2 Short CV Erik Geilenkirchen

ElettrologiaCircuiti a corrente continua e alternataCarica e scarica di un condensatoreMISURAZIONE DEI TEMPI DI CARICA E SCARICAUE3050105 09/16 JöS/UDFig. 1: Apparecchio di carica e scarica in funzione con coppia condensatore/resistenza esterna (sinistra) e interna (destra)BASI GENERALIIn un circuito a corrente continua, attraverso un conden-satore passa corrente solo durante l'accensione o lo spe-gnimento. Tramite la corrente, il condensatore viene cari-cato all'accensione, fino al raggiungimento della tensione applicata, e scaricato allo spegnimento, finché la tensione non ha raggiunto lo zero.Per un circuito a corrente continua con capacità C , resistenza R e tensione continua U 0 vale all'accensione(1) 0()(1)t U t U e -τ=⋅- e allo spegnimento(2) 0()t U t U e-τ=⋅con la costante di tempo(3) R C τ=⋅.Per verificare tale correlazione, nell'esperimento vengono mi-surati i tempi necessari al raggiungimento delle tensioni di con-fronto predefinite. Il cronometro viene pertanto avviato con la fase di carica o scarica e successivamente arrestato per mezzo di un comparatore non appena la tensione di confronto risulta raggiunta. La misurazione di diverse tensioni di confronto con-sente di analizzare punto per punto la curva di carica e scarica. Interessante dal punto di vista pratico è anche il tempo(4) 5%ln(5%)3t R C R C =-⋅⋅≈⋅⋅,in cui la tensione del condensatore in fase di scarica raggiungeil 5% del valore di default U0 e in fase di carica raggiunge il 95% del valore finale U0. Tramite la misurazione di t5% è possibile monitorare ad es. i parametri R e C.ELENCO DEGLI STRUMENTI1 Apparecchio di carica e di scarica@230V 1017781 (U10800-230) o1 Apparecchio di carica e di scarica@115V 1017780 (U10800-115) 1 Condensatore 1000 µF, 16 V,P2W191009957 1017806 (U333106)1 Resistenza 10 kΩ, 0,5 W,P2W19 1012922 (U333030) Ulteriormente consigliato:1 Multimetro digitale P1035 1002781 (U11806)MESSA IN FUNZIONE∙Collegare l'apparecchio di carica e scarica alla rete tramite l'alimentatore a spina fornito in dotazione.AVVERTENZE GENERALINelle posizioni INTERN 1, INTERN 2 o INTERN 3 il condensa-tore interno è collegato ai jack di ingresso per la capacità esterna. I condensatori interno ed esterno sono in questo caso collegati in parallelo.∙Per le misurazioni sulle coppie RC interne non collegare capacità esterne.Il tempo di carica e scarica misurato è influenzato da tempi di rimbalzo, amplificati da una mano insicura nel ruotare il com-mutatore di funzione.∙Ruotare il commutatore di funzione in maniera spedita.∙Per una determinazione più precisa del tempo, ripetere ciascuna misurazione almeno tre volte e ricavare il valore medio.∙Scegliere coppie R/C esterne con costante di tempo 4sR C⋅>.ESECUZIONEMisurazione su coppie condensatore/resistenza interne∙Rimuovere resistenze e condensatori esterni.∙Portare il selettore su INTERN 1, INTERN 2 o INTERN 3. Misurazione su coppie condensatore/resistenza esterne ∙Inserire resistenza e condensatore esterni.∙Portare il selettore su EXTERN.Misurazione del tempo di carica t C∙Portare il commutatore di funzione in posizione CHARGE – STOP. ∙Impostare l'interruttore passo-passo sul valore desiderato. ∙Premere brevemente il tasto RESET per azzerare il conta-tore digitale.∙Portare il commutatore di funzione in posizione CHARGE – START per avviare la carica e la misurazione del tempo. ∙Prendere nota del tempo misurato non appena il contatore si arresta.Misurazione del tempo di scarica t DC∙Procedere come per la curva di carica portando tuttavia il commutatore di funzione rispettivamente in posizione DI-SCHARGE – STOP e DISCHARGE – START. Determinazione del tempo t5%Il tempo t5% può essere determinato con una misurazione sia della carica sia della scarica (v. spiegazioni in merito all'equa-zione (4)). Una maggiore precisione è ottenibile mediante la determinazione della media delle due misurazioni:∙Misurare il tempo di carica t C, 5% per 9,5 V.∙Misurare il tempo di scarica t CC, 5% per 0,5 V.∙Calcolare la media (t C, 5% + t CC, 5%) / 2 = t5% .Registrazione della curva di carica∙Regolare l'interruttore passo-passo per tensione di con-fronto su 0,5 V e determinare il tempo di carica come indi-cato in "Misurazione del tempo di carica".∙Per misurare il valore successivo, girare l'interruttore passo-passo avanti di un livello e ripetere tutte le opera-zioni.Registrazione della curva di scarica∙Regolare l'interruttore passo-passo per tensione di con-fronto su 9,5 V e determinare il tempo di scarica come in-dicato in "Misurazione del tempo di scarica".∙Per misurare il valore successivo, girare l'interruttore passo-passo avanti di un livello e ripetere tutte le opera-zioni.Determinazione della capacità esterna/interna e delle resi-stenze interne∙Portare il selettore per coppia R/C in successione su IN-TERN 1, INTERN 2 e INTERN 3 e misurare rispettiva-mente tre volte i tempi t C, 5% e t CC, 5%, come descritto sopra.Riportare i valori nella Tab. 5 e determinare il tempo t5%. ∙Inserire il condensatore esterno. Portare il selettore per coppia R/C ad es. su INTERN 3 e misurare rispettiva-mente tre volte i tempi t C, 5% e t CC, 5%, come descritto sopra.Riportare i valori nella Tab. 5 e determinare il tempo t5%. ∙Inserire inoltre la resistenza esterna. Portare il selettore per coppia R/C su EXTERN e misurare rispettivamente tre volte i tempi t C, 5% e t CC, 5%, come descritto sopra. Riportarei valori nella Tab. 5 e determinare il tempo t5%.ESEMPIO DI MISURAZIONETab. 1: Tempi di carica e scarica della coppia R/C interna 1.Tab. 2:Tempi di carica e scarica della coppia R/C interna 2.Tab. 3: Tempi di carica e scarica della coppia R/C interna 3.Tab. 4:Tempi di carica e scarica della coppia R/C esterna.Tab. 5: T empi di carica e scarica t C,5% e t CC,5% delle tre coppie R/C interne, della coppia R/C interna 3 con collegamento in paral-lelo al condensatore esterno, della coppia R/C esterna e tempi t 5% derivanti dalla determinazione della media.3B Scientific GmbH, Rudorffweg 8, 21031 Amburgo, Germania,ANALISIRegistrazione delle curve di carica e scarica ∙Registrare graficamente le tensioni impostate U C rispetto ai tempi di carica e scarica misurati t C e t CC (Tab. 1 – 4).Le Figg. 2 e 3 mostrano in modo esemplare le curve di carica e scarica relative alla coppia R/C interna 3. L'andamento espo-nenziale previsto in base alle equazioni (1) e (2) risulta confer-mato.Determinazione della capacità esterna/interna e delle resi-stenze interneCon resistenza esterna nota R ext = 10 k Ω (tolleranza 5%), la capacità esterna C ext viene calcolata in base a (4) dal tempo t 5% = t 5%, ext (Tab. 5):(5) 5%,ext ext ext35,4s1180F 3310k t C R ===μ⋅⋅Ω.Tale valore corrisponde, nell'ambito di tolleranza specificato pari a 20%, con il valore nominale 1000 μF.Per i tempi t 5% determinati per la coppia R/C interne 3 con e senza collegamento al condensatore esterno, vale in base all'equazione (4):(6) 5%,3int,3int 3t R C =⋅⋅ e(7) ()5%,3ext int,3int ext 3t R C C =⋅⋅+.Fig. 2: Curva di carica della coppia RC interna 3 La divisione dell'equazione (7) per l'equazione (6) e l'inseri-mento dei tempi da Tab. 5 dà:(8)5%,3int ext 5%,3ext 5%,364,1s1180F 98,5s 64,1s 2199Ft C C t t =⋅=μ⋅--=μ.Tale valore corrisponde, nell'ambito di tolleranza specificato pari a 10%, con il valore nominale 2000 μF.Infine, le tre resistenze interne ancora ignote R int, i si ottengono dai rispettivi tempi di carica e scarica (Tab. 5) e dalla capacità interna determinata in precedenza C int :(9) 5%,int, i int3i t R C =⋅ mit i = 1, 2, 3Ne deriva:(10) int, 114,0s212232199FR ==Ω⋅μ.(11) int, 232,4s491132199FR ==Ω⋅μ.(12) int, 364,1s971732199FR ==Ω⋅μ.I valori coincidono con i valori nominali 2,2 k Ω, 5,1 k Ω e 10 k Ω.Fig. 3: Curva di scarica della coppia RC interna 3U / V t/ sU / V t / s。

Impact o f t he E U C harter• Dereci (C-­‐256/11, o f 15 N ovember 2011) • Erny (C-­‐172/11, o f 28 J une 2012)• Dülger (C-­‐451/11, o f 19 J uly 2012)• I ida (C-­‐40/11 , o f 8 N ovember 2012)Impact o f t he E U C harteron F ree M ovement o f W orkers • 1. N o, t he C harter w ill h ave n o i mpact.• 2. Y es, t he C harter w ill h ave a s ignificant i mpact. • 3. Y es a nd n o, t he C harter w ill h ave s ome i mpact• Free• M ovement • W orkersFree• Schmidberger (C-­‐112/00, 2003)• “77. T he c ase r aises t he q uesVon o f t he n eed t o reconcile t he r equirements o f t he p rotecVon o f fundamental r ights i n t he C ommunity w ith t hose arising f rom a f undamental f reedom e nshrined i n the T reaty a nd, m ore p arVcularly, t he q uesVon o f the r especVve s cope o f f reedom o f e xpression a nd freedom o f a ssembly…and o f t he f ree m ovement o f goods, w here t he f ormer a re r elied u pon a sjusVficaVon f or a r estricVon o f t he l a4er.• 81. I n t hose c ircumstances, t he i nterests i nvolved must b e w eighed …in o rder t o d etermine w hether a fair b alance w as s truck b etween t hose i nterests.”• Omega (C-­‐36/02, 2004)• Opinion A G S Vx-­‐Hackl :• “49. …the C ourt o f J usVce s hould d efend fundamental r ights a s g eneral l egal p rinciples o f t he Community …• They a re t o b e c onsidered p art o f i ts p rimary legislaVon a nd t herefore r ank i n h ierarchy a t t he same l evel a s o ther p rimary l egislaVon, p arVcularly fundamental f reedoms.”• M elloni (C-­‐399/11, 2012)• Opinion A G B ot, 2 O ctober 2012:• Spain: C harter A rt. 53“Nothing i n t his C harter s hall b e interpreted a s r estricVng o r a dversely affecVng h uman rights a nd f undamental f reedoms a s r ecognised, i n t heir respecVve fields o f a pplicaVon, b y U nion l aw a nd internaVonal l aw a nd b y i nternaVonal a greements t o which t he U nion o r a ll t he M ember S tates a re p arty, including t he E uropean C onvenVon f or t he P rotecVon of H uman R ights a nd F undamental F reedoms, a nd b y the M ember S tates' c onsKtuKons.”• M elloni (C-­‐399/11, 2012)• Opinion A G B ot, 2 O ctober 2012:• Charter A rt. 53“Nothing i n t his C harter s hall b e interpreted a s r estricVng o r a dversely affecVng human r ights a nd f undamental f reedoms a s recognised, i n t heir r especKve fields o f a pplicaKon, by U nion l aw a nd i nternaVonal l aw a nd b y internaVonal a greements t o w hich t he U nion o r a ll the M ember S tates a re p arty, i ncluding t he E uropean ConvenVon f or t he P rotecVon o f H uman R ights a nd Fundamental F reedoms, a nd b y t he M ember S tates' consVtuVons.”• M elloni (C-­‐399/11, 2012)• AG B ot, 2 O ctober 2012• «97. (Any o ther i nterpretaVon) i nfringes t he p rinciple of t he p rimacy o f E uropean U nion l aw• 2. D eutsches W eintor (C-­‐544/10, 2012)• ArVcle 15 §1 C harter: E veryone h as t he r ight t o e ngage i n work a nd t o p ursue a f reely c hosen o r a ccepted occupaVon• “47. […] s uch a n a ssessment m ust b e c arried o ut i n accordance w ith t he n eed t o r econcile t he r equirements of t he p rotecVon o f t hose v arious f undamental r ights protected b y t he U nion l egal o rder, a nd s triking a f air balance b etween t hem”;• “53. H aving r egard t o t he f oregoing, t he t otal p rohibiVon of a ny c laim o f t he k ind a t i ssue i n t he m ain p roceedings may b e r egarded a s b eing n ecessary t o e nsure compliance w ith t he r equirements t hat s tem f rom A rVcle 35 o f t he C harter” (Health c are).• I ida (C-­‐40/11, 8 N ovember 2012)• “80. W hile (the G erman L aw), w hich p rovides f or t he issue o f a ‘residence c ard o f a f amily m ember o f a Union c iVzen’, i s i ndeed i ntended t o i mplement European U nion l aw, i t i s n one t he l ess t he c ase t hat the s ituaVon o f t he c laimant i n t he m ain p roceedings is n ot g overned b y E uropean U nion l aw, s ince h e d oes not s aKsfy t he c ondiKons f or t he g rant o f t hat c ard i n accordance w ith A rVcle 10 o f D irecVve 2004/38. »• I ida (C-­‐40/11, 8 N ovember 2012)• Opinion A G T rstenjak:• « 73. … t here i s a s ufficient c onnecVon w ith t he implementaVon o f U nio l aw w here, a lthough r efusal of a r esidence p ermit u nder U nion l aw d oes n ot consVtute i nterference w ith t he s ubstance o f t he rights c onferred b y v irtue o f t he s tatus o f c iVzen o f t he Union, i t d oes c onsVtute a l ess s erious r estricVon o f the r ight t o f ree m ovement o f t he U nion c iVzen w ho i s a m inor »• • A rt 27 : W orkers' r ight t o i nformaVon a nd c onsultaVon w ithin t he u ndertaking• Art 28 : R ight o f c ollecVve b argaining a nd a cVon• Art 29 : R ight o f a ccess t o p lacement s ervices• Art 30 : P rotecVon i n t he e vent o f u njusVfied d ismissal • Art 31 : F air a nd j ust w orking c ondiVons• Art 32 : P rohibiVon o f c hild l abour a nd p rotecVon o f y oung p eople a t w ork• Art 33 : F amily a nd p rofessional l ife• Art 34 : S ocial s ecurity a nd s ocial a ssistance• Art. 35 : H ealth c are• h4p://ec.europa.eu/jusVce/fundamental-­‐rights/ document/index_en.htm• Ruiz Z ambrano (C-­‐34/09, 8 M arch 2011)• McCarthy (C-­‐434/09, 5 M ay 2011)• Dereci (C-­‐256/11, 15 N ovembre 2011) • “42. …have t he effect o f d epriving c iVzens o f t heUnion o f t he g enuine e njoyment o f t he s ubstance of t he r ights c onferred b y v irtue o f t heir s tatus a s ciVzens o f t he U nion”• “66. ..refers t o s ituaVons i n w hich t he U nion c iVzen has, i n f act, t o l eave n ot o nly t he t erritory o f t he Member S tate o f w hich h e i s a n aVonal b ut a lso t he territory o f t he U nion a s a w hole”. (repeated i n Iida ,§ 72),• Government o f t he F rench C ommunity v. F lemish Government (health i nsurance s cheme) (C-­‐212/06, 2008) • Opinion A G S harpston• “116. I m ust c onfess t o finding s omething d eeply paradoxical a bout t he p roposiVon t hat, a lthough t he l ast 50 y ears h ave b een s pent a bolishing b arriers t o f reedom of m ovement b etween M ember S tates, d ecentralised authoriVes o f M ember S tates m ay n evertheless reintroduce b arriers t hrough t he b ack d oor b y establishing t hem w ithin M ember S tates.”• “120. W ere F landers a n i ndependent M ember S tate o f the U nion, t he i mpossibility f or t hose l iving i n W allonia but w orking i n F landers t o affiliate t o t he F lemish c are insurance s cheme w ould c learly f all f oul o f t he T reaty”.Movement• Åklagaren (C-­‐617/10,)• Opinion A G C ruz V illalón, 12 J une 2012• “40. … t he c ompetence o f t he U nion t o a ssume responsibility f or g uaranteeing t he f undamental r ights vis-­‐à-­‐vis t he e xercise o f p ublic a uthority b y t he Member S tates w hen t hey a re i mplemenVng U nion law m ust b e e xplained b y r eference t o a s pecific interest o f t he U nion”.• A n i ntegrated l egal a nd p oliVcal s pace r ather t han a n i nternal m arketImpact o f t he E U C harter。

Package‘githubinstall’October13,2022Type PackageVersion0.2.2Title A Helpful Way to Install R Packages Hosted on GitHubDescription Provides an helpful way to install packages hosted on GitHub.URL https:///hoxo-m/githubinstallBugReports https:///hoxo-m/githubinstall/issuesLicense MIT+file LICENSEImports curl,data.table,devtools,httr,jsonlite,mockery,utilsRoxygenNote6.0.1Encoding UTF-8Suggests testthat,knitr,rmarkdownVignetteBuilder knitrNeedsCompilation noAuthor Koji Makiyama[cre,aut],Atsushi Hayakawa[ctb],Shinya Uryu[ctb],Hiroaki Yutani[ctb],Nagi Teramo[ctb],Kazuhiro Maeda[ctb]Maintainer Koji Makiyama<********************>Repository CRANDate/Publication2018-02-1817:56:31UTCR topics documented:gh_install_packages (2)gh_list_packages (3)gh_search_packages (4)gh_show_source (4)gh_suggest (5)1gh_suggest_username (6)gh_update_package_list (6)recommend_dependencies (7)remove_conflict_repos (7)select_repository (8)separate_into_package_and_reference (8)Index10 gh_install_packages Install Packages from GitHubDescriptionInstall Packages from GitHubUsagegh_install_packages(packages,ask=TRUE,ref="master",build_vignettes=FALSE,dependencies=NA,verbose=TRUE,quiet=!verbose,lib=NULL,...)githubinstall(packages,ask=TRUE,ref="master",build_vignettes=FALSE,dependencies=NA,verbose=TRUE,quiet=!verbose,lib=NULL,...)Argumentspackages character vector of the names of the packages.You can specify ref argument(see below)using package_name[@ref|#pull].If both are specified,the val-ues in repo take precedence.ask logical.Indicates ask to confirm before install.ref character vector.Desired git reference.Could be a commit,tag,or branch name,or a call to github_pull.Defaults to"master".build_vignetteslogical.If TRUE,will build vignettes.dependencies logical.Indicating to also install uninstalled packages which the packages de-pends on/links to/suggests.See argument dependencies of install.packages.verbose logical.Indicating to print details of package building and installation.Dfault isTRUE.quiet logical.Not verbose.lib character vector giving the library directories where to install the packages.Re-cycled as needed.Defaults to thefirst element of.libPaths()....additional arguments to control installation of package,passed to install_github.Detailsgithubinstall()is an alias of gh_install_packages().ValueTRUE if success.Examples##Not run:gh_install_packages("AnomalyDetection")githubinstall("AnomalyDetection")##End(Not run)gh_list_packages Get Information of Packages on GitHubDescriptionGet Information of Packages on GitHubUsagegh_list_packages(username=NULL)Argumentsusername a character vector as GitHub username.If you set NULL(default),it returns all packages information.Valuea data.frame that has author,package name and title.Examples##Not run:gh_list_packages("hadley")##End(Not run)4gh_show_source gh_search_packages Search Packages from Titles by Regular ExpressionsDescriptionSearch Packages from Titles by Regular ExpressionsUsagegh_search_packages(regex,ignore.case=TRUE)Argumentsregex a character string containing a regular expression to be matched in the package titles.ignore.case logical.If FALSE,the pattern matching is case sensitive and if TRUE,case is ignored during matching.Valuea data.frame of package information.Examples##Not run:gh_search_packages("lasso")##End(Not run)gh_show_source Find source code for functions in packages on GitHubDescriptionFind source code for functions in packages on GitHubUsagegh_show_source(func,repo=NULL,browser=getOption("browser"))Argumentsfunc a function or a character string.A function name.repo a character string.A GitHub repository name that must not be exactry.browser a character string giving the name of the program to be used as the HTML browser.gh_suggest5 Examples##Not run:gh_show_source("mutate","dplyr")library(dplyr)gh_show_source(mutate)##End(Not run)gh_suggest Suggest Github Repository from a Incomplete NameDescriptionSuggest Github Repository from a Incomplete NameUsagegh_suggest(repo_name,keep_title=FALSE)Argumentsrepo_name a character.A part of a repository name.keep_title logical.Indicates to keep the package titles as an attrbite.Default FALSE.Valuecandidates for the repository name.Examplesgh_suggest("AnomalyDetection")#[1]"twitter/AnomalyDetection"gh_suggest("BnomalyDetection")#[1]"twitter/AnomalyDetection"gh_suggest("uwitter/BnomalyDetection")#[1]"twitter/AnomalyDetection"6gh_update_package_list gh_suggest_username Suggest Github Username from a Faint MemoryDescriptionSuggest Github Username from a Faint MemoryUsagegh_suggest_username(vague_name)Argumentsvague_name a character.GitHub username that may not be exact.DetailsThe trouble is that the usernames of GitHub are often hard to remember.The function provides a way to obtain usernames from a faint memory.Valuea character vector of the closest usernames to input.Examples##Not run:gh_guess_username("yuhui")#[1]"yihui"##End(Not run)gh_update_package_listUpdate the List of Packages on GitHub.DescriptionUpdate the List of Packages on GitHub.Usagegh_update_package_list()recommend_dependencies7recommend_dependenciesThe default"dependencies"is NA that means c("Depends","Imports","LinkingTo").If"build_vignettes"is TRUE,the install needs"Sug-gests"dependency in many cases.So we recommend in such caseto set"dependencies"to TRUE that means c("Depends","Imports","LinkingTo","Suggests").DescriptionThe default"dependencies"is NA that means c("Depends","Imports","LinkingTo").If"build_vignettes"is TRUE,the install needs"Suggests"dependency in many cases.So we recommend in such case to set"dependencies"to TRUE that means c("Depends","Imports","LinkingTo","Suggests").Usagerecommend_dependencies(ask,build_vignettes,dependencies,quiet)Argumentsask logical.Indicates ask to confirm before install.build_vignetteslogical.If TRUE,will build vignettes.dependencies logical.Indicating to also install uninstalled packages which the packages de-pends on/links to/suggests.See argument dependencies of install.packages.quiet logical.Not verbose.remove_conflict_repos We want to detect the two conflict cases asfllows:1.The package isalready installed from some repository like CRAN that is not GitHub.2.The package is already installed from GtiHub but the usernamediffers.In the above cases,we ask whether to overwrite it and removefrom"repo"if the answer is no.DescriptionIf"quiet"is TRUE,we overwrite all packages forcibly and silently.Else if"quiet"is FALSE and "ask"is TRUE,we ask whether to overwrite it.(Default)Else if"quiet"is FALSE and"ask"is FALSE,we message to overwrite it and do it.Usageremove_conflict_repos(repos,lib,quiet,ask)Argumentsrepos charactor vector of full GitHub repository names.lib character vector or NULL.quiet logical.ask logical.select_repository Suggest candidates from"package_name"and make user selected oneof them.DescriptionSuggest candidates from"package_name"and make user selected one of them.Usageselect_repository(package_name)Argumentspackage_name a character string.A package name or full GitHub repository name.Valuecandidate with titleseparate_into_package_and_referenceThe"repo"argument allows to contain"ref"as"package_name@ref","package_name#pull"or"package_name[branch]".The function de-tects that"repo"contains"ref"and separates into pure repo and ref.If"repo"contains"ref"and"ref"argument is specified,the values in"repo"take precedence.DescriptionThe"repo"argument allows to contain"ref"as"package_name@ref","package_name#pull"or "package_name[branch]".The function detects that"repo"contains"ref"and separates into pure repo and ref.If"repo"contains"ref"and"ref"argument is specified,the values in"repo"take precedence.Usageseparate_into_package_and_reference(packages,original_ref)Argumentspackages"repo"argument.original_ref"ref"argument.Index.libPaths,2gh_install_packages,2gh_list_packages,3gh_search_packages,4gh_show_source,4gh_suggest,5gh_suggest_username,6gh_update_package_list,6github_pull,2githubinstall(gh_install_packages),2 install.packages,2,7install_github,2recommend_dependencies,7regular expression,4remove_conflict_repos,7select_repository,8separate_into_package_and_reference,810。

小学上册英语第三单元真题(含答案)英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.There are tall __________ (建筑物) in the city.2.I believe that everyone should try to _______ (动词) their best in school. It is very _______ (形容词).3. A ____ has soft fur and enjoys cuddling with people.4._____ (asparagus) is a spring delicacy.5.What is the capital of Ecuador?A. QuitoB. GuayaquilC. CuencaD. Loja答案: A6.The __________ (历史的探索) is an ongoing journey.7.The ______ (种子袋) is used for planting.8.The _____ (窗帘) is blue.9.What is the name of the famous American singer known for her hit song "Rolling in the Deep"?A. AdeleB. Taylor SwiftC. BeyoncéD. Rihanna答案: A10.The __________ is the part of the atom that carries a positive charge.11.What is the name of the famous temple in India?A. Taj MahalB. Angkor WatC. Temple of HeavenD. Borobudur答案:A.Taj Mahalpounds can be separated into their elements through a ________ reaction.13.The __________ can indicate areas at risk of geological hazards.14.The milk is _____ (cold/warm).15.My toy ____ is always ready for adventure! (玩具名称)16.The pig loves to roll in the ______.17.What is the name of the famous waterfall located on the border of the United States and Canada?A. Niagara FallsB. Victoria FallsC. Angel FallsD. Iguazu Falls答案:A18.My grandma has a vast __________ (知识) about many things.19.What is the opposite of "long"?A. ShortB. TallC. WideD. Small答案:A Short20.The __________ (历史的展望) invites reflection.21.In a chemical formula, the numbers that show how many atoms of each element are present are called _____.22.I love to eat ________ in the fall.23.The toucan has a colorful ______ (喙).24.Coastal erosion is influenced by the action of ______.25.听录音,按听到的顺序给下列图画标上正确的序号。

2023-2024学年北京市育才学校高一上学期期中英语试题Fleanor Love knows that weddings create a lot of leftover flowers. That means more opportunities for her to collect after-wedding bouquets (花束) and give them to her lonely hospital _______, many of whom don’t often have visitors, let alone expensive _______.The flowers are still in good shape, and the patients are pleased to have them. “I was so _______ that I cried,” said patient Connie Melzer, who was recovering from a heart problem when Love walked into her room with a bouquet in early 2020.Love worked at the Virginia Commonwealth University Hospital as a(n) _______ student. She wondered how she could help _______ the patients’ suffering besides learning how to treat them as a student doctor.“One of the _______ of being a medical student is that it ca n be very difficult to _______ to the care team,” said Love. “You are there as a learner, who doesn’t have as much knowledge as doctors. But you want to _______ your patients. How can I at this stage in my training make a(n) _______ for them?”In 2019, she started The Simple Sunflower in Richmond, and so far has ________ more than 760 bouquets to patients. She brought fellow students and other people into her project, and now has more than 200 ________ on the email list.When Love began the project, she called businesses such as wedding venues (场馆) and florists and asked them what events were scheduled. She then reached out to brides and grooms to ask them if they had ________ for their flowers after the big day.For each wedding, she organized a team of eight people who helped ________ the flowers when the party was over and then spent time carrying them to individual patients.People beyond the VCU community have heard about Love’s project and become part of it. “Once the word got out, people around the cit y started ________ us,” Love said. She wanted to bring the project to more cities and maybe open branches at other medical schools.“I feel ________ when I see the patients who receive our bouquets,” she said. “It reminds me why we do what we do.”1.A．patients B．cleaners C．doctors D．nurses2.A．cards B．fruits C．flowers D．cakes3.A．tired B．moved C．worried D．bored4.A．art B．law C．engineering D．medical5.A．change B．accept C．improve D．reduce6.A．dreams B．skills C．challenges D．exams7.A．listen B．contribute C．respond D．adapt8.A．help B．check C．study D．guide9.A．difference B．choice C．impression D．decision10.A．divided B．thrown C．delivered D．applied11.A．customers B．volunteers C．managers D．teachers12.A．means B．goals C．efforts D．plans13.A．pick up B．hold up C．make up D．give up14.A．greeting B．contacting C．trusting D．considering15.A．stressed B．confident C．relaxed D．satisfied5 Best Things to Do in Myrtle Beach, SCFrom fishing to tours on gondolas, there is a huge variety of things to enjoy here. Explore the best of the best, whether you are staying in downtown Myrtle Beach or North Myrtle Beach, there are plenty of good things to discover during your vacation.Live Entertainment at the Carolina Opry: Head to Barefoot Landing to enjoy some amazing live music and fun at one of the best Myrtle Beach attractions! The Carolina Opry is one of the most popular entertainment places in the area. Once known as the Calvin Gilmore Theater, the Carolina Opry offers shows such as Time Warp, Thunder & Light, and its same-name Carolina Opry show.Family Kingdom Amusement Park: If you are a roller coaster addict, be sure to visit Family Kingdom Amusement Park. This thrilling adventure park has fun for all ages, offering a ton of thrill rides such as the Twist’ N Shout, Slingshot, and even water rides at its nearby water park. All of this fun takes place by the sea, so you get awesome views along with your adventures.Wonderworks: Head to Wonderworks for some of the best attractions! With these interactive exhibits, guests can exercise their minds. Explore the world through these unique exhibits and learn about natural disasters, space, light, and sound, and test your strength and your skills at the Physical Challenge Zone. The museum also features an indoor ropes course, 6D motion ride, and laser tag!Myrtle Waves Water Park: Enjoy a splash at this amazing amusement park! Visitors will find a large variety of water slides and water attractions, from a lazy river to thrill rides and tubing adventures. It is a good way for families of all ages to enjoy some water fun.Tanger Outlet: This outlet store is a popular place for those wanting to go shopping. You can choose either the Tanger Outlets South location or the Tanger Outlets North location. No matter which one you visit, you’ll find amazing deals from your favorite stores like Under Armour, Michael Kors, and the Disney Outlet.16. What can visitors do at the Carolina Opry?A．Enjoy live music. B．Have some water fun.C．See interactive exhibits. D．Do some shopping.17. In which place can visitors both exercise their minds and test their strength?A．Family Kingdom Amusement Park. B．Wonderworks.C．Myrtle Waves Water Park. D．Tanger Outlet.18. What is the main purpose of the passage?A．To recommend attractions. B．To advertise exhibitions.C．To describe adventures. D．To introduce shows.When the COVID-19 pandemic forced the town in Manton, Michigan to shut down, Scott Chittle decided that the community needed a safe place to come together, and something to bring some joy during the boring winter months. And what is a better outdoor activity to get people outside in the cold than ice skating?In order to make his dream a reality, Chittle searched the Internet for videos on how to build an ice rink (溜冰场). He ordered a large 3,000 square foot tarp (防水帆布) online and bought some wood to create the walls. It took 12 fire trucks from the local fire department to get enough water to fill the plot.It took a little time as Chittle went door to door to convince people to come and see his creation, and soon Chittle’s backyard ice rink became a Manton hotspot. Parents joined in to help Chittle buy second-hand skates and hockey sticks for the neighborhood children. Soon enough, the children were skating and shooting.“We kept seeing more things donated. It was fantastic because the whole community just came together. It was amazing how everybody worked together because of Scott.” says neighbor Audrey Hooker.Skaters were welcome to come at any time. And each Saturday from 4 p.m. until 8 p.m., dozens of children and their parents gathered at the ice rink for skate parties. The children who had been confined to their homes for almost a year laughed and shouted with joy while skating around the rink. Parents gathered around feeling relief that their children had found a purpose again. It became a weekly event that neighbors could look forward to and it offered a place for people to see each other in a socially distanced way.But the kindness didn’t stop with Chittle. When the community heard how much money he used to make this project happen, everyone helped. A fundraiser brought in about $1,300, and letters sent to Chittle’s home stuffed with cash brought in an additional $1,500, covering all of the costs wi th money to spare. Companies began sending supplies for next year’s ice rink including outdoor lights, a snow sweeping machine and shovels.“This has been a community thing,” explains Chittle. “It’s not just me. I want to show the rest of the world what a little effort, the best intentions, and community can do not only for others but for the souls of all.”19. Why did Chittle build a backyard ice rink?A．To organize skate parties. B．To show off his creativity.C．To get some money and outdoor supplies. D．To offer a safe social place and some fun.20. What did the parents do to help with the ice rink?A．Filled the ice rink with water. B．Raised money for Chittle.C．Bought skates and hockey sticks. D．Convinced people to come.21. What can we learn from the passage?A．The ice rink is only open to children on Saturday.B．The whole community contributed to the ice rink.C．Chittle made much money after building the ice rink.D．The parents felt relief because Chittle took care of their children.22. Which of the following words can best describe Scott Chittle?A．Honest and friendly. B．Careful and confident.C．Humorous and polite. D．Kind and devoted.How Your Weekly Shop Could Help Prevent a Mass ExtinctionAll around the world, the way in which we produce, buy and eat food has never been more similar. You may think you have more choices than your parents or grandparents ever did, and on one level that is true. Wherever you are, you can eat various foods all in a single day.What we’re being offered appears a t first to be diverse, until you realise it is the same kind of “diversity” that is spreading around the globe in the same way; what the world buys and eats is becoming more and more the same. Of the 6,000 plant species humans have eaten over time, we now mainly grow and eat just nine. What’s less well known is that for each of the crops, we’re eating from a smaller number of varieties. Thousands of different wheats exist, but less than 10 make it onto the “recommended list” issued to British farmers. It’s a similar story with the meat we eat.This relatively recent phenomenon (现象) of eating from such a narrow selection of plants and animals, and just a few varieties of these, has resulted in a serious loss of diversity in farmers’ fields and in our diets and a great loss of biodiversity.In the 20th century, efforts were made to produce more calories (卡路里) to feed growing populations, but in search of quantity, we gave up diversity. Crops and farm animals unique to their part of the world became endangered; some even went extinct (灭绝). When a food is lost, we risk not only losing a special flavour, but also a way of life and part of a culture. We also lose choices for the future.Faced with the growing impact of climate change and extreme weather events, we can add greater resilience (快速恢复能力) to our food system by saving diversity. But as the world farms and eats in increasingly similar ways, more foods are at risk of disappearing. We all have a part to play in preventing this from happening, wherever we are in the world, and it starts with what we put in our shopping baskets.Still unsure where to start? Focus on one of your favourite foods and start to explore it in all its diversity. Whether that’s chocolate, coffee, cheese or wine, find as much variation a s you can, set off on a flavour adventure and help save something from extinction.23. According to the passage, people may believe that ________.A．our choices of food are more than those of early generationsB．our ways of food production are never similar to one anotherC．what we plant stays the same around the worldD．what we eat is becoming increasingly popular24. How does the writer prove his idea in Paragraph 2?A．By using data. B．By describing a scene.C．By telling a story. D．By sharing experiences.25. According to the writer, what might be the cause of the loss of biodiversity?A．Climate. B．Business. C．Population. D．Technology.26. What is the last paragraph mainly about?A．Why to start. B．Where to shop. C．What to eat. D．How to help.If there is one place you don’t want to stick your finger, it’s the mouth of a Pacific lingcod. These fearsome fish have around 500 needlelike teeth sticking out of jaws (颌) that are strong enough to crush crustaceans (甲壳动物).How lingcod maintain the sharpness of their terrifying teeth has long been a puzzle. But a study, published in November in the Proceedings of the Royal Society B, claims that Pacific lingcod keep their teeth sharp and shiny by replacing about three percent of them every day. For a ling cod, that’s up to 20 teeth replaced daily.In order to determine the frequency at which lingcod replace their teeth, Ms. Cohen, a coauthor of the new study, and her colleagues kept 20 lingcod at the University of Washington’s Friday Harbor Laboratories and tracked how many teeth they lost and regrew over several days. The fish were placed in a tank of seawater mixed with a red dye (染料) that colored their teeth, then returned to their regular tank for 10 days. When the 10 days were up, the fish were placed in a tank containing a green dye and then examined. The teeth that were present since the start of the experiment were both red and green, whereas the new teeth were only green.After collecting and examining a total of 10,000 teeth, the scientists were able to determine how quickly lingcod lost and regrew their teeth and which teeth were replaced most often.Lingcod, like most fish, have two sets of jaws: oral jaws and pharyngeal jaws. Their oral jaws are used to catch food while their pharyngeal jaws, which are positioned in their throats, are used to chew their food and move it from their mouths to the stomach. Ms. Carr, the lead author, and colleagues found that teeth are replaced more frequently in the back of the mouth, where most of the chewing and crushing take place.The way lingcod replace their teeth is likely crucial to their hunting strategy, says Kory Evans, a fish ecologist at Rice University in Houston. “The duller a lingcod’s teeth are, the harder it is going to be for it to hold on to its target. So having the ability to shed teeth and replace them is pretty important.” Dr. Evans said, “In order to make it as a lingcod, you need sharp pointy teeth and all your teeth need to be on point.”27. What does Paragraph 3 mainly talk about?A．What role seawater played. B．What conclusion was reached.C．How the study was conducted. D．How teeth changed their colors.28. According to the passage, lingcod’s teeth are replaced ___________.A．every 10 days B．to better hunt for foodC．faster in the oral jaw D．with bigger and sharper ones29. What does the underlined word “shed” in the last paragraph probably mean?A．Repair. B．Sharpen. C．Lose. D．Examine.30. What is the purpose of writing this passage?A．To warn people of the danger of a fish.B．To introduce the findings of a new study.C．To stress the importance of replacing teeth.D．To suggest new ways to conduct studies on fish.Nowadays, students seem to be increasingly glued to their phones. Reading books is a great way to help fight that addiction, but how can students get a good reading habit?31You want to start reading and aren’t quite sure where to go. 32 . It doesn’t matter what form of text it is, so long as it’s interesting. A good place to start is online articles. 33 . Once you’re comfortable with reading short pieces of text, move on to short novels or magazines. It’s recommended that you pick books with awards, because that’s probably a safe bet.Read step by step and consistently.Longer pieces of text and thick novels may seem intimidating(令人胆怯的), but an important thing to remember is that you don’t have to read the whole thing in one day. 34 . Read a little every day. It doesn’t matter if it’s 10minutes or 30, so long as you actually sit down and read. Something that can help with this is that you get yourself a small cozy reading corner, so you can get in the mood to read. Also, bring your book everywhere. I mean it. 35 .suffer from strike a balance be responsible for to some extent remove ... from… in other words to be frank due to apply for contribute to36. Confidence is regarded by some people as one of the key factors to success.___________, confidence is of great importance to us.37. He has decided to ___________a part-time job during the summer vacation.38. The drivers should have protected the safety of the travelers. They ___________the car accident at that time.39. Students have to learn to ___________between study and entertainment.40. I agree with what you say ___________.41. When the fruit is cooked, we should ___________it___________the heat.42. ___________, I think your son has little chance of passing the exam, because he is too lazy.43. ___________ill health, he could not attend the meeting.44. Most parts of African countries ___________drought (干旱) in recent years.45. The drugs also may ___________preventing severe disease and death.46. As a result, costs will be reduced __________as much as 90 %.(用适当的词填空)47. Don’t be __________(stress) out. You should listen to some music and relax. (所给词的适当形式填空)48. They are eager ________ (travel) abroad for further study. (所给词的适当形式填空）49. Mary, as well as her brothers, __________ (jog) in the early morning regularly. (所给词的适当形式填空)50. After hearing his __________(inspire) words, I intended to study abroad. (所给词的适当形式填空)51. The scenery here is so __________(attract) that we almost forget to return. (所给词的适当形式填空)52. Sophia intended to make a ________ (contribute) to charity all the time. (所给词的适当形式填空）53. It was typical of her __________(forget) some important things. (所给词的适当形式填空)54. With the __________(intend) of building up our body, our class is going to organize an activity. (所给词的适当形式填空)55. The electricity was cut __________by the huge storm. (用适当的词填空)56. I should adapt myself to __________(live) here. (所给词的适当形式填空)57. He is always the last one __________(leave) school. (所给词的适当形式填空)58. The boy has a strong desire __________(explore) the universe. (所给词的适当形式填空)59. __________(sleep) well, you should turn off the alarm. (所给词的适当形式填空)60. He hurried to the house only ________ (find) that it was empty. （所给词的适当形式填空）61. 假设你是我市新华中学的学生李华，班里从外地转来一名同学李勇，他一时无法融入新的班集体中，所以感到很苦恼。

江苏省南通市区2024-2025学年高二10月月考英语试卷一、阅读理解Looking to inspire curious young minds? These are some of the best popular science books for children, which should keep the young minds full of ideas long into the future.Amazing JellyfishThis book includes plenty of impressive facts. The first-person style of the author helps to keep the attention of young readers, by including personal stories and avoiding all pages of words. Each part is divided into detailed drawings and valuable information. The book has fun jokes about jellyfish, a maze (迷宫) with sea trash, and more.A Brief History of StuffDK has chosen a mix of many different things for this unique book. From baby bottles to pens, there isn’t much of a logical (合乎逻辑的) path or timeline, making it a great book for kids of all ages. Seeing a list of everyday items such as a pot or a fridge, you realize how little you know about the stories behind them. This book has all the information you need about their beginnings and impact on society.A Kid’s Guide to the Night SkyThe night sky is filled with countless astronomical objects to explore and this book does its best to introduce a wide variety of them to children. The life cycle of stars and light pollution are just a few of the topics that the book introduces to its audience. It also takes a deep div e into each of the solar system’s planets and some of the amazing technology that’s working to find out more about them.Radar (雷达) and the RaftThe story of radar, along with the inventors and contributing scientists, comes together in this book about the technology’s development and lifesaving uses. By connecting the story of the Bell family’s near-death experience at sea with the story of radar’s discovery, the author has produced an interesting and informative storyline.1．What is a main feature of Amazing Jellyfish?A．Using a strictly scientific style.B．Presenting a clear timeline of events.C．Focusing on fun games about sea life.D．Matching the text and the picture well. 2．How do readers probably perceive A Brief History of Steff?A．A collection of famous speeches.B．An introduction to historical heroes.C．A guide to exploring common objects.D．A handbook on starting interest clubs. 3．Which book best suits young enthusiasts for astronomy?A．Amazing Jellyfish.B．Radar and the Raft.C．A Brief History of Stuff.D．A Kid’s Guide to the Night Sky.How would you feel if your child were being tutored by a robot? It’s believed that social robots could become as common as paper and whiteboards in schools. Those robots have been used to read stories to preschool students in Singapore, help 12-year-olds in Iran learn English and improve handwriting among young children in Switzerland.As a professor of education, I study the different ways that teachers worldwide do their jobs. To understand how social robots could affect teaching, I introduced a robot called “Pepper” into a public elementary and middle school in the U. S. and found many problems with the current generation of social robots.To get the robot to perform, our students had to master the directions that came with the robot. Some students quickly figured out that the robot could respond only to certain basic routines. They kept trying to interact with the robot as if it were a person but got very frustrated with its nonhuman responses. When a robot failed to answer a question, or responded in the wrong way, students realized the robot wasn’t really understanding them and that the robot’s dialogue was preprogrammed.Also, I have found that these are not limited to school settings. Service robots in some health care facilities have been programmed to deliver medicine, but this requires special sensors and programming. Stores and restaurants are experimenting with delivery and cleaning robots. But when a grocery store in Scotland tried to use “Pepper” for customer interactions, the robot was fired after a week.While the social robots currently used in schools are limited in functions, they can still provide useful learning experiences. Students can use them to learn more about robotics and artificial intelligence. Struggling with a robot’s limitations gives students real insights into thecomplicated nature of human social interaction. The opportunity to do hands-on work with a social robot shows students how difficult it is to program robots to copy human behavior. As AI becomes a bigger part of our work and lives, we need to teach students to think critically about what it means to live and work with social machines.4．What phenomenon is described at the beginning of the text?A．The global differences in educational approachesB．The transformative impact of robots on education.C．The adoption of social robots in classrooms worldwide.D．The innovative achievements in science and technology.5．How do students find their interaction with social robots?A．Amusing and engagıng.B．Challenging but beneficial.C．Ineffective and disappointing.D．Satisfying but time-consuming.6．What does the author want to show by mentioning the examples in paragraph 4?A．Robotics still has room for improvement.B．Technology has changed the way we workC．Many fields are open to experimenting with robots.D．Robots might pose a threat to people’s employment.7．What can students learn by interacting with limited-function social robots in schools?A．To master communication skills.B．To get some hands-on experience.C．To strengthen the sense of mission.D．To improve critical thinking ability.For many of us, online shopping has made the process of purchasing goods a far simpler and more convenient process. No longer do we have to head to shops to browse through various objects, wandering round endless shelves, before finally setting for the first thing we saw. These days, we find the item we want or need online, click on it, and check out its description and, most importantly, its user reviews. If it fits the bill, we send it to our basket and pay.There seems to be a wealth of options at our fingertips. But how do we know the options that pop up in front of us really are the best deals, and how might algorithms (算法) help or hold us back?Algorithms, simply put, are mathematical instructions which tell a computer how to solveproblems. When shopping is involved, what is the problem they solve? Well, they instruct a computer which advertisements to show and which products a user is most likely to buy. By analyzing the things we bought or looked at previously algorithms can predict what goods we’re most likely to be attracted by.For some people, the idea of something guessing your preferences could sound a bit worrying. But first, let’s look at the positives. By telling a computer to show us what we are interested in, it can not only save us a lot of time, but also help us find the best deals. However, there are some people who have concerns about the impact of algorithms on our shopping experience. It is possible that algorithms may only select options from a limited number of brands, or may favour products from certain companies. There are also concerns that we aren’t always shown the cheapest or best deal, even though that’s what we’re searching for.So, the takeaway from this is that algorithms are here to stay, and it’s wise to know they exist. Whenever you are shopping, be it online or off, make sure you shop around for the best deals. The first thing you see might not always be the best for you.8．What is the main factor that leads you to buy the product online immediately?A．The reasonable price.B．Salesgirls’ description.C．Customers’ comments.D．The convenient delivery.9．How do algorithms help customers find their favourite goods?A．The previous consuming records.B．The most advertisements they see.C．The frequency of visiting the store.D．The amount of money they spend. 10．What does the author think of algorithms used for online shopping?A．Doubtful.B．Beneficial.C．Negative.D．Worrying. 11．Which message does the author want to convey in the last paragraph?A．Many hands make light work.B．Actions speak louder than words.C．Only the feet tell if the shoes fit.D．Only comparing can see the gap.At a park in one of the world’s most polluted cities, a filtration (过滤) “tower” has been quietly cleaning the surrounding air since last summer. Called Verto, the device filters 600,000 cubic meters of air a day in New Delhi’s Sunder Nursery.Filtration towers were designed by architecture firm Studio Symbiosis. The firm’sco-founders, Amit Gupta and Britta Knobel Gupta, say their fan-powered devices can clean the air within a radius (半径) of 200 to 500 meters in some spaces, depending on wind speed and how open the surroundings are. “I think the towers can also be installed in public parks and squares, where people spend quality outdoor time,” Britta said, adding that installing (安装) the towers in spots where homeless people sleep might also be very beneficial.In 2019 alone, air pollution is thought to have caused nearly 1.6 million deaths in India, according to a study in medical journal The Lancet. New Delhi is regularly covered with smog, with vehicle emissions, crop-burning, and coal-fired power plants all contributing to the city’s bad air quality.In addition to the direct impact of pollution, the resulting climate change has caused heat waves that have killed more than 24,000 people in the country since 1992, according to a study published by the University of Cambridge.Amit estimated that maybe 100 of the towers would be required to filter the air across central New Delhi, though further research and a “full-scale model” would be required to calculate more figures. The devices are also designed to be easily transported, with the hope that they can be adopted on a larger scale.The filters, which need to be changed every three to nine months, are partly recyclable. Noise generated by the towers is, at a maximum of 75 decibels, similar to that of a standard kitchen exhaust fan (排风扇). To reduce Verto’s environmental impact, Studio Symbıosis installed energy-efficient smart fans that vary according to local conditions, slowing down when pollution is low, or when strong winds provide natural air flow.12．Which factor can improve the work efficiency of filtration tower?A．The height of tower.B．The surrounding people.C．The design of fans.D．The strength of wind.13．What is mainly discussed in Paragraphs 3 and 4?A．The death number in India since 1992.B．The consequence of climate change.C．The cause and effect of air pollution.D．The process of heat wave generation. 14．What is the striking feature of Verto?A．Cost-effective.B．Uniquely-designed.C．Eco-friendly.D．Completely-recycled15．What is the best title for the text?A．The air cleaning tower in India B．The bad air quality in New DelhiC．The filtration tower’s global trend D．Smart fans’ environmental purposeAppreciating art can be a rewarding experience. But it can also be confusing if you’re not sure where to start. Here are a few tips to help you get the most out of your art appreciation journey.One of the most important things to remember when looking at art is to approach it with an open mind. 16 Instead, allow yourself to experience the art work on its own terms and see what emotions or thoughts it awakens in you.When you first encounter a piece of art, take a few moments to look at it. Notice the colors, lines, shapes, and materials. 17 If you’re looking at a painting, try to identify the brushwork and how it contributes to the artistic effect of the piece.18 Thinking about the situation in which a piece was created can help you better understand and appreciate the work. For example, if you’re looking at a piece of art from the 19th century, it can be helpful to learn about the artistic movements and social issues that were common at the time.The medium in which a piece of art is created can have a significant impact on the final product. 19 Understanding the properties and limitations of different mediums can help you appreciate the technical skills and choices of the artist.If you’re looking at art in a museum or gallery, there may be a staff member available to answer your questions. Don’t be afraid to ask for more information. If you’re looking at art online or in a book, try to find out more about the work through research. 20A．Many works of art convey a deeper meaning.B．You can also turn to a professional about the subject.C．Try not to assume what the artist was trying to express.D．The key to appreciating art is to approach it with curiosity.E．Observe how the various elements of the artwork are arranged.F．Art is often created within a specific historical, or cultural context.G．A sculpture made of metal has a different feel from an oil painting.二、完形填空The town of North Rustico is a homey sort of place. Neighbors there are always sure to 21 one another as they go about their day. And that 22 of friendliness is apparently infectious.One day, local resident Lisa Sandoval was walking near the waterfront when she realized somebody was 23 to her. “I heard ‘Hello! Hello!’” Sandoval said. “I turned around and there wasn’t even a 24 . Then I heard the 25 again. I got a little 26 , and thought I must be hearing things.”It was then that Sandoval noticed only a crow (乌鸦) nearby. “I stopped and said, ‘Hello?’”27 , he answered me back, “Hello!”Sandoval later came to learn that she wasn’t the only one in town to have 28 the talking crow. The story goes that years earlier the bird had been found injured as a baby and 29 by an elderly man living nearby, who often spoke to him during his 30 . “That bird had learned to say hello and had been let go free after regaining his health,” Sandoval said. A few months after their 31 meeting, Sandoval ran into the talking crow again.Crows, much like parrots, are indeed 32 of learning to mimic human language. So, if the story of his 33 is true, his vocalizations (说出的话) may very well 34 the voice of the elderly man who’d saved him. “He passed away years ago,” Sandoval said, but his legacy (遗产) 35 in the friendly, feathered bird. 21．A．understand B．greet C．attract D．remember 22．A．chance B．principle C．sense D．demand 23．A．pointing B．speaking C．responding D．appealing 24．A．soul B．signal C．choice D．change 25．A．answer B．rhythm C．warning D．voice 26．A．confused B．bored C．messy D．guilty 27．A．Gradually B．Carelessly C．Incredibly D．Accidentally 28．A．attended B．adopted C．encountered D．expected 29．A．introduced B．nursed C．grabbed D．accepted30．A．residence B．flight C．absence D．recovery 31．A．initial B．regular C．casual D．private 32．A．aware B．proud C．capable D．ignorant 33．A．origin B．talent C．injury D．departure 34．A．raise B．reflect C．protect D．replace 35．A．sets off B．gives up C．backs down D．lives on三、语法填空阅读下面短文，在空白处填入一个适当的单词或括号内单词的正确形式。

Package‘ergm.count’May24,2022Version4.1.1Date2022-05-24Title Fit,Simulate and Diagnose Exponential-Family Models for Networks with Count Edges Depends ergm(>=4.2.1),network(>=1.15)Imports mon(>=4.2.0)LinkingTo ergmDescription A set of extensions for the'ergm'package to fit weighted net-works whose edge weights are counts.See Krivitsky(2012)<doi:10.1214/12-EJS696>and Kriv-itsky,Hunter,Morris,and Klumb(2021)<arXiv:2106.04997>.License GPL-3+file LICENSEURL https://BugReports https:///statnet/ergm.count/issuesSuggests covr,knitr,rmarkdown,testthat(>=3.0.0)VignetteBuilder rmarkdown,knitrRoxygenNote7.2.0Roxygen list(markdown=TRUE)Encoding UTF-8Config/testthat/parallel trueConfig/testthat/edition3R topics documented:ergm.count-package (2)Binomial-ergmReference (3)CMB-ergmTerm (4)CMP-ergmTerm (4)12ergm.count-package Disc-ergmProposal (5)DiscTNT-ergmProposal (5)Geometric-ergmReference (6)Poisson-ergmReference (6)zach (7)ZIPoisson-ergmProposal (9)Index10ergm.count-package Fit,Simulate and Diagnose Exponential-Family Models for Networkswith Count EdgesDescriptionergm.count is a set of extensions to package ergm to fit and simulate from exponential-family random graph models for networks whose edge weights are counts.For a list of functions type help(package='ergm')and help(package='ergm.count')DetailsMainly,it implements Poisson,binomial,geometric,and discrete uniform dyadwise reference mea-sures for valued ERGMs(documented here in ergmReference),and provides some count-specific change statistics(documented in ergmTerm).For a complete list of the functions,use library(help="ergm")and library(help="ergm.count") or read the rest of the manual.When publishing results obtained using this package,please cite the original authors as described in citation(package="ergm.count").All programs derived from this package must cite it.This package contains functions specific to using ergm to model networks whose dyad values are counts.Examples include counts of conversations,messages,and other interactions.In particular,this package implements the Poisson,geometric,binomial,and discrete uniform refer-ence measures(documented in ergmReference for use by ergm and simulate.ergm)to fit models from this family,as well as statistics specific to modeling counts,such as the CMP for the Conway-Maxwell-Poisson Distribution.For detailed information on how to download and install the software,go to the Statnet project website:https://.A tutorial,support newsgroup,references and links to further resources are provided there.Known issuesParameter space constraints:Poisson-and geometric-reference ERGMs have an unbouded sample space.This means that the parameter space may be constrained in complex ways that depend on the terms used in the model.At this time ergm has no way to detect when a parameter configuration had strayed outside of the parameter space,but it may be noticeable on a runtime trace plot(activated viaBinomial-ergmReference 3MCMC.runtime.traceplot control parameter),when the simulated values keep climbing up-wards.(See Krivitsky (2012)for a further discussion.)A possible remedy if this appears to occur is to try lowering the control parameter MCMLE.steplength .Author(s)Pavel N.Krivitsky <*****************>ReferencesHandcock MS,Hunter DR,Butts CT,Goodreau SG,Krivitsky PN and Morris M (2012).Fit,Simulate and Diagnose Exponential-Family Models for Networks .Version 3.1.Project home page at <URL:https://>,<URL:/package=ergm>.Krivitsky PN (2012).Exponential-Family Random Graph Models for Valued Networks.Electronic Journal of Statistics ,2012,6,1100-1128.doi:10.1214/12EJS696Shmueli G,Minka TP,Kadane JB,Borle S,and Boatwright P (2005).A Useful Distribution for Fitting Discrete Data:Revival of the Conway–Maxwell–Poisson Distribution.Journal of the Royal Statistical Society:Series C ,54(1):127-142.See AlsoergmTerm ,ergmReferenceBinomial-ergmReferenceBinomial-reference ERGMDescriptionSpecifies each dyad’s baselinedistribution to be binomial with trials trials and success probability of 0.5:h (y )= i,j trials y i,j .Using valued ERGM terms that are "generalized"from their binary counterparts,with form "sum"(see previous link for the list)produces logistic age#Binomial(trials)Argumentstrails model parameterSee AlsoergmReference for index of reference distributions currently visible to the package.4CMP-ergmTerm CMB-ergmTerm Conway-Maxwell-Binomial DistributionDescriptionIf couple==TRUE,this term adds one statistic to the model,of the formi,jlog(y i,j!)+log(t−y i,j!).This turns a Binomial-or a discrete-uniform-reference ERGM into a Conway-Maxwell-Binomial-reference ERGM,allowing it to represent a broad range of disperson values.In particular, combined with a Binomial-reference ERGM,a negative coefficient on this term induces underdis-persion and a positive coefficient induces overdispersion.If coupled==FALSE the two summands above are added as their own statistic(each with its own free parameter).Usage#valued:CMB(trials,coupled=TRUE)Argumentstrails model parametercoupled logicalCMP-ergmTerm Conway-Maxwell-Poisson DistributionDescriptionThis term adds one statistic to the model,of the formi,jlog(y i,j!).This turns a Poisson-or ageometric-reference ERGM into a Conway-Maxwell-Poisson-reference ERGM,allowing it to rep-resent a broad range of disperson values.In particular,combined with a Poisson-reference ERGM,a negative coefficient on this term induces underdispersion and a positive coefficient induces overdis-persion.(This behavior is different from3.1.1,when the negation of this value was used.)Usage#valued:CMPDetailsNote that its current implementation may not perform well if the data are overdispersed relative to geometric.Disc-ergmProposal5 Disc-ergmProposal Sampling for some discrete-reference ERGMsDescriptionThis proposal implements Poisson-ergmReference,Geometric-ergmReference,Binomial-ergmReference, and DiscUnif-ergmReference with arbitrary dyad level constraints.DetailsThis proposal is not referenced in the lookup table.See AlsoDiscTNT-ergmProposalDiscTNT-ergmProposal TNT sampling for some discrete-reference ERGMsDescriptionThis proposal implements Poisson-ergmReference,Geometric-ergmReference,Binomial-ergmReference, and DiscUnif-ergmReference when the range of values includes0,falling back to Disc-ergmProposal otherwise,all with arbitrary dyad-level constraints.DetailsThis proposal is not referenced in the lookup table.See AlsoTNT-ergmProposal6Poisson-ergmReference Geometric-ergmReferenceGeometric-reference ERGMDescriptionSpecifies each dyad’s baseline distribution to be uniform on the natural numbers(and0):h(y)=1 .In itself,this"distribution"is improper,but in the presence of sum,a geometric distribution is ing CMP(in addition to sum)induces a Conway-Maxwell-Poisson distribution that is geometric when its coefficient is0and Poisson when its coefficient is−1.Usage#GeometricSee AlsoergmReference for index of reference distributions currently visible to the package.Poisson-ergmReference Poisson-reference ERGMDescriptionSpecifies each dyad’s baseline distribution to be Poisson with mean1:h(y)=i,j1/y i,j!,withthe support of y i,j being natural numbers(and0).Using valued ERGM terms that are"generalized" from their binary counterparts,with form"sum"(see previous link for the list)produces Poisson ing CMP induces a Conway-Maxwell-Poisson distribution that is Poisson when its coefficient is0and geometric when its coefficient is1.@details Three proposal functions are currently implemented,two of them designed to improve mixing for sparse networks.They can can be selected via the MCMC.prop.weights=control param-eter.The sparse proposals work by proposing a jump to0.Both of them take an optional proposal argument p0(i.e.,MCMC.prop.args=list(p0=...))specifying the probability of such a jump. However,the way in which they implement it are different:•"random":Select a dyad(i,j)at random,and draw the proposal y⋆i,j∼Poisson=yi,j (y i,j+0.5)(a Poisson distribution with mean slightly higher than the current value and conditional on not proposing the current value).•"0inflated":As"random"but,with probability p0,propose a jump to0instead of a Poisson jump(if not already at0).If p0is not given,defaults to the"surplus"of0s in the observed network,relative to Poisson.•"TNT":(the default)As"0inflated"but instead of selecting a dyad at random,select a tie with probability p0,and a random dyad otherwise,as with the binary TNT.Currently,p0 defaults to0.2.zach7Usage#PoissonSee AlsoergmReference for index of reference distributions currently visible to the package.zach Karate club social network of Zachary(1977)DescriptionZachary(1977)reported observations of social relations in a university karate club,with mem-bership that varied between50and100,of whom34individuals:32ordinary club members and officers,the club president("John A."),and the part-time instructor("Mr.Hi");consistently in-teracted outside of the club.Over the course of the study,the club divided into two factions,and, ultimately,split into two clubs,one led by Hi and the other by John and the original club’s offi-cers.The split was driven by a disagreement over whether Hi could unilaterally change the level of compensation for his services.FormatThe data are represented as a network object,with an edge attribute contexts,giving the number of contexts of interaction for that pair of actors.In addition,the following vertex attributes are provided:list("club")the club in which the actor ended up;:the club in which the actor ended up;list("faction")faction alignment of the actor as recorded by Zachary:faction alignment of the actor as recorded by Zacharylist("faction.id")faction alignment coded numerically,as−2(strongly Mr.Hi’s),−1(weakly Mr.Hi’s),0(neutral),+1(weakly John’s),and+2(strongly John’s);list("role")role of the actor in the network(Instructor,Member,or President)DetailsZachary identifies the faction with which each of the34actors was aligned and how strongly and reports,for each pair of actors,the count of social contexts in which they interacted.The8contexts recorded were•academic classes at the university;•Hi’s private karate studio in his night classes;•Hi’s private karate studio where he taught on weekends;•student-teaching at Hi’s studio;•the university rathskeller(bar)located near the karate club;8zach•a bar located near the university campus;•open karate tournaments in the area;and•intercollegiate karate tournaments.The highest number of contexts of interaction for a pair of individuals that was observed was7.SourceZachary,WW(1977).An Information Flow Model for Conflict and Fission in Small Groups.Journal of Anthropological Research,33(4),452-473.Sociomatrix in machine-readable format was retrieved from http://vlado.fmf.uni-lj.si/pub/ networks/data/ucinet/ucidata.htm.ReferencesZachary,WW(1977).An Information Flow Model for Conflict and Fission in Small Groups.Journal of Anthropological Research,33(4),452-473.Examplesdata(zach)oldpal<-palette()palette(gray((1:8)/8))plot(zach,vertex.col="role",displaylabels=TRUE,edge.col="contexts")palette(oldpal)#Fit a binomial-reference ERGM.zach.fit1<-ergm(zach~nonzero+sum+nodefactor("role",base=2)+absdiffcat("faction.id"),response="contexts",reference=~Binomial(8))mcmc.diagnostics(zach.fit1)summary(zach.fit1)##Not run:#This is much slower.zach.fit2<-ergm(zach~nonzero+sum+nodefactor("role",base=2)+transitiveties,response="contexts",reference=~Binomial(8),eval.loglik=FALSE)mcmc.diagnostics(zach.fit2)summary(zach.fit2)##End(Not run)ZIPoisson-ergmProposal9 ZIPoisson-ergmProposalTODODescriptionTODODetailsThis proposal is not referenced in the lookup table.Index∗bipartiteBinomial-ergmReference,3Disc-ergmProposal,5DiscTNT-ergmProposal,5Geometric-ergmReference,6Poisson-ergmReference,6ZIPoisson-ergmProposal,9∗datasetszach,7∗directedBinomial-ergmReference,3CMB-ergmTerm,4CMP-ergmTerm,4Disc-ergmProposal,5DiscTNT-ergmProposal,5Geometric-ergmReference,6Poisson-ergmReference,6ZIPoisson-ergmProposal,9∗discreteBinomial-ergmReference,3Disc-ergmProposal,5DiscTNT-ergmProposal,5Geometric-ergmReference,6Poisson-ergmReference,6ZIPoisson-ergmProposal,9∗finiteBinomial-ergmReference,3∗modelsergm.count-package,2∗nonnegativeBinomial-ergmReference,3CMB-ergmTerm,4CMP-ergmTerm,4Geometric-ergmReference,6Poisson-ergmReference,6ZIPoisson-ergmProposal,9∗packageergm.count-package,2∗undirectedBinomial-ergmReference,3CMB-ergmTerm,4CMP-ergmTerm,4Disc-ergmProposal,5DiscTNT-ergmProposal,5Geometric-ergmReference,6Poisson-ergmReference,6ZIPoisson-ergmProposal,9∗valuedBinomial-ergmReference,3Disc-ergmProposal,5DiscTNT-ergmProposal,5Geometric-ergmReference,6Poisson-ergmReference,6ZIPoisson-ergmProposal,9Binomial-ergmReference,3,5CMB-ergmTerm,4CMP,2,6CMP-ergmTerm,4Disc-ergmProposal,5,5DiscTNT-ergmProposal,5,5DiscUnif-ergmReference,5ergm,2ergm.count,2ergm.count-package,2ergmReference,2,3,6,7ergmTerm,2,3Geometric-ergmReference,5,6InitErgmReference.Binomial(Binomial-ergmReference),3 InitErgmReference.Geometric(Geometric-ergmReference),6 InitErgmReference.Poisson(Poisson-ergmReference),6 10INDEX11 InitWtErgmProposal.Disc(Disc-ergmProposal),5InitWtErgmProposal.DiscTNT(DiscTNT-ergmProposal),5InitWtErgmProposal.ZIPoisson(ZIPoisson-ergmProposal),9InitWtErgmTerm.CMB(CMB-ergmTerm),4InitWtErgmTerm.CMP(CMP-ergmTerm),4network,7Poisson-ergmReference,5,6simulate.ergm,2sum,6TNT-ergmProposal,5valued ERGM terms,3,6zach,7ZIPoisson-ergmProposal,9。

小学上册英语第5单元真题(有答案)英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A rabbit has long ______ for jumping.2.She has a ___ (colorful) umbrella.3.I _____ (am/are) going to the park.4. Depression started in the United States in ______ (1929年). The Grea5.What do you call the place where you learn?A. HomeB. SchoolC. StoreD. Hospital答案: B6.What do we call a person who studies the relationship between biology and culture?A. Biocultural AnthropologistB. SociologistC. AnthropologistD. Historian答案: A7.The capital of Russia is _____.8.The _____ (猎豹) is the fastest land animal. 猎豹是最快的陆地动物。

9.n Massacre was a confrontation between British soldiers and ________ (殖民者). The Bost10.How many legs does a spider have?A. SixB. EightC. TenD. Four答案: B11.My uncle is a talented ____ (painter).12.What is the name of the famous ancient city in Iraq?A. BabylonB. UrC. NinevehD. Assur答案:A.Babylon13. (Age) of Exploration led to the discovery of new lands. The ____14.The ancient Egyptians worshiped _______. (太阳神)15.I like to _______ (尝试新餐厅) with my family.16.We play with a ________ outside.17.The _____ (植物生态作用) highlights the interconnectedness of life.18.The process of converting a solid directly into a gas is called _______.19.I keep my toys in a ________ (箱子).20.The main use of chlorine in water treatment is to kill ______.21.The capital of Sint Maarten is __________.22. A tarantula can be found in the ________________ (森林).23.The ________ (ball) is round and bouncy.24.I have a toy ________ (玩具名称) that can light up.25.The chemical formula for ammonia is __________.26.What is the term for a young goat?A. KidB. FawnC. CalfD. Pup答案:a27.The chemical formula for aspirin is ________.28.The ________ was a prominent figure in the movement for justice.29.There are many __________ (动物) in the zoo.30.Many people enjoy _______ to plants in their gardens.31.I can ______ (jump) really far.32.My dad teaches me . (我爸爸教我。

Edward L. Deci & Richard M. Ryan (Hg.) (2002)Handbook of Self-Determination Research.The University of Rochester Press, Rochester, NY (softcover version: 2004), 470 S. Wie kommt es, dass einem manchmal eine Zustimmung die Lust am Weitermachen verhageln kann? Wieso ist es manchmal so diffizil, die richtigen Worte zu finden, wenn man einen doch …nur“ unterstützen möchte? Und was wäre eigentlich ein plau-sibler Hintergrund für die gängige (auch von mir oft) genutzte Wendung, dass die Botschaft stets von den EmpfängerInnen bestimmt werde? Mit solchen und ähnlichen Fragen ist man dicht an dem, was mir seit einiger Zeit unter dem Namen …Self-Deter-mination Theory“ (SDT, Theorie der Selbstbestimmung) eine ziemlich hilfreiche und weiterführende Anregung geworden ist. Als Edward Deci und Richard Ryan im Jahr 2000 die SDT einem umfassenderen Fachpublikum vorstellten, konnten sie auf die Ergebnisse von etwa 30 Jahren Forschung zurückgreifen. Das vorliegende Buch ver-dankt sein Entstehen dann dem offenbar fruchtbaren Impuls, den 1999 eine erste, exklusiv der SDT gewidmete Konferenz setzte. Die meisten der hier versammelten Beiträge entstammen diesem Umfeld. Mittlerweile ist die zur Verfügung stehende Literatur weiter angewachsen, etwa zur allgemeinen Frage der menschlichen Auto-nomie (Ryan & Deci 2006), bis hin zur Perspektive einer Makrotheorie menschlicher Motivation (Deci & Ryan 2008, Ryan & Deci 2008).Grundlegend für die SDT ist die Annahme eines Organisationsprinzips, nach dem Menschen als aktive, wachstumsorientierte Organismen gelten, gekennzeichnet durch eine Tendenz, die allfälligen unterschiedlichen Erfahrungen zu einem verein-heitlichten regulatorischen Prozess zu integrieren. Diese integrative Tendenz wird in notwendiger Wechselwirkung mit aufbauenden bzw. hinderlichen Einflüssen aus der sozialen Umgebung gesehen. Mit einem solchen Intro dürfte sowohl die Verflochten-heit mit Konzepten der humanistischen Psychologie kenntlich werden wie auch eine einigermaßen fremde Beziehung zu neueren systemtheoretischen Betrachtungswei-sen. Dennoch möchte ich das vorliegende Buch, stellvertretend für den Ansatz an sich, hier vorstellen und dafür plädieren, dass viele der über die SDT angestoßenen Fragen, Hypothesen und Ergebnisse auch für systemische Überlegungen von Nutzen sein können.Als für die Praxis m. E. attraktive Kernzelle der SDT dürfte die Konzentration auf die drei Begriffe Autonomie, Bezogenheit und Kompetenz gelten. Diese Begriffe stehen in der Diktion der SDT für drei Grundbedürfnisse, deren Erfüllung als notwendige Basis für ein wohlbehaltenes Leben gilt. Entscheidend ist dabei die wechselseitige Dynamik der drei Begriffe. Nur in ihrer Gesamtheit können sie die Basis bilden für ein Wohlbefinden, das sich in einem ebenso selbstwirksam erlebten wie sozialverträg-lich gestalteten Leben zeigt. Autonomie bezieht sich auf das Ausmaß, in dem man sich als Quelle des eigenen Tuns erlebt. Das Ausmaß, in dem man sein eigenes Leben als kompatibel und konkordant mit dem erlebt, was einem wichtig ist und was den eigenen Wertvorstellungen entspricht. Bezogenheit findet sich in dem Ausmaß wie-der, in dem jemand sich mit (ihm/ihr) wichtigen anderen verbunden fühlt, beachtet, unterstützt und diesen wiederum mit Achtung, Aufmerksamkeit, Zuvertrauen begeg-nen kann. Kompetenz schließlich findet sich als Ausmaß der eigenen Erfahrung, sich im eigenen Umgang mit der umgebenden Welt sicher genug als Ursache erwünschter Wirkung betrachten zu können. Aus der stets gleichzeitigen Beachtung dieser drei Begriffe ergibt sich u. a., dass Autonomie nicht gleichgesetzt wird mit Abschottung, Abgetrenntheit und auch nicht mit Individualität. Auch das Argument einer kultur-spezifischen Bevorzugung von Individualität oder Kollektivität passt nicht in dieses Raster. Ein individuelles Profil ist auch ohne Erleben eigener Autonomie möglich, und das Bevorzugen von Kollektivität kann ohne erlebte Bezogenheit geschehen.In ihrem einleitenden Überblick nennen die beiden Herausgeber vier …Mini-Theorien“, die sich im Lauf der Zeit zum Gesamtbild der SDT zusammengefügt haben: die Theo-rie der kognitiven Evaluation (Auswirkungen sozialer Kontexte auf den Grad der i ntrinsischen Motivation), die Theorie der organismischen Integration (Konzept der Internalisierung, insbesondere im Hinblick auf extrinsische Ausgangsmotivation), die Theorie der Verursachungs-Orientierung (individuelle Unterschiede in den Tenden-zen, sich selbstbestimmt zu verhalten und nach entsprechenden Hinweisen dafür zu suchen), und die Theorie der grundlegenden Bedürfnisse (s. o.).Der Reader enthält neben der Einführung (I) und den abschließenden Kommentaren (V) der beiden Herausgeber drei jeweils ausführlich bestückte Themenbereiche: T heoretische Abhandlungen und Betrachtungen (II), Selbstbestimmung in verschie-denen Lebenskontexten (III) sowie Verwandte Blickwinkel (IV). Im Theorieteil geht es u. a. um ein hierarchisches Modell intrinsischer und extrinsischer Motivation (Val-lerand & Ratelle), die Integration von Selbst und bewusster Erfahrung (Hodgins & Knee), eine vertiefende Diskussion von Introjektion, Identifikation und intrinsischer Motivation (Koestner & Losier). Von besonderem heuristischen Wert scheint mir Shel-dons …Selbstkonkordanz-Modell eines gesunden Zielstrebens: Wenn persönliche Ziele die Person korrekt repräsentieren“. Sheldon unterscheidet grundsätzlich zwischen Zielen, die aus autonomen Gründen, und solchen, die auf der Basis äußerer Kontrolle verfolgt werden. Der lange Atem, das auch Widrigkeiten nicht scheuende Dranbleiben zeigen sich eher beim Verfolgen von Zielen, die mit der eigenen Person als vereinbar erlebt werden, je mehr, um so zentraler sie Bedeutung gewonnen haben für das eigene Erleben von sich als einer in sich stimmigen Person. Das heißt nicht, dass extrinsisch motivierte Ausgangspunkte keine Chance hätten. Es kommt darauf an, ob ein von a ußen herangetragenes Ziel und die Form, in der es herangetragen wird, grundsätz-lich akzeptierbar sind oder nicht. Auch hier zeigt sich die Verwobenheit von Autono-mie, Bezogenheit und Kompetenz. Unter geeigneten Bedingungen entsteht durchaus Spielraum dafür, ein inneres Adoptieren von Perspektiven ernsthaft zu erwägen undzu übernehmen, die zunächst nicht aus dem eigenen Stall kommen. Wie sonst könnte individuelle Zustimmung zu überindividuellen Notwendigkeiten entstehen, die per se Abstriche von eigenen Maximalvorstellungen verlangen?Im zweiten Teil steht u. a. die Frage auf dem Programm, was Eltern dazu bringt zu kontrollieren (Grolnick & Apostoleris), SDT und ihre Bedeutung für Erziehungsset-tings (Reeve), für Umweltpolitische Fragen (Pelletier) sowie für Gesundheitsförde-rung- und Politik (Williams). Bei den …Verwandten Blickwinkeln“ finden sich u. a. Bei-träge zum Coping (Skinner & Edge), zur Stabilität des Selbstwerterlebens (Kernis & Paradise) und eine vertiefende Betrachtung zum Bedürfnis nach Kompetenz (Elliot et al.).Die kurze Skizze zu diesem Reader kann nicht ansatzweise die Fülle wiedergeben, die sich an Überlegungen und Forschungsergebnissen hier versammeln. Für Praktike-rInnen dürfte das erst einmal auch kein Manko sein. Der Reader liest sich wie die meisten seiner Art eher sperrig, erweist sich als seriös, nachdenklich, bei allem En-thusiasmus für SDT und seine Übersetzungsmöglichkeiten auch selbstkritisch. Es wird nicht unterschlagen, dass SDT nicht einfach (wenn überhaupt) mit postmoder-nen Blickwinkeln unter einen Hut zu bringen ist. Das Ausgehen von Grundbedürfnis-sen und das Reflektieren von Lebensumständen auf der Basis relativ kohärent er-scheinender Grundlagen vermag aus neueren systemtheoretischen Blickwinkeln vermutlich wie von (vor)gestern wirken. Mag sein. Ich halte jedoch dafür, dass auch ein systemisch-konstruktivistisches (und erst recht ein systemisch-existenzielles) Herangehen an …die Dinge des Lebens“ nur dann …Sinn macht“, wenn es nicht formal oder formalistisch geschieht. D. h.: auch Systemische TherapeutInnen werden eine Haltung finden müssen, mit sich im Reinen zu sein (auch mit dem, was nicht rund läuft), wenn sie mit dem im Reinen sein wollen, was KlientInnen von ihren so erlebten Lebenswirklichkeiten mitteilen. Dabei hat sich für mich die Möglichkeit zunehmend als hilfreich erwiesen, das miteinander in Beratung und Therapie Gestaltete danach zu befragen: in welchem Ausmaß trage ich dazu bei, dass jemand sich bestärkt fühlen kann, seine eigenen Qualitäten als gute Basis für nächste gute Schritte zu nehmen? In welchem Ausmaß trage ich dazu bei, dass jemand Vertrauen schöpft in die Möglich-keit, sich auf andere zu beziehen, und in diesem Bezogensein sowohl standzuhalten als auch sich getragen zu fühlen? In welchem Ausmaß trage ich dazu bei, dass jemand sich ermutigt fühlt, die eigenen Fähigkeiten einzusetzen, sie zu üben und weiterzuent-wickeln, und weiter: sie anzuerkennen als ihren Beitrag zu einem ausreichend guten Leben für sie selbst und andere? Wenn ich das dann anschließend reflektieren kann, inwieweit sich das sinnstiftend angeschlossen hat aneinander und zur Stärkung sozi-aler Adressen geführt hat, umso besser. Ich kann das Buch nun nicht als Standard-lektüre für PraktikerInnen empfehlen, dazu ist es wohl als Kost für die –baren Lese-minuten zu komplex. Doch diejenigen, die im Forschungsbetrieb handeln, könnten ihr Betreiben mit dem vorliegenden Reader sicher befördern. Insgesamt möchte ich dazu ermuntern, den Blick offen zu halten für Möglichkeiten, die sich aus den Blickwinkeln der SDT ergeben.LiteraturDeci EL, Ryan RM (2008) Self-Determination Theory: A Macrotheory of Human Motivation, Deve-lopment, and Health. Canadian Psychology 49(3):182-185Ryan RM, Deci EL (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social development, and Well-Being. American Psychologist 55(1):68-78Ryan RM, Deci EL (2006) Self-Regulation and the Problem of Human Autonomy: Does Psychology Need Choice, Self-Determination, and Will? Journal of Personality 74(6):1557-1586Ryan RM, Deci EL (2008) A Self-Determination Theory Approach to Psychotherapy: The Motiva-tional Basis for Effective Change. Canadian Psychology 49(3):186-193Wolfgang Loth (Bergisch Gladbach)。