Summary for test

Summary writing for scientific paperThis writing assignment will account for 20% of your total assessment.ObjectiveChoose either Paper 1 or 2 and write a summary for the content of the paper. Tasks●After reading the paper, you are required to write a summary describing thecontent of the paper.●The length of the writing should be four paragraphs, totaling about 500-600words. If you need to write more, you can, but keep it under 1000 words.●You may include data in the form of figures and tables to make it easier forreaders to understand what you are writing. DON’T include the whole figure legends taken from the paper. Just write a sentence or two describing the essential features of the figures.Guidelines●Paragraph 1 – Give a very brief introduction to the background and the objectiveof the research.●Paragraphs 2 and 4 – Briefly indicate what types of experiments were done andthe purpose of each experiment. When describing an experiment, no need to say in details the experimental condition or method, but just what was done and for what purpose. If certain features of the condition or method seem very important, then you can include them in your description. Try to put similar experiments into group for brevity. You must describe the result associated with each experiment as you mention the experiment. DON’T start describing all the experiments and then all the results in two separate paragraphs. When citing the main findings/results, also indicate what they mean.●Paragraph 4 –Give a brief conclusion to sum up the research finding and itsrelevance to the objective of the paper.CommentsThis writing assignment will account for 20% of your total assessment. PLEASE DON’T COPY DIRECTLY from the paper or from your fellow students. You should first read the paper several times to really understand it. For each section of the paper, pick out the important information and write them down in point forms. After you finish, then put all the point forms into a proper paragraph by connecting related points into a sentence using the appropriate verbs, tenses, nouns, adjectives and adverbs as well as linking words, all of which you have been taught last semester.Remember this assignment is to test your skill in scientific writing and in writing as a whole. So do pay attention to this and do it properly. The deadline for handing in the assignment is secondweek of July 2013. If you have any difficulty, seem me to discuss this at the earliest time possible.。

Headroom: 4.3 dB (NEXT 36-45) Test Limit: TIA Cat 5e Perm. Link Cable Type: Cat 5e UTPWire Map (T568B) PASS 1 2 3 4 5 6 7 8| | | | | | | |1 2 3 4 5 6 7 8Software Version: 1.0100NVP: 69.0%Main S/N: 8761047Remote S/N: 8761048Main Adapter: DTX-CHA001Remote Adapter: DTX-CHA001Length (ft), Limit 295 Prop. Delay (ns), Limit 498 Delay Skew (ns), Limit 44 Resistance (ohms) Attenuation (dB) Frequency (MHz)Limit (dB) [Pair 78] 107[Pair 12] 161[Pair 12] 4[Pair 12] 6.5[Pair 12] 14.0[Pair 12] 100.0[Pair 12] 21.0dB60453015AttenuationFrequency (MHz) 100PASS Worst Pair NEXT (dB) Freq. (MHz) Limit (dB) Worst Pair Worst Case Margin Worst Case ValueMAIN SR MAIN SR36-45 36-45 36-45 36-454.3 4.75.8 5.660.8 53.3 96.8 96.535.9 36.8 32.5 32.636 36 36 36dB906030NEXT dB906030NEXT @ RemotePSNEXT (dB) 5.6 5.6 7.3 6.6 0 0Freq. (MHz) Limit (dB) PASSWorst Pair ELFEXT (dB) Freq. (MHz) Limit (dB) Worst Pair60.8 64.332.9 32.5MAIN SR36-45 45-3612.4 12.42.5 2.550.7 50.736 3696.8 89.829.5 30.1MAIN SR45-36 36-4513.4 13.598.5 98.518.7 18.736 45dB9060300 Frequency (MHz)ELFEXT100dB9060300 Frequency (MHz)ELFEXT @ Remote100PSELFEXT (dB)14.1 13.7 Freq. (MHz) 2.5 2.5 Limit (dB) 47.7 47.7 N/A MAIN SR Worst Pair 36-45 36-45ACR (dB)9.3 9.3 Freq. (MHz) 3.1 3.1 Limit (dB) 53.0 53.0 Worst Pair 36 36 PSACR (dB)10.1 10.3 Freq. (MHz) 3.1 3.1 Limit (dB) 50.0 50.0 PASS MAIN SR Worst Pair 78 78 RL (dB) 3.9 3.0 Freq. (MHz) 20.6 20.6 Limit (dB) 18.9 18.9Project: SWUNSite: SWUN14.9 15.998.5 98.515.7 15.7MAIN SR36-45 36-4520.0 19.896.8 96.511.9 12.036 3621.3 21.296.8 96.88.9 8.9MAIN SR45 366.9 4.680.8 87.012.9 12.6dB906030dB60453015Frequency (MHz)ACRFrequency (MHz)RLFrequency (MHz)100100100dB906030dB60453015Frequency (MHz)ACR @ RemoteFrequency (MHz)RL @ RemoteFrequency (MHz)100100100 ÐÐÕþÂ¥²âÊÔ×ÊÁÏ.flwHeadroom: 2.9 dB (NEXT 36-45) Test Limit: TIA Cat 5e Perm. Link Cable Type: Cat 5e UTPWire Map (T568B) PASS 1 2 3 4 5 6 7 8| | | | | | | |1 2 3 4 5 6 7 8Software Version: 1.0100NVP: 69.0%Main S/N: 8761047Remote S/N: 8761048Main Adapter: DTX-CHA001Remote Adapter: DTX-CHA001Length (ft), Limit 295 Prop. Delay (ns), Limit 498 Delay Skew (ns), Limit 44 Resistance (ohms) Attenuation (dB) Frequency (MHz)Limit (dB) [Pair 78] 115[Pair 12] 173[Pair 12] 4[Pair 12] 7.0[Pair 12] 13.6[Pair 12] 100.0[Pair 12] 21.0dB60453015AttenuationFrequency (MHz) 100PASS Worst Pair NEXT (dB) Freq. (MHz) Limit (dB) Worst Pair Worst Case Margin Worst Case ValueMAIN SR MAIN SR36-45 36-45 36-45 36-452.93.9 3.6 3.976.0 76.0 99.3 76.034.3 34.3 32.4 34.336 36 36 36dB906030NEXT dB906030NEXT @ RemotePSNEXT (dB) 5.1 4.9 5.1 7.4 0 0Freq. (MHz) Limit (dB) PASSWorst Pair ELFEXT (dB) Freq. (MHz) Limit (dB) Worst Pair76.0 33.031.3 37.2MAIN SR36-45 36-4516.1 16.22.8 76.049.8 21.036 3699.3 99.529.4 29.3MAIN SR45-36 36-4516.9 17.185.8 88.819.9 19.736 36dB9060300 Frequency (MHz)ELFEXT100dB9060300 Frequency (MHz)ELFEXT @ Remote100PSELFEXT (dB)17.1 16.9 Freq. (MHz) 2.5 2.8 Limit (dB) 47.7 46.8 N/A MAIN SR Worst Pair 36-45 36-45ACR (dB)8.2 8.8 Freq. (MHz) 6.3 3.1 Limit (dB) 46.9 53.0 Worst Pair 36 36 PSACR (dB)9.5 9.7 Freq. (MHz) 3.0 3.0 Limit (dB) 50.3 50.3 PASS MAIN SR Worst Pair 45 78 RL (dB) 4.2 1.9 Freq. (MHz) 22.0 31.5 Limit (dB) 18.6 17.0Project: SWUNSite: SWUN18.6 18.997.8 98.015.8 15.8MAIN SR36-45 36-4517.4 19.999.3 99.311.5 11.536 3618.9 21.299.3 99.58.5 8.4MAIN SR45 786.0 3.260.8 79.014.2 13.0dB906030dB60453015Frequency (MHz)ACRFrequency (MHz)RLFrequency (MHz)100100100dB906030dB60453015Frequency (MHz)ACR @ RemoteFrequency (MHz)RL @ RemoteFrequency (MHz)100100100 ÐÐÕþÂ¥²âÊÔ×Ê。

|April2018Corresponding author(s):Reporting SummaryNature Research wishes to improve the reproducibility of the work that we publish.This form provides structure for consistency and transparency in reporting.For further information on Nature Research policies,see Authors &Referees and the Editorial Policy Checklist .Statistical parametersWhen statistical analyses are reported,confirm that the following items are present in the relevant location (e.g.figure legend,table legend,main text,or Methods section).The exact sample size (n )for each experimental group/condition,given as a discrete number and unit of measurementAn indication of whether measurements were taken from distinct samples or whether the same sample was measured repeatedlyThe statistical test(s)used AND whether they are one-or two-sidedOnly common tests should be described solely by name; describe more complex techniques in the Methods section.A description of all covariates testedA description of any assumptions or corrections,such as tests of normality and adjustment for multiple comparisonsA full description of the statistics including central tendency (e.g.means)or other basic estimates (e.g.regression coefficient)ANDvariation (e.g.standard deviation)or associated estimates of uncertainty (e.g.confidence intervals)For null hypothesis testing,the test statistic (e.g.F ,t ,r )with confidence intervals,effect sizes,degrees of freedom and P value notedGive P values as exact values whenever suitable.For Bayesian analysis,information on the choice of priors and Markov chain Monte Carlo settingsFor hierarchical and complex designs,identification of the appropriate level for tests and full reporting of outcomesEstimates of effect sizes (e.g.Cohen's d ,Pearson's r ),indicating how they were calculatedClearly defined error barsState explicitly what error bars represent (e.g. SD, SE, CI)Our web collection on statistics for biologists may be useful.Software and codePolicy information about availability of computer codeData collection Data analysis For manuscripts utilizing custom algorithms or software that are central to the research but not yet described in published literature,software must be made available to editors/reviewers upon request.We strongly encourage code deposition in a community repository (e.g.GitHub).See the Nature Research guidelines for submitting code &software for further information.Keiji KubaBio-Rad Image lab Touch software (version 2.1.0.35),Thermal Cycler Dice Real Time System Software (version 5.11C for TP900),BDCellQuest ProTM (version 6.0),Nikon NIS-Elements (version 3.22.00),Bio-Rad Microplate Manager Software (version 6.3),FinePoint(version 2.8.0.12146),FACS Calibur (Becton Dickinson)Bio-Rad Image lab (version 5.2),Thermal Cycler Dice Real Time System Software (version 5.11C for TP900),Excel (version 2108),Prism(version 9.2.0),BD CellQuest ProTM (version 6.0),FlowJo (version 10.8.0),FinePoint (version 2.8.0.12146)April 2018DataPolicy information about availability of dataAll manuscripts must include a data availability statement .This statement should provide the following information,where applicable:-Accession codes,unique identifiers,or web links for publicly available datasets-A list of figures that have associated raw data-A description of any restrictions on data availabilityField-specific reportingPlease select the best fit for your research.If you are not sure,read the appropriate sections before making your selection.Lifesciences Behavioural &socialsciences Ecological,evolutionary &environmental sciencesFor a reference copy of the document with all sections,see /authors/policies/ReportingSummary-flat.pdfLife sciences study designAll studies must disclose on these points even when the disclosure is negative.Sample size Data exclusions Replication Randomization Blinding Reporting for specific materials,systems and methodsUnique biological materialsPolicy information about availability of materialsObtaining unique materials AntibodiesAntibodies used The data that support the findings of this study are provided in the Article and its Supplementary Information.Source data are provided with this paper.GenBank accession code for SARSCoV-2,HKU-001a is MT230904.1.We performed the power analysis to predetermine sample size.We did not exclude the data.One independent experiment was performed for Figures 1b,2b-d,5b,5c and Extended Data Figures 1a-h,3c,3d,6b,6f.Independentexperiments were performed two times for Figures 1c,2f-j,3c-l,4b-k,5a,5d-h and Extended Data Figures 1i,1j,3a,3b,5a-f,6a,6c-e,7a-g,8a-f and three times for Figures 6b-g and Extended Data Figures 2a-e,4a-h,and consistent results were obtained.The animals were allocated into experimental group in random.The investigators were blinded to group allocation during data collection and analysis.We confirm that the unique materials in this study are available from us.For western blotting,we used anti-mouse ACE2antibody (Crackower,M.et al.,Nature,2002,doi:10.1038/nature00786),anti-hamster GAPDH antibody (GeneTex,GTX100118),anti-SARS-CoV/SARS-CoV-2NP antibody (Chan,J.F.et al.,Clin Infect Dis,2020,doi:10.1093/cid/ciaa325),anti-human ACE2antibody (R&D systems,MAB9331),anti-beta-actin antibody (Sigma,A5316,batchApril 2018Validation Eukaryotic cell linesPolicy information about cell linesCell line source(s)Authentication Mycoplasma contamination Commonly misidentified lines(See ICLAC register)Animals and other organismsPolicy information about studies involving animals ;ARRIVE guidelines recommended for reporting animal researchLaboratory animals Wild animals Field-collected samples Flow CytometryPlotsConfirm that:axislabels state the marker and fluorochrome used (e.g.CD4-FITC).axis scales are clearly visible.Include numbers alongaxes only for bottom left plot of group (a 'group'is an analysis of identical markers).plots are contour plots with outliers or pseudocolor plots.numerical value for number of cells or percentage (with statistics)is provided.MethodologySample preparation Instrument Software Cell population abundance number 123M4876)and anti-human IgG antibody (MBL,103R,lot186).For in vitro binding assay,we used anti-human ACE2antibody (Novus Biological,SN0754,NBP2-67692,lotHN0420),anti-mouseACE2antibody (Crackower,M.et al.,Nature 2002,doi:10.1038/nature00786),anti-human IgG antibody (MBL,103R,lot186),anti-B38-CAP polyclonal antibody (Minato,et al.,Nat Commun,2020,doi:10.1038/s41467-020-14867-z),FITC-conjugated humanIgG-specific polyclonal antibody (Jackson ImmunoResearch,#109-095-088,lot137124)and Fc antibody (JacksonImmunoResearch,#109-035-098,lot146365).Validation information of each antibody is as follows:anti-mouse ACE2antibody (Crackower,M.et al.,Nature 2002,doi:10.1038/nature00786),anti-hamster GAPDH antibody (https:///PDF/Download?catno=GTX100118),anti-SARS-CoV/SARS-CoV-2NP antibody (Chan,J.F.et al.,Clin Infect Dis,2020,doi:10.1093/cid/ciaa325),anti-human ACE2antibody (https:///pdfs/datasheets/mab9331.pdf?v=20211006&_ga=2.210780560.420495370.1633586814-1097249821.1598599156),anti-beta-actin antibody (https:///deepweb/assets/sigmaaldrich/product/documents/863/388/a5316blot.pdf),anti-human ACE2antibody(https:///PDFs4/NBP2-67692.pdf),anti-human IgG antibody (https://ruo.mbl.co.jp/bio/dtl/A/?pcd=103R),anti-B38-CAP polyclonal antibody (Minato,et al.,Nat Commun,2020,doi:10.1038/s41467-020-14867-z),FITC-conjugatedhuman IgG-specific polyclonal antibody (https:///catalog/products/109-095-088)and Fc antibody(https:///catalog/products/109-035-098).Vero E6cells (CRL-1586)and Caco2cells (HTB-37)were obtained from ATCC.Vero E6/TMPRSS2(JCRB1819)were obtainedfrom JCRB Cell Bank.Expi293F cells were obtained from Thermo Fisher Scientific (A14635).Vero E6cells and Caco2cells were authenticated with STR profiling by ATCC.VeroE6/TMPRSS2cells was authenticated byJCRB Cell Bank,but no information of technique to authenticate is available.Expi293F cells was not authenticated.Not tested for Mycoplasma contaminationNoneAll animal experiments conformed to the Guide for the Care and Use of Laboratory Animals,Eighth Edition,updated by the USNational Research Council Committee in 2011,and approvals of the experiments were granted by the ethics review board ofAkita University,NIBIOHN,the University of Tokyo or the University of Hong Kong.We used 3,6or 10week-old male or female Syrian hamsters and 3-4month-old male human-ACE2transgenic mice.Three tofour month-old male or female C57BL/6J mice were used to backcross human-ACE2transgenic mice.No wild animals were used in this study.No field collected samples were used in this study.FACS Calibur (Becton Dickinson)FlowJo v10.8softwareFive thousand cells per analysis and 100%purity of live Vero E6cells。

· 22试验总结/Test Summary文章编号：1006-3188（2017）01-0022-02曲靖金线鲃人工繁殖试验王小勇（富源县水产工作站，云南曲靖 655500）摘要：采用人类绒毛膜促性腺激素（HCG）+促黄体素释放激素类似物（LRH-A 2）+马来酸地欧酮（DOM）组成混合催产剂对曲靖金线鲃催产获得成功，单独使用人类绒毛膜促性腺激素或鲤鱼脑垂体（PG）+人类绒毛膜促性腺激素的混合催产剂均失败。

关键词：金线鲃；人工繁殖；研究中图分类号：S961.2 文献标识码：B1 材料与方法1.1 亲鱼的来源及养殖搜集曲靖金线鲃人工驯养。

投喂人工饲料，粗蛋白32%，粗脂肪8%。

流水池150m 2，水深1.0m，水温16℃-20℃，DO 6mg/L 以上，pH6.8-8.5，EC0.2ms/cm，TDS300mg/L。

1.2 亲鱼的选择雄鱼60-80g/尾，年龄Ⅱ龄。

雌鱼80-100g/尾，年龄Ⅲ龄。

1.3 人工催产每年3月-5月选成熟亲鱼人工催产。

采用1次、2次注射。

1.4 受精1.4.1 自然受精亲鱼放入产卵池，第2次注射后22-23h 可见金黄色鱼卵。

1.4.2 人工授精轻压雌鱼腹部鱼卵流出人工授精。

1.5 孵化与仔鱼培育1.5.1 网箱孵化受精卵放于100cm×100cm×100cm 尼龙100目筛绢网箱，流水不遮光孵化。

1.5.2 孵化缸孵化受精卵放于100cm×80cm×80cm 孵化缸，流水表1 曲靖金线鲃人工催产试验试验编号日期催产药物及剂量亲鱼数量催产方法12014-03-15HCG 8000U/kg30♀：15♂1次注射，水温16℃-17℃在，雄鱼注射剂量减半。

22016-03-1232014-03-16HCG 1000U/kg+PG 5mg/kg10♀：15♂42016-03-1352015-02-13LRH-A 210μg/kg+DOM 20mg/kg30♀：30♂2次注射，水温16℃-17℃，用Ⅰ组药物对雌鱼催熟，15-16h 后注射Ⅱ组药物催产，雄鱼注射剂量减半。

FPGA DDS IP 核实现DDS （Direct Digital Synthesizer ），即直接数字频率合成器，本文主要介绍如何调用Xilinx 的DDS IP 核生成某一频率的Sin 和Cos 信号，以及LFM 信号。

1.相关参数的介绍及求解（1）DDS 输出频率输出频率out f 是系统时钟频率clk f 、相位累加器中相位数据位宽)(n B θ和相位增量θ∆的函数。

)(2n B clk out f f θθ∆=因此，要得到输出频率out f ，要求相位增量θ∆为clk Bout f f n )(2θθ=∆如果要采用时分复用的多个通道，则降低每个通道的有效时钟效率。

对于C 个通道，要求相位增量为clk Bout f Cf n )(2θθ=∆（2）频率分辨率频率分辨率f ∆是系统时钟频率clk f 和相位累加器数据位宽)(n B θ的函数。

)(2n B clk f f θ=∆对于时分复用的多通道，频率分辨率随通道数的增加而提高，对于C 个通道：Cf f n B clk )(2θ=∆（3）相位增量相位增量值是无符号的，当相位增量值与相位位宽匹配时，也可以将其看作有符号数。

假设相位增量和相位数据位宽均为N ，如果看成无符号数，范围由0到N 2表示的是(] 3600，的角度范围；如果看成有符号数，则范围变成)1(2--N 到)1(2-N ，相位表示的是[) 180180，-的角度范围。

根据正弦信号的周期性和对称性，两种表示范围内的信号采样是一致的。

相位增量定义了综合其的输出频率。

相位增量是系统时钟频率clk f 、输出频率out f 和相位数据位宽)(n B θ的函数。

clk B out f f n )(2θθ=∆2.线性调频信号线性调频信号的时间函数表达式可表示为2,2[)],2(exp[)(20T T t Kt t f j t s -∈+=ππ其瞬时频率为]2,2[,)(21)(0T T t Kt f t dt d t f -∈+==ϕπ其中，TB K =，B 为信号调频宽度，T 为信号脉宽。

Internship summaryThis internship is for our English major of graduation practice. It is a important part of teaching program for our English major and it is also the last process of practice and teaching at the time the students are in school. The internship is the essential way to accept vocational education before graduation and realize the training objective.Through study of the three and a half year, except basic education of university, our major opened many professional courses and mastered related theoretical knowledge. The graduation practice is to educate the ability of using specialized knowledge, technology and skill. It can help students to achieve work experience of related operating post and test the students‟ ability of using the learned knowledge. And laying a foundation for students goes into the workplace.The objectives of this internship are as followed. Firstly, training students masters basic knowledge,technology and skill which is engaged in English and related major. Secondly, it can encourage students‟spirit of doing pioneering work and dedicating themselves to work. Then it can get transition from learning post to work post and it also lay occupation foundations after graduate. Finally, it can educate the ability to combine the theory with practice, and enhance the ability to solve problems to practice on the job.This internship was from March 2nd to April 10th. On March 2nd, It was my first lesson to teach students. The chance of doing an internship in primary school was got from my friend, and she recommended me to primary school of Wang jiachang in Lixian county, Hunan province. I really cherished this chance. And I taught the math of grade one and art of grade one, and English class of grade five. English is my major, so there is no difficulty for me to teach English class of grade five. But I am not good at teaching math and art. In order to teach math well, I attend a lecture of a learned teacher. And in order to teach art and I search much information from website.I did not do well in my first math lesson. Because these students were so youngthat they can not control themselves. They were too active in class, and I do not know how to beguile students and manage them. After listen to the teacher‟s lesson, I mastered a little. Firstly, slow down when I am speaking. Slowing down your speaking speed, the students can hear what you said. Secondly, repeat your question. Repeating the questions can let students keep them in minds. Thirdly, use some sentence to arise their interest, such as “who does well and I do well”, “little eyes look at the blackboard”. I also asked several teachers how to teach little children. They all talked me that praise the obedient students and criticize the students who are not obedient. I did as they said, the class was not too noisy than before.On March 3rd, I had a math and two English lessons. In English class, I made a brief introduction. Then I wrote some sentence and let students to practice. Then I teach them the new words. They can not read those words very well after I teach them four times. They lack of adapting ability, so I had to be patient. Then, I believe they can learn English well.On March 4th, I taught math of grade one. I did some ready for this lesson. I made an windmill made by paper, and I taught students how to make a windmill. I asked students the characteristics of square and circle. And I also taught the are of grade one. I drew shadow of tree and people, then asked students to imitate. Afternoon, I led students to have a dance--little apple, and I also had a lesson in evening. This was my third day of my internship.On March 5th, I began a class by a dialogue, how are you today? I made a greeting to everyone. I said “nice to meet you”. The students answered “nice to meet you,too.” Then, I began a class. Then I read the new words, and the students followed me to have a reading. Then I asked students to read these words, and only several students can read these words well. Next, I taught them to read text,and let them to repeat. After this process, I called them to have a exercise in book.On March 6th, I had a English lesson. I taught the English of grade five, because they were old enough so that I can teach them well. First I made a game, and it was called warming-up. It is: Head, head, head, nod your head. Hand, hand, hand, wave your hand. Mouth, mouth, mouth, open your mouth. Say, say, say, how are you? Fine,fine, I …m fine. I let students do exercises with a group of two students. Then I taught them new words, especially the word “ interesting”, and the sentence “we are going to ......”. Finally, I asked students to make a sentence by using these words.What is said above was my experience of first week in teaching work. And I had one week to teach, and then I asked for two week‟s off in order to examination of text grade eight for English major, and teacher certification I stayed at school for two weeks, everyday I were busy in preparing those tests. After the finishing of the tests, I felt relaxed. And I returned to our primary school after the test completing. I had missed two week of lessons, the parents of these students asked why there was no math teacher in grade one. And I taught the math of grade one , so in order to not delay those students, I decided to talk with our principal, and the final decision was that the Mr. Bin instead of me to teach math of grade one. And I only need to teach English of grade five and art of grade one. Because this decision, I had take it easy.I had ten lessons of one week, and it was so easy. And the school had a artistic performance. The teacher who was in charge grad one requested me to lead her students to have a dance, and the name of dance was “ a little pair of hands”. First, I learned from Miss Ma, and she would rehearse the program for me, and set formation. Then I led students to dance. This had difficulty for me because I can not do well in dancing. But I would try my best to rehearse the program.Since I talked to our principal, I did not need to teach math, and I can teach English and reduce four lessons. I asked for two day‟s leave. For not being delayed to our students, Miss Dai took my place of teaching math. Because my leaving was little long, the parents of students had a reaction. Everyday I should prepared my class before having a class. And in the evening, I read my teaching plan and read carefully over and over again. I also attended other teachers‟ lecture. In short, by this internship, I got much teaching knowledge and it was a good experience.And in the afternoon of Sunday, all the teachers got together to have a regular meeting. The principal gave out our data for meeting. The meeting was about the educational concept for teachers. It was said that the children was no need to be taught, and it was us that was needed to be educated. We must keep in mind that there was nopanacea to treat for everything, and there was no panacea to cure education for everything. And education cannot faces a few people, and cannot also turn in the direction of majority. It should face every students. And we can not think that the school is just for the development of students, because the development between teachers and students is a whole part. The development of teachers can promote the development of students. If we give up the development of teachers and the development of students cannot be achieved.And the teachers who do not fill a post with credit let students to adapt them, and lead the knowledge to the students. While the teachers who are excellent let themselves to adapt students and lead students to the knowledge. The true ability of a teacher is not lie in whether he can tell knowledge, but lie in whether he can stimulate the motive power of students to study. It can arouse students‟ thirst for knowledge and let students to participate into teaching process. In the past, the teacher is the main role and the student is the costar. But now in today‟s class, the student is the leading actor and the teacher is the costar.In short, this internship taught me how to get along with young students. And as a teacher, we should respect our students and praise the students if they do well, and criticize the students if they do not well.。

r语言makecontrasts函数在统计分析中，R语言是最常用的编程语言之一。

R语言是开源的编程语言，其全球用户数量达到了数百万。

在R语言中，makecontrasts函数是最重要的函数之一。

本文将详细介绍makecontrasts函数的使用，以及对其功能的详细阐述。

一、什么是makecontrasts函数？makecontrasts函数是R语言中的线性假设检验函数。

它提供了一种方便的方式，可以生成所需的对比矩阵。

这种方式可以在建模中使用以解释变量之间的关系。

makecontrasts函数是lmtest包中的一个函数。

它可以用于对线性模型中的组之间的差异性进行评估。

二、makecontrasts函数的语法在R语言的makecontrasts函数中，有些参数是必需的，而有些参数是可选的。

下面是makecontrasts函数的语法。

makecontrasts("Contrast1","Contrast2",…,levels = NULL, contrasts = NULL)其中，makecontrasts为函数名称，counter1、counter2等参数是所定义的对比，而levels参数是因子水平的特定集合。

contrasts参数用于提供用户自定义的特定对比矩阵。

三、makecontrasts函数实例在R语言中，makecontrasts函数是用于计算平均值差异的基本工具。

下面是它的一个实例，我们将按步骤计算平均值差异。

1.开始时，安装并加载lmtest包。

install.packages("lmtest")library("lmtest")2.创建一个数据框。

这个数据框包含3个变量（变量1、变量2和变量3），而有3个水平（水平A、水平B和水平C）和3个剂量（0.1、0.2和0.3）。

data <- data.frame(var1=c(1,2,3,4,5,6,7,8,9,10),var2=c(11,12,13,14,15,16,17,18,19,20), var3=c(21,22,23,24,25,26,27,28,29,30),A=c("B","B","A","B","C","A","C","C","A","B"),B=c(0.2,0.3,0.1,0.2,0.1,0.2,0.3,0.2,0.1,0.1))3.构建一个线性模型，并使用summary函数显示模型统计信息。

wpf的低调⾃定义属性⾯板PropertyGrid当没有轮⼦的时候，就⾃⼰制作轮⼦。

前⾔项⽬上的需求，我想需要⽤到这样⼀个跟vs属性编辑⼀样的东西,专业叫法，属性⾯板怎么弄呢？百度⼀下，wpf的PropertyGrid，如下：群上问wpf跟vs属性编辑类似的东西有⼈弄过吗开始为了要体现我的卑微，这⾥要做⼀下说明：刚接触wpf不久（不对，以前也看过这⽅⾯的东西，就是没实际项⽬），刚好两个⽉前，项⽬要⽤wpf弄，然后就开⼲。

很多东西都是边研究边做的。

上⾯那段是我⼀年前写的，本来当时做出来之后就想写个博⽂，没完成，现在把它完成了。

这⾥先介绍⼀个wpf控件库HandyControl，我⼀年前⽤的时候控件还没那么多，现在也有PropertyGrid，具体表现如下：是不是很酷炫，我最近更新才看到的，害，可惜了。

本来想替换掉我写的，但很⿇烦：1.功能 2.现有项⽬布局。

我写的是这样的：跟HandyControl样式⽅⾯差别很⼤，那是因为我把样式Style = null，使⽤的全部原⽣的样式，所以如果你想酷炫，完全可以⾃⼰改，这⾥我只讲这个控件的实现思路。

怎么来？慢慢来。

1.分析这个控件功能：显⽰对象属性，并对其进⾏分类和编辑2.分析控件显⽰布局，可以参考vs的属性⾯板肯定有⼈头⼤，vs属性⾯板那么多功能，哇，烦躁。

有⼈欲求不得，所以烦躁。

简单的讲就是想太多把⼀个东西，⼀件事分成n件事情来做，然后把每步做好，这件事就做好了。

如果很乱，你就写下来。

vs属性⾯板很复杂，那简化⼀下，就展⽰⼀个属性，做成下⾯这样：以上的分析，我们就知道了控件的两个重要的东西，逻辑和布局。

第⼀步：创建测试类public class Test:ViewModelBase{private string _Name;///<summary>/// Name 属性更改通知///</summary>public string Name{get{return _Name;}set{_Name = value;RaisePropertyChanged(() => Name);}}}ViewModelBase只是为了使⽤RaisePropertyChanged触发属性变化，引⽤⾃GalaSoft.MvvmLight既然是编辑对象的属性，那肯定少不了Attribute，所以需要写⼀个描述对象属性的Attribute，如下：///<summary>///可对字段应⽤的 PropertyGrid 特征///</summary>[AttributeUsage(AttributeTargets.All,AllowMultiple = true, Inherited = true)]public class LsPropertyGridAttribute : Attribute{///<summary>///对应的板块///</summary>public string Plate;///<summary>///显⽰名称///</summary>public string ShowName;public LsPropertyGridAttribute(string plate, string showName){TypeName = type;ShowName = showName;}}那测试的类的name属性就可以添加上特征public class Test:ViewModelBase{private string _Name;/// <summary>/// Name 属性更改通知/// </summary>[LsPropertyGrid("内容","名字")]public string Name{get{return _Name;}set{_Name = value;RaisePropertyChanged(() => Name);}}}接下来写PropertyGrid控件，这⾥我继承StackPanel，并且你得有个展⽰的依赖属性，⽤来赋值对象，所以它的类型是object，别问我怎么知道的，问就是掐指⼀算。

新世纪教育网 www.xsjjyw.com 精品资料 版权所有@新世纪教育网 新世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@新世纪教育网 九年级英语（Go for it） 学案 使用教师： 使用学生： Unit 1 How do you study for a test? Section A 1a-2c 第1课时 【Learning objectives】 1 Knowing:flashcard,aloud,pronunciation,skill,voice 2 Habit-forming: How do you study for a test? I study by......... 3 Communicating:Talk about how to study freely 【Important leaning points】 运用by doing 谈论学习方式 【Learning process】 一、自主学习（教师寄语：相信自己，一定能行！） Task1:Talk about how to study for the test 1、完成下列短语 和朋友一起学习 制作抽认卡 看课本 制作词汇表 听磁带 向老师寻求帮助 2、理解下列对话，并利用上面词组练习： A：How do you study for a test? B：I study by working with a group. A：How does Bob study for a test? B：I study by marking flashcards. 3 、听录音，完成1 b Task2: Talk about how to learn English 1、小组练习，利用下列句型谈论怎样学习英语. A：How do you learn English? B：I learn by ...... A：Do you learn by.........? B：Yes,I do. /No, I don't. 2、理解2a、2b中的句子，找出下列短语： 看英文光碟 和朋友连交际 大声读 练习发音 小组学习 说的技能 新世纪教育网 www.xsjjyw.com 精品资料 版权所有@新世纪教育网 新世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@新世纪教育网 做.........太难 3、听录音，完成2a、2b 4、根据听力内容，练习上面对话。 5、 读听力材料，理解以下知识点： the best way to learn English