1995)used single words as well as nonspeech-related movements like lingual protrusion;McAdam and Whitaker(1971)used unspecified three-syllable words to elicit ostensibly speech-related activity).Con-versely,in a magnetoencephalography(MEG)study,Gunji et al. (2000)examined the vocalization-related cortical fields(VRCF) associated with repeated production of the vowel[u].Microphones placed close to the mouth were used to capture the sound waveform from the vocalization;the onset of the waveform provided the trigger for segmenting and averaging epochs.This design carefully attempts to identify vocalization-related fields;however,operationalizing a procedure which is able to most closely capture the onset of voicing is particularly difficult.Difficulty stems,in part,from the limited number of compatible neuroimaging techniques and instruments able to capture these phenomena.The present study contributes to understanding of the timing and distribution of the VRCP by addressing two major sources of methodological confound:the blurring of distinctions between voice, speech and language;and the accurate identification of movement onset for triggering and epoch segmentation.Furthermore,we use high-density EEG recordings,providing an increased level of detail in terms of the scalp topography,and additionally enabling the application of source modeling techniques to ensure accurate identification of the VRCP.Our results provide novel insight into voice generation by addressing the following research question: Can the true VRCP,associated only with laryngeal activity,be isolated from related movement potentials,by utilizing the right combination of control and experimental tasks?We predicted that a stimulus-induced voluntary movement paradigm would yield significant differences in the characteristics of the Readiness Potentials associated with(a)initiation of phonation and(b)respiration.To be specific,we predicted the existence of an isolable voice-related cortical potential associated only with prepara-tion for initiation of phonation and greater amplitude of the VRCP vs. the respiration-related cortical potential.We also predicted that VRCP sources would be localized to the Supplementary Motor Area, primary motor cortices,and sensori-motor regions.Elucidation of the neural mechanisms of normal voice is a crucial step towards understanding the role of functional reorganization in cortical and subcortical networks associated with voice production, both for changes in the normal aging voice,and in pathological populations.This approach to determining the neural correlates of voice initiation could provide a foundation for creating neurophy-siologic models of normal and disordered voice,ultimately informing our understanding of the effects of surgical,medicinal and/or behavioral interventions in voice-disordered populations. The findings could ultimately provide us with new basic science information regarding the relative benefit of different treatment approaches in the clinical management of neurogenic voice disorders.In addition,the larger significance of this work is related to the fact that voice disorders are currently recognized as the most common cause of communication difficulty across the lifespan,with a lifetime prevalence of almost30%(Roy et al.,2005). Materials and methodsA stimulus-induced voluntary movement paradigm in which trials of different types were presented in subject-specific rando-mized orders was utilized.This method addressed the documented problem of the classic BP paradigm which involves self-paced movements separated by short breaks:the person is already conscious of and preparing for a particular movement and there is a known repetition rate of the movements(Libet et al.,1982,1983). This can lead to automatic movements,which change the presentation of the VRCP.In our procedure,it is not possible for the participant to predict ahead of time which task they have to perform,which allows for a spontaneous movement.The movements were chosen to avoid another methodological confound,between voice,speech and language tasks.Requiring subjects to produce linguistically complex units,such as sounds or words(e.g.Ikeda and Shibasaki,1995;Wohlert and Larson,1991; Wohlert,1993)led to some debate concerning whether BPs for speech might be lateralized to the dominant hemisphere for language.This problem is avoided in the current study,and the problem of movement artifacts involved in speech and speech-like movements such as lip-pursing or vowel-production(Gunji et al., 2000;Wohlert and Larson,1991;Wohlert,1993),in particular of back,tense,rounded vowels(such as the[u]used in Gunji et al's experiments),by utilizing a task which involves voicing only,and has no related speech or language overlay.The actions of breathing out through the nose,and gentle-onset humming of the bilabial nasal [m]without labial pressing,are equivalent actions in terms of involvement of the articulatory tract,the only difference being the initiation of vocal fold movement in the humming condition.By having participants breathe or hum following a period of breath-holding,the possibility of R-wave contamination is also reduced (Deecke et al.,1986).Onset of phonation is established by mea-suring vocal fold closure using electroglottography(EGG),and a telethermometer attached to a trans-nasal temperature probe was used for the earliest possible identification of exhalation onset. Subjects24healthy subjects(21females and3males)with an age range of21–35years of age(mean age=26years)participated in the study.All subjects were informed of the purpose of the study and1314J.Galgano,K.Froud/NeuroImage41(2008)1313–1323gave informed consent to participate,following procedures ap-proved by the local Institutional Review Board.All participants took part in a training phase,which was identical to the experi-mental procedure and served to train participants on the expected response to each screen.Each step of the procedure was discussed and explained as it was occurring,and there was ample opportunity for feedback to be provided to ensure accurate task performance.EEG/ERP experimental set-up and proceduresEEG data acquisitionScalp voltages were collected with a 128channel Geodesic Sensor Net (Tucker,1993)connected to a high-input impedance amplifier (Net Amps200,Electrical Geodesics Inc.,Eugene,OR).Amplified analog voltages (.1–100Hz bandpass)were digitized at 250Hz.Individual sensors were adjusted until impedances were less than 30–50k Ω,and all electrodes were referenced to the vertex (Cz)during recording.The net included channels above and below the eyes,and at the outer canthi,for identification of EOG.The EEG,EOG,stimulus triggered responses,EGG and telethermometer data were acquired simultaneously and later processed offline.Recording of respirationA nasal telethermometer (YSI Model 43single-channel)with a small sensor (YSI Precision 4400Series probe,style 4491A)was placed 2–4cm inside one nostril transnasally and used to measure the temperature of inhaled and exhaled air.Readings from the telethermometer were digitally recorded by interfacing the teletherm-ometer with one outrider channel input to the EEG net amplifier connection,for co-registration of the time course of respiration with the continuous EEG.Recording of voice onsetA Kay Telemetric Computerized Speech Lab,Model 4500(housing a Computerized Speech Lab Main Program Model 6103Electroglottography)with 2electrodes placed bilaterally on the thyroid cartilage,adjacent to the thyroid notch,was used to measurevocal fold closure and opening.The EGG trace was acquired in the Computerized Speech Lab (CSL)proprietary software and co registered offline with EEG and telethermometer recordings,in order to determine error trial locations and confirm onset of vocal fold adduction and controlled exhalation.V oice sounds were also recorded by microphone on a sound track acquired on the CSL computer,sampling at 44.1kHz.A response button box permitted participant regulation of the start of each trial.At each button press,an audible “beep ”was generated by the system which provided an additional point of co-registration between the EGG system and the time of trial onset.In addition,pressing the button permitted the subject to move to the next trial set from a screen that allowed physical adjustment into a more comfortable position if needed in between tasks (to reduce movement artifact).Instructions and experimental taskThe experimental task required subjects to hold their breath for 4s,followed by breathing out or humming through the nose.The action carried out was determined by presentation of a “Go ”screen after the breath-holding interval;the “Go ”screen randomly presented either a “Breathe ”or “Hum ”instruction.To avoid using language-based stimuli in this experiment,the instructions to breath or hum were represented instead by letter symbols:a large 0for breathing,and a large M for humming.There were eighty trials altogether (forty voice and forty breathe).Experimental stimuli were presented using Eprime stimulus presentation software (Psychology Software Tools,Pittsburgh,PA).Subjects were visually monitored via a closed circuit visual surveillance system,to ensure compliance with experimental conditions.Each trial (breathe or hum)was followed by a black screen,which indicated to participants that they could take a break before the next trial,swallow,blink and make themselves comfortable (this was intended to reduce movement artifacts during trials).Participants used button presses to indicate when they were ready to continue on to the next trial (Fig.1).Data analysisRecorded EEG was digitally low-pass filtered at 30Hz.Trials were discarded from analyses if they contained incorrectresponses,Fig.1.The following experimental control module display shows the timeline of stimulus presentation during the experiment.Initially,a red screen instructed the subject to hold their breath with a closed mouth (4s).This was followed by a green screen which displayed either an “M ”or “0”,prompting the subject to hum or breathe out,respectively.Following each trial,a black screen instructed the subjects to make themselves comfortable to minimize movement artifact before moving onto the next trial.When subjects were ready,a button press triggered an audio beep which allowed for co-registration of instrumentation being utilized.1315J.Galgano,K.Froud /NeuroImage 41(2008)1313–1323eye movements (EOG over 70µV),or more than 20%of the channels were bad (average amplitude over 100µV).This resulted in rejection of less than 5%of trials for any individual.EEG was rereferenced offline to the average potential over the scalp (Picton et al.,2000).EEG epochs were segmented from −3000to +500ms from onset of voicing or exhalation,and averaged within subjects.Data were baseline-corrected to a 100ms period from the start of the segment,to provide additional control for drift or other low amplitude artifact.For identification of ERPs and for further statistical analyses,two regions of interest (ROIs)were selected:the Supplementary Motor Area (SMA)ROI,and the Primary Motor Region (M1)ROI.The 7SMA sensors were centered around FCz,where SMA activations have previously been reported (e.g.Deecke et al.,1986).The M1ROI consisted of 25sensors,centered anterior to the central sulcus and located around the 10–20system electrodes F7,F3,Fz,F4,F8,A1,T3,C3,Cz,C4,T4,A2(listed left-to-right,anterior-to-posterior),where Motor-Related Potentials have been previously identified (Jahanshahi et al.,1995).See Fig.2.Statistical analysesData from averaged segments were exported to standard statistical software packages (Microsoft Excel and SPSS),permit-ting further analysis of the ERP data.Repeated measures Analysis of Variance (ANOV A)was used to evaluate interactions and main effects in a 2(Condition:voicing vs.breathing)×2(region:SMA vs.M1)×3(time window:pre-stimulus,stimulus to voice onset,and post-voice onset)comparison.The dependent variable was grand-averaged voltages across relevant sensor arrays,determined following data preprocessing.The ANOV A was followed by planned comparisons,and all statistical analyses employed the Greenhouse –Geisser epsilon as needed to deal with violations of assumptions of sphericity.Point-to-point differences in mean amplitude between the 2conditions (humming vs.breathing)were evaluated for statistical significance,using separate repeated measures t -tests performed on mean amplitude measures within a 4ms sliding analysis window.Bonferroni corrections were employed to control for type 1error arising from multiplecomparisons.Fig.2.This sensor layout displays the 128-channel Geodesic Sensor Net utilized in the current experiment.Legend:Black=SMA montage;Grey=M1montage;Black+Grey=Channels entered into Grand Average.1316J.Galgano,K.Froud /NeuroImage 41(2008)1313–1323VRCP.Time-locking of the segmented EEG to the onset of true vocal fold adduction as recorded from the electroglottograph enabled identification of the standard BP topography,with a peak at the time of the movement onset,followed by a positive reafferent potential.The topography of the VRCP was examined using true vocal fold (TVF)adduction onset obtained from the EGG recording,and is subject-specific.Individual averaged files were placed into group grand-averages.The VRCP was identified in individual averaged data and in group grand-averages,based on the distribution and latency of ponent duration and mean amplitude for each subject(and for grand-averaged data)in each experimental condition were calculated.Three pre-movement components of the VRCP were measured, i.e.early(−1500to−1000ms prior to movement onset),late(about −500ms prior to movement onset),and peak VRCP(coincides with or occurs approximately50ms prior to movement onset)(Deecke et al.,1969,1976,1984;Barret et al.,1986).To determine the onset of each VRCP component,mean amplitude traces from individual and grand-averaged voice trials were examined independently by scientists with BP experience(Jahanshahi et al.,1995;Fuller et al., 1999).The mean latency of the early VRCP(rise of the slope from the baseline),the late VRCP(point of change in slope),and the peak VRCP(most negative point at or prior to vocal fold closure)were measured.The slope of the early VRCP was calculated(in microvolts per second)between the point of onset of the early VRCP and the onset of the late VRCP.The slope of the late component was calculated from the point of onset of the late VRCP to the onset of the peak VRCP.A2(region:SMA vs.M1)×2(time window:early VRCP te VRCP/late VRCP vs.peak VRCP)repeated measures ANOV A,followed up with planned comparisons,was used to examine interactions and main effects.BESA.In order to model the spatiotemporal properties of the VRCP sources,we used Brain Electrical Source Analysis(BESA: Scherg and Berg,1991).Source modeling procedures were applied to the voice produc-tion condition only(not to the exhalation condition).This is because a telethermometer was used to record changes in temperature associated with inhalation and exhalation;however,these associated changes do not reliably correlate with the true onset of exhalation or thyroarytenoid muscle activity associated with exhalation,as evidenced by the wide variety of measures reported in the literature for determination of respiration onset(e.g.Macefield and Gandevia (1991)used EMG measured over scalene and lateral abdominal muscles;Pause et al.(1999)used a thermistor placed at the nostril to determine onset of respiration based on changes to air temperature; Gross et al.(2003)determined onset of respiration to be associated with highest cyclic subglottal pressure;and other methods have also been reported).Source localization approaches are therefore not appropriate for the exhalation condition;consequently,we con-ducted comparisons between potentials associated with exhalation and voice using statistical analyses of differences in amplitude only. Source localization procedures were conducted on the voice pro-duction condition,because in that condition we were able to identify the initiation of voicing,using electroglottography.BESA attempts to separate and image the principal components of the recorded waveform as well as localizing multiple equivalent current dipoles(ECDs).Any equivalent current dipole was fit to the data over a specified time window,and the goodness of fit was expressed as a percentage of the variance.Our procedure for developing the ECD model was closely based on procedures detailed in Gunji et al.(2000),as follows.First,we selected an interval for analyzing the data in terms of a spatiotemporal dipole model.Following Gunji et al.,we selected the interval of−150ms to+100ms,because this interval covered the approximate period from the onset of the instruction screen to preparation to move the vocal folds,through to onset of phonation and the start of auditory feedback.Gunji et al.further recommend a dipole modeling approach limited to this time interval in order to focus on brain activations just before and after vocalization,rather than attempting to model the complex and persistent sources associated with Readiness Potentials.We therefore seeded sources and fit them for orientation and location in the time window from −150ms to0ms(the averaged time of the start of phonation).The time window from0to+100ms was examined separately.Sources seeded in both time windows are described below.ResultsIndividual data were grand-averaged and component identifica-tion was based on distribution,topography,and latency of activations (individual subjects and grand-averaged data).AVRCP was identified in all subjects,maximized over fronto-central electrodes(overlying the SMA).For grand-averaged data,all electrodes overlying the SMA showed a large VRCP in the specified time window(see Fig.3). Voicing vs.Controlled Exhalation ConditionsThe ANOV A revealed that the triple Condition×Region×Time interaction was significant(F(1,124)=2488.463,p b.0001),as were both two-way interactions(Condition×Region,F(1,124)=68.428, p b.0001;Condition×Time,F(1,124)=1808.242,p b.0001; Region×Time,F(1,124)=6651.504,p b.0001).Planned compar-isons revealed that the mean amplitudes of the VRCP were significantly more negative than the BP associated with the controlled exhalation condition,and SMA amplitudes were significantly more negative than M1.The significant interaction between Condition and Region for all subjects was found to be due to the fact that,although SMA sensors were always significantly more negative than M1 sensors(t(1939.233)=26.272,p b.0001),there was a greater difference in the measured negativities in V oice trials compared to Breathe trials(see Fig.4).Further examination of the main effect of Time revealed that,as time progressed,mean amplitudes became significantly more negative(i.e.VRCPs became significantly more negative from the pre-stimulus time window to the time of voice onset and beyond). Investigations of the Condition by Time interaction revealed sig-nificant progressive increases in the measured negativities from early to late time windows for the V oice condition.However, subjects showed a greater degree of negativity in the pre-and post-screen time windows for the breathe condition only(see Fig.5).For the Controlled Exhalation/Breathing Condition,the SMA BPs from stimulus to exhalation were significantly more negative than in the pre-stimulus interval.The M1region,however,showed no significant increase in negativity until the later time windows.In other words,over the SMA sensors the movement-related negativity increased in the period leading to exhalation,as well as later;over the M1sensors,however,readings did not become significantly more negative until after movement.Investigations of the Region×Time interaction for the voicing trials showed a significant increase in the negativity over both the SMA and M11317J.Galgano,K.Froud/NeuroImage41(2008)1313–1323regions between the pre-stimulus interval and the time to voice onset.Mean amplitudes continued to become significantly more negative across time intervals post-voice onset for both regions.This is summarized in Table 1and shown in Fig.5below.To summarize,several significant findings were revealed.The voicing condition was significantly more negative than the exhalation condition,activation over SMA sensors was significantly more negative than over M1sensors,and negativities significantly increased over the three time windows for the voice condition only.VRCP slope changesThe 2×3repeated measures ANOV A examining changes in the VRCP slope (microvolts per second)revealed a significant main effect of time,with the earlier time window being associated with ashallower slope than the later time window in both Regions.No other main effects or interactions were significant.Source localization using BESAUsing BESA,we fit dipoles to the grand-averaged data from 23subjects'responses to the V oice condition.We accepted an ECD model as a good fit when the residual variance dropped to 25%or below (standard for fitting to data from individuals is 10%RV).We began by seeding pairs of dipole sources to the left and right laryngeal motor areas,and in the middle frontal gyri,known to be associated with oro-facial movement planning in humans (Chainay et al.,2004)and the origination of human motor readiness potentials (Pedersen et al.,1998),respectively.A final pair of dipoleswasFig.3.The above waveform demonstrates grand-averages of 24subjects.In the voice condition,a peak negativity of the VRCP (SMA:−10.0086,V;M1:−5.2983,V)was found at bilateral TVF adduction,evidenced by onset movement shown in the Lx (EGG)waveform.A standard BP topography in M1is revealed.The late VRCP in M1shows a steeper slope,positive deflection preceding movement onset,and longer latency when compared to SMA.In the breathe condition,peaks showed longer latencies over both M1and SMA sensors,and reduced amplitude over SMA.Steps in the stimulus presentation/analysis procedure are superimposed:the breath-holding screen starts at −4000ms,and the “Go ”screen (instruction to hum through the nose)appears after 4s of breath-holding and is shown for a further 4s period.Initiation of phonation (recorded by EGG)was established for each individual trial within each subject.The interval between the onset of the “Go ”screen and phonation is where the specific VRCP could be identified.1318J.Galgano,K.Froud /NeuroImage 41(2008)1313–1323。

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电驴资源下面是用户共享的文件列表，安装电驴后，您可以点击这些文件名进行下载徐老师原典英语自学法官方网 /郑重声明：本素材系列经众多师生整理，转载请经楼主同意，仅供学习用，严禁商用【徐老师原典英语自学法】理论与实践《超越哈佛》（徐老师原典英语自学法）节选精华版.pdf 详情 2.5MB《原典月刊》特刊——原典英语实践成果.pdf 详情 1.4MB【徐火辉老师教育随笔】徐火辉老师教育随笔——被“枪毙”了的序言.pdf 详情 229.1KB徐火辉老师教育随笔——向各位青年教师和大学生推荐书目？.pdf 详情 157.7KB徐火辉老师教育随笔——为什么中国英语教学会犯方向性错误.pdf 详情 304.7KB徐火辉老师教育随笔——苏格拉底VS老子VS.少正卯.pdf 详情 185.8KB徐火辉老师教育随笔——上帝之音——“外语学习当以聆听为纲”系列.pdf 详情 165.8KB 徐火辉老师教育随笔——挑刺大翻译家.(.原典法网站上线后写给大学生一小帖.).pdf 详情142.4KB徐火辉老师教育随笔——推荐Twilight？.pdf 详情 129.1KB徐火辉老师教育随笔——答网友文昌之问——邀网友共创作《超越哈佛》第三版.pdf 详情104.6KB【原典英语推荐初级素材】Earlyreads系列（全部为英音）【意大利黑猫出版社Earlyreads系列】使用指南.pdf 详情 408.1KBEarlyreads系列 LEVEL 1(词汇量 100~550）PDF电子书+mp3音频完整下载)【全彩扫描PDF】【Earlyreads】(LEVEL.1).The.Ugly.Duckling.pdf 详情 11.1MB【全文录音MP3】【Earlyreads】(LEVEL.1).The.Ugly.Duckling.rar 详情 2.3MB【全彩扫描PDF】【Earlyreads】(LEVEL.1).The.Enormous.Turnip.pdf 详情 7.7MB【全文录音MP3】【Earlyreads】(LEVEL.1)The.Enormous.Turnip.rar 详情 4.1MB【全彩扫描PDF】【Earlyreads】(LEVEL.1).Dorothy.pdf 详情 6.7MB【全文录音MP3】【Earlyreads】(LEVEL.1).Dorothy.rar 详情 3.2MB【全彩扫描PDF】【Earlyreads】(LEVEL.1).A.Trip.to.the.Safari.Park.pdf 详情 5.2MB 【全文录音MP3】【Earlyreads】(LEVEL.1).A.Trip.to.the.Safari.Park.rar 详情 5.3MB Earlyreads系列 LEVEL 2(词汇量 150~700)(PDF电子书+mp3音频完整下载)【全彩扫描PDF】【Earlyreads】(LEVEL.2).The.Mad.Teacher.pdf 详情 7.6MB【全文录音MP3】【Earlyreads】(LEVEL.2).The.Mad.Teacher.rar 详情 16.6MB【全彩扫描PDF】【Earlyreads】(LEVEL.2).Little.Red.Riding.Hood.pdf 详情 6.7MB 【全文录音MP3】【Earlyreads】(LEVEL.2).Little.Red.Riding.Hood.rar 详情 2.6MB 【全彩扫描PDF】【Earlyreads】(LEVEL.2).Mowgli.learns.to.swim.pdf 详情 6.4MB【全文录音MP3】【Earlyreads】(LEVEL.2).Mowgli.learns.to.swim.rar 详情 16.2MB Earlyreads系列 LEVEL 3(词汇量 200~850)(PDF电子书+mp3音频完整下载)【全彩扫描PDF】【Earlyreads】(LEVEL.3).Cinderella.pdf 详情 7.4MB【全文录音MP3】【Earlyreads】(LEVEL.3).Cinderella.rar 详情 5.5MB【全彩扫描PDF】【Earlyreads】(LEVEL.3).The.Little.Mermaid.pdf 详情 9.3MB【全文录音MP3】【Earlyreads】(LEVEL.3).The.Little.Mermaid.rar 详情 7.4MB【全彩扫描PDF】【Earlyreads】(LEVEL.3).Bugaboo.the.Wicked.Witch.pdf 详情 10MB【全文录音MP3】【Earlyreads】(LEVEL.3).Bugaboo.the.Wicked.Witch.rar 详情 17.1MB 【全彩扫描PDF】【Earlyreads】(LEVEL.3).The.Jungle.Book.pdf 详情 7.6MB【全文录音MP3】【Earlyreads】(LEVEL.3).The.Jungle.Book.rar 详情 13MB【全彩扫描PDF】【Earlyreads】(LEVEL.3).Monster.in.the.Box.pdf 详情 8.6MB【全文录音MP3】【Earlyreads】(LEVEL.3).Monster.in.the.Box.rar 详情 16.9MB Earlyreads系列.LEVEL.4(词汇量.850~1000)(PDF电子书.mp3音频.完整下载)【全彩扫描PDF】【Earlyreads】(LEVEL.4).Aesop's.Fables.pdf 详情 14.2MB【全文录音MP3】【Earlyreads】(LEVEL.4).Aesop's.Fables.rar 详情 5.6MB【全彩扫描PDF】【Earlyreads】(LEVEL.4).Christmas.Fun.pdf 详情 11MB【全文录音MP3】【Earlyreads】(LEVEL.4).Christmas.Fun.rar 详情 14.7MB【全彩扫描PDF】【Earlyreads】(LEVEL.4).Festivals!.pdf 详情 10.5MB【全文录音MP3】【Earlyreads】(LEVEL.4).Festivals!.rar 详情 11.8MB【全彩扫描PDF】【Earlyreads】(LEVEL.4).Puss.in.Boots.pdf 详情 8.1MB【全文录音MP3】【Earlyreads】(LEVEL.4).Puss.in.Boots.rar 详情 6.5MB【全文录音MP3】【Earlyreads】(LEVEL.4).Sleeping.Beauty.rar 详情 7.5MB【原典英语推荐中级素材】04版Black Cat黑猫英语“纯文字版”PDF电子书全下载（共40本书）英国的作品为英音，美国的作品为美音(2004版.Black.Cat黑猫英语).level.1.PDF电子书.rar 详情 3.3MB(2004版.Black.Cat黑猫英语).level.2.PDF电子书.rar 详情 3.4MB(2004版.Black.Cat黑猫英语).level.3.PDF电子书.rar 详情 3.9MB(2004版.Black.Cat黑猫英语).level.4.PDF电子书.rar 详情 8MB(2004版.Black.Cat黑猫英语).level.5.PDF电子书.rar 详情 8.2MB(2004版.Black.Cat黑猫英语).level.6.PDF电子书.rar 详情 4.2MB【原典英语推荐中级素材】04版Black Cat黑猫英语“彩印版”PDF电子书全下载（共40本书）英国的作品为英音，美国的作品为美音【1】1.Peter.Pan.彼得.潘.pdf 详情 17.7MB【1】2.Zorro.蒙面侠佐罗.pdf 详情 16.3MB【1】3.American.Folk.Tales.美国传奇故事.pdf 详情 20.9MB【1】4.Davy.Crockett.美国英雄.pdf 详情 17.7MB【1】5.The.True.Story.of.Pocahontas.风中奇缘.pdf 详情 16.4MB【2】1.British.and.American.Festivities.欢乐体验洋节日.pdf 详情 30.8MB【2】2.King.Arthur.and.his.Knights.亚瑟王与圆桌骑士.pdf 详情 20.2MB【2】3.Oliver.Twist.雾都孤儿.pdf 详情 27.2MB【2】4.The.Jumping.Frog.卡城名蛙.pdf 详情 20.7MB【2】5.Robin.Hood.罗宾汉.pdf 详情 23.3MB【3】1.Great.English.Monarchs.and.their.Times.昔日的英国王室1.pdf 详情 37MB 【3】2.Alic's.Adventures.in.Wonderland.艾丽丝漫游奇境记.pdf 详情 33.3MB【3】3.Oscar.Wilde's.Short.Stories.王尔德短篇故事.pdf 详情 27.6MB【3】4.Hamlet.王子复仇记.pdf 详情 27.6MB【3】5.The.Secret.Garden.秘密花园.pdf 详情 27MB【4】1.The.￡1,000,000.Bank.Note.百万英镑.pdf 详情 28.3MB【4】2.Jane.Eyre.简?爱.pdf 详情 36.2MB【4】3.Sherlock.Holmes.Investigates.福尔摩斯探案记.pdf 详情 40.1MB【4】4.Gulliver's.Travel.格利佛游记.pdf 详情 30.6MB【4】5.The.strange.Case.of.Dr.Jekyll.And.Mr.Hyde.化身博士.pdf 详情 28.4MB 【4】6.Classic.Detective.Stories.经典侦探故事.pdf 详情 40.3MB【4】7.The.Phantom.of.the.Opera.歌声魅影.pdf 详情 36.8MB【4】8.Alien.at.School.校园的天外来客.pdf 详情 27.4MB【4】9.Romeo.and.Juliet.罗密欧与朱丽叶.pdf 详情 32.3MB【4】10.Treasure.Island.金银岛.pdf 详情 34.7MB【5】1.A.Christmas.Carol.小气财神.pdf 详情 33.3MB【5】2.The.Tragedy.of.Dr.Faustus.浮士德的悲剧.pdf 详情 40.9MB【5】3.Washington.Square.华盛顿广场.pdf 详情 49MB【5】4.A.Midsummer.Night's.Dream.仲夏夜之梦.pdf 详情 26.7MB【5】5.American.Horror.爱伦.坡恐怖故事.pdf 详情 33.3MB【5】6.Much.Ado.About.Nothing.无事生非.pdf 详情 41.2MB【5】7.The.Canterbury.Tales.坎特伯雷故事.pdf 详情 36.7MB【5】8.Dracula.吸血伯爵.pdf 详情 41.3MB【5】st.of.the.Mohicans.最后的莫希干人.pdf 详情 40.5MB【5】10.The.Big.Mistake.and.Qther.Stories.当代悬疑故事.pdf 详情 39.2MB 【6】1.Frankenstein.科学怪人.pdf 详情 43.8MB【6】2.Pride.and.Prejudice.傲慢与偏见.pdf 详情 46.3MB【6】3.Robinson.Crusoe.鲁滨逊漂流记.pdf 详情 42.9MB【6】4.A.Tale.of.Two.Cities.双城记.pdf 详情 55.8MB【6】5.The.X-Files.Squeeze.X档案之突变异种.pdf 详情 35.6MB【原典英语推荐中级素材】04版Black Cat黑猫英语 mp3音频全下载（共40本书）英国的作品为英音，美国的作品为美音【1】1.Peter.Pan.彼得.潘.mp3.zip 详情 34.8MB【1】2.Zorro.蒙面侠佐罗.mp3.zip 详情 33.6MB【1】3.American.Folk.Tales.美国传奇故事.mp3.zip 详情 34.9MB【1】4.Davy.Crockett.美国英雄.mp3.zip 详情 26.9MB【1】5.The.True.Story.of.Pocahontas.风中奇缘.mp3.zip 详情 33.5MB【2】1.British.and.American.Festivit.乐体验洋节日.mp3.zip 详情 68.4MB 【2】2.King.Arthur.and.his.Knights.亚瑟王与圆桌骑士.mp3.zip 详情 31.8MB 【2】3.Oliver.Twist.雾都孤儿.mp3.zip 详情 51.4MB【2】4.The.Jumping.Frog.卡城名蛙.mp3.zip 详情 31.9MB【2】5.Robin.Hood.罗宾汉.mp3.zip 详情 34.9MB【3】1.Great.English.Monarchs.and.th.日的英国王室.mp3.zip 详情 70.7MB 【3】2.Alic's.Adventures.in.Wonderla.丝漫游奇境记.mp3.zip 详情 60.9MB 【3】3.Oscar.Wilde's.Short.Stories.王尔德短篇故事.mp3.zip 详情 62.8MB 【3】4.Hamlet.王子复仇记.mp3.zip 详情 33MB【3】5.The.Secret.Garden.秘密花园.mp3.zip 详情 39.3MB【4】1.The.￡1,000,000.Bank.Note.百万英镑.mp3.zip 详情 41.5MB【4】2.Jane.Eyre.简?爱.mp3.zip 详情 60.2MB【4】3.Sherlock.Holmes.Investigates.福尔摩斯探案记.mp3.zip 详情 61.7MB 【4】4.Gulliver's.Travel.格利佛游记.mp3.zip 详情 53.7MB【4】5.The.strange.Case.of.Dr.Jekyll.yde.化身博士.mp3.zip 详情 63.5MB【4】6.Classic.Detective.Stories.经典侦探故事.mp3.zip 详情 67.3MB【4】7.The.Phantom.of.the.Opera.歌声魅影.mp3.zip 详情 67.4MB【4】8.Alien.at.School.校园的天外来客.mp3.zip 详情 46.5MB【4】9.Romeo.and.Juliet.罗密欧与朱丽叶.mp3.zip 详情 55.1MB【4】10.Treasure.Island.金银岛.mp3.zip 详情 72.3MB【5】1.A.Christmas.Carol.小气财神.mp3.zip 详情 55.6MB【5】2.The.Tragedy.of.Dr.Faustus.浮士德的悲剧.mp3.zip 详情 71.8MB【5】3.Washington.Square.华盛顿广场.mp3.zip 详情 71MB【5】4.A.Midsummer.Night's.Dream.仲夏夜之梦.mp3.zip 详情 56.7MB【5】5.American.Horror.爱伦.坡恐怖故事.mp3.zip 详情 31.9MB【5】6.Much.Ado.About.Nothing.无事生非.mp3.zip 详情 71.6MB【5】7.The.Canterbury.Tales.坎特伯雷故事.mp3.zip 详情 71.7MB【5】8.Dracula.吸血伯爵.mp3.zip 详情 72.7MB【5】st.of.the.Mohicans.最后的莫希干人.mp3.zip 详情 72.3MB【5】10.The.Big.Mistake.and.Qther.St.当代悬疑故事.mp3.zip 详情 47.1MB【6】1.Frankenstein.科学怪人.mp3.zip 详情 68.8MB【6】2.Pride.and.Prejudice.傲慢与偏见.mp3.zip 详情 67.9MB【6】3.Robinson.Crusoe.鲁滨逊漂流记.mp3.zip 详情 62.7MB【6】4.A.Tale.of.Two.Cities.双城记.mp3.zip 详情 69.1MB【6】5.The.X-Files.Squeeze.X档案之突变异种.mp3.zip 详情 50.5MB【原典英语推荐中级素材】Black cat有声名著阶梯阅读（2009年7月版，比04年新增24本）英国的作品为英音，美国的作品为美音徐老师原典英语自学法官方网 /【1】6.Great.Expectations.远大前程.pdf 详情 789.1KB【1】6.Great.Expectations.远大前程.mp3.rar 详情 51.1MB【1】7.Rip.Van.Winkle.and.The.Legend.Hollow.睡谷传奇.pdf 详情 786.9KB【1】7.Rip.Van.Winkle.and.The.Legend.low.睡谷传奇.mp3.rar 详情 36.8MB【1】8.The.Happy.Prince.and.The.Self.王子与自私的巨人.pdf 详情 1MB【1】8.The.Happy.Prince.and.The.Self.与自私的巨人.mp3.rar 详情 31.4MB【1】9.The.American.West.美国西部探险.pdf 详情 722.4KB【1】9.The.American.West.美国西部探险.mp3.rar 详情 24.6MB【1】10.Halloween.Horror.万圣节奇遇记.pdf 详情 765KB【1】10.Halloween.Horror.万圣节奇遇记.mp3.rar 详情 39.9MB【1】12.The.Adventures.of.Huckleberry.哈克贝利?费恩历险记.pdf 详情 22.5MB 【1】12.The.Adventures.of.Huckleberry.哈克贝利?费恩历险记.mp3.rar 详情 36.6MB 【1】13.The.Wonderful.Wizard.of.Oz.绿野仙踪.pdf 详情 787.5KB【1】13.The.Wonderful.Wizard.of.Oz.绿野仙踪.mp3.rar 详情 33.5MB【1】15.The.Wind.in.the.Willows.柳林风声.pdf 详情 769.1KB【1】15.The.Wind.in.the.Willows.柳林风声.mp3.rar 详情 35.5MB【1】18.Little.Women.小妇人.pdf 详情 809.7KB【1】18.Little.Women.小妇人.mp3.rar 详情 53.2MB【1】19.Beauty.and.the.Beast.美女与野兽.pdf 详情 777.5KB【1】19.Beauty.and.the.Beast.美女与野兽.mp3.rar 详情 35.6MB【2】10.Ghastly.Ghosts.鬼魅传奇.pdf 详情 764.4KB【2】10.Ghastly.Ghosts.鬼魅传奇.mp3.rar 详情 45.1MB【6】5.The.Problems.of.Cell.13.十三号死刑牢房.pdf 详情 828.4KB【6】5.The.Problems.of.Cell.13.十三号死刑牢房.mp3.rar 详情 51.3MB文本还没有完全弄好，先传mp3,文本整理好会继续上传，请理解：）【1】14.The.Secret.of.the.Stones.石头的秘密.mp3.rar 详情 39.1MB【1】17.Around.the.World.in.Eighty.Days.八十天环游世界.mp3.rar 详情 61.8MB 【1】20.Black.Beauty.黑骏马.mp3.rar 详情 49.8MB【1】16.The.Black.Arrow.黑箭.mp3.rar 详情 56.1MB【原典英语推荐高级素材一】Gone With the Wind.飘.PDF电子书+mp3音频完整下载（美音）作者：Margaret Michell 朗读：Linda Stevens[飘.ebook]Gone.With.the.Wind.pdf 详情 4.2MB[飘.mp3]Gone.With.The.Wind-1.zip 详情 114.3MB[飘.mp3]Gone.With.The.Wind-2.zip 详情 107MB[飘.mp3]Gone.With.The.Wind-3.zip 详情 113.6MB[飘.mp3]Gone.With.The.Wind-4.zip 详情 112.2MB[飘.mp3]Gone.With.The.Wind-5.zip 详情 108.2MB[飘.mp3]Gone.With.The.Wind-6.zip 详情 107.7MB[飘.mp3]Gone.With.The.Wind-7.zip 详情 109.4MB[飘.mp3]Gone.With.The.Wind-8.zip 详情 104.5MB[飘.mp3]Gone.With.The.Wind-9.zip 详情 102.3MB【原典英语推荐高级素材二】A.Short.History.of.Nearly.Everything.万物简史.PDF电子书+mp3音频完整下载（英音）[万物简史.ebook].A.Short.History.of.Nearly.Everything.pdf 详情 2.7MB[万物简史.mp3].A.Short.History.of.Nearly.Everything.rar 详情 244.4MB《万物简史》(中译本).[美]比尔?布莱森.[译者]严维明.陈.邕.pdf 详情 13.6MB【原典英语推荐学习软件】mp3切割_MP3Cutter4.0.zip 详情 328.8KB电子词典_金山词霸2009牛津版PowerWord_2009_Oxford.zip 详情 794MBmp3播放_暴风影音2009_3.9.5.29.exe 详情 30.2MBPDF阅读器_AdobeReader_9.1.exe 详情 42.8MB【原典英语拓展素材一】Pride and Prejudice 傲慢与偏见.PDF电子书+mp3音频完整下载（英音）[傲慢与偏见.ebook]Pride_and_Prejudice.pdf 详情 5MB[傲慢与偏见.mp3]Pride.and.Prejudice.zip 详情 365.7MB【原典英语拓展素材二】Walden.瓦尔登湖..PDF电子书+mp3音频完整下载（英音）作者：Henry David Thoreau 朗读：William Hope[瓦尔登湖.ebook]Walden.pdf 详情 719.1KB[瓦尔登湖.mp3]Walden.rar 详情 284MB【原典英语拓展素材三】A Tale of Two Cities 双城记.PDF电子书+mp3音频.完整下载（英音）[双城记.ebook]A.Tale.of.Two.Cities.pdf 详情 1.5MB[双城记.mp3]A.Tale.of.Two.Cities.rar 详情 550.6MB【原典英语拓展素材四】The Twilight Saga.暮光之城 .PDF电子书+mp3音频完整下载（美音）[【徐老师原典英语自学法素材库】原版英文有声分级读物(英音和美音)audiobooks.(Black.Cat有声名著阶梯阅读等)不断更新].Stephanie.Meyer.Twilight.Saga.(Book.1).Twilight.pdf 详情 526.2KB[【徐老师原典英语自学法素材库】原版英文有声分级读物(英音和美音)audiobooks.(Black.Cat有声名著阶梯阅读等)不断更新].Stephanie.Meyer.Twilight.Saga.(Book.2).New.Moon.pdf 详情 681.9KB[【徐老师原典英语自学法素材库】原版英文有声分级读物(英音和美音)audiobooks.(Black.Cat有声名著阶梯阅读等)不断更新].Stephanie.Meyer.Twilight.Saga.(Book.3).Eclipse.pdf 详情 1.1MB[【徐老师原典英语自学法素材库】原版英文有声分级读物(英音和美音)audiobooks.(Black.Cat有声名著阶梯阅读等)不断更新].Stephanie.Meyer.Twilight.Saga.(Book.4).Breaking.Dawn.pdf 详情 1.7MB[【徐老师原典英语自学法素材库】原版英文有声分级读物(英音和美音)audiobooks.(Black.Cat有声名著阶梯阅读等)不断更新].Stephanie.Meyer.Twilight.Saga.(Book.1).Twilight.Mp3-VBR.rar 详情 141MB [【徐老师原典英语自学法素材库】原版英文有声分级读物免费下载(英音美音)audiobooks.(Black.Cat有声名著阶梯阅读)更新中].Stephanie.Meyer.Twilight.Saga.(Book.2).New.Moon.Mp3-48kbps.rar 详情 293.9MB [【徐老师原典英语自学法素材库】原版英文有声分级读物(英音和美音)audiobooks.(Black.Cat有声名著阶梯阅读等)不断更新].Stephanie.Meyer.Twilight.Saga.(Book.3).Eclipse.Mp3-32kbps.rar 详情 197.9MB [【徐老师原典英语自学法素材库】原版英文有声分级读物免费下载(英音美音)audiobooks.(Black.Cat有声名著阶梯阅读)更新中].Stephanie.Meyer.Twilight.Saga.(Book.4).Breaking.Dawn.Mp3-48kbps.rar 详情382.3MB【说明】亲爱的网友您好，本帖素材来源于原典英语网站，所以更新晚于论坛您可以前往原典英语交流论坛下载 PDF 和 MP3下载地址： /bbs/showtopic-269.aspx【EARLYREADS系列】学习交流QQ群：19066170【EARLYREADS系列】素材交流论坛（原典英语自学法交流论坛）/bbs声明：以上资源均来自互联网，如需看书，请购买正版书。

【2】4TheJumpingFrog卡城名蛙.txt有没有人像我一样在听到某些歌的时候会忽然想到自己的往事_______如果我能回到从前，我会选择不认识你。

不是我后悔，是我不能面对没有你的结局。

【使用指南】Black Cat 有声名著阶梯阅读使用指南原典英语交流论坛/I【使用指南】Black Cat 有声名著阶梯阅读（以下内容摘自《徐老师原典英语自学法》（徐火辉著）第二章）在使用时，一定要做到聆听先行，听读结合，即：■①打开一个 MP3文件（一般3~5分钟，最多不超过10分钟），不看任何文本，先静气聆听3~5遍后，谨记：千万不可看文本；■②聆听至少3遍后，打开 PDF 阅读刚才听的部分，生词可以用金山词霸查，大概读2~3遍；■③关掉 PDF，闭目再听1~2遍;■④最后，可以进行跟读，朗诵，背诵，写作等操练。

◆◆◆◆◆方案1. 暑期50天自学速成训练方案◆◆◆◆◆训练素材：香港商务印书馆授权上海华东师范大学出版的 Black Cat 优质英语阶梯有声读物 Level 1- Level 6 + VOA 慢速英语。

训练量：每天运用原典英语训练法学习6个小时，总训练时间300小时。

训练目标：听读能力达到高考水准。

训练具体方法：从 Black Cat 系列有声读物 Level 1起步，每个 Level 选约4个故事，一个故事一个故事地运用原典英语学习法的432+模式训练，即先专注听4遍，随即立刻认真读3遍，然后再聆听2遍。

Black Cat 系列有声读物 Level 1 – Level 3 的每个故事长度平均约30分钟，并进一步分割成平均约4分钟左右的段落（课文/音频文件），Level 4 - Level 6的每个故事长度平均约50分钟。

学习者要一课一课地完成聆听-阅读-聆听。

即，（1）. 从 Level 1的某个故事开始，先专注聆听4遍约4分钟的音频文件，共约16分钟；（2）. 然后在电脑上打开对应的文本文件，激活翻译软件的屏幕取词翻译功能，认真阅读理解3遍；但除了零起点的学生，一般不要用翻译软件的整句翻译功能，而应该自己先努力阅读理解，碰到生词再使用翻译软件翻译目标生词，碰到个别实在无法理解难句可尝试使用整句翻译（但整句翻译往往并不准确）；（3）. 再将此阅读过的内容，认真重复聆听2遍。