ISU lecture TS_04_09ter

新世纪⼤学英语综合教程4（第⼆版）LectureNotes_U2 Electronic Teaching PortfolioBook FourUnit Two: Man and TechnologyPart I Get StartedSection A Discussion▇Work in pairs or groups and discuss the following questions.1)What changes have taken place in our life with the advancement of technology?2)Do you think technology makes your life easier? Could you give some examples?3)Is the advancement of technology always a good thing?▇ Answers for reference:1)With the advancement of technology, our health has been improved; production has been increased; humanlabor has been decreased; people’s mental horizons have been broadened, and what is most important is that people live longer and better.2)Yes. Take the Internet for example. With the access to the Internet I can learn what is going on all aroundthe world. I can get the latest information about my present studies at college. And I can communicate with others via e-mail, which saves me a lot of time and money. Another example is the rapid development of various means of transportation. Planes, trains and cars have made my travel easier and more convenient.3)No. Technology is a double-edged sword which can be used equally for good or evil. For example,technology has found wide application in the medical field. However, owing to technology, weapons of mass destruction have been invented and used in wars in which large numbers of innocent people have been killed.Section B Quotes▇Study the following quotes about man and technology and discuss in pairs what you can learn from them.⊙The saddest aspect of life right now is that science gathers knowledge faster than society gathers wisdom.— Isaac Asimov Interpretation:This quote tells us that knowledge is not wisdom. Knowledge alone does not necessarily make us wiser. Although science has brought about a rapid growth in knowledge, today’s society has not witnessed any corresponding increase in wisdom. And what we are in desperate need of today is wisdom rather than scientific knowledge, for knowledge helps us make a living while wisdom helps us make a life.Isaac AsimovAbout Isaac Asimov:Isaac Asimov (1920-1992): a US science fiction writer. Born in Russia, he was brought to the USA when he was three and grew up in Brooklyn, New York. He studied chemistry at Columbia University and developed a career both as an academic biochemist and as a science fiction writer. Among his best known novels are the “Foundation Series”―Foundation (《基地》) (1951), Foundation and Empire (《基地与帝国》)(1952), andSecond Foundation (《第⼆基地》)(1953), etc. He is also well-known for his textbooks and works of popular science.⊙Education makes machines which act like men and produces men who act like machines.— Erich Fromm Interpretation:This quote questions the rigidity of the formal educational systems. Machines are often considered as being controlled by others and have no individual thoughts. This quote indicates that the formal educational system controls the development of students and washes away the individual creativity.Erich FrommAbout Erich Fromm:Erich Fromm (1900-1980): German-born American psychoanalyst. His works, which include Escape from Freedom(《逃离⾃由》), Man for Himself(《利⼰者》) and The Sane Society(《健全的社会》), emphasize the role of culture in neurosis and strongly criticize materialist values.⊙The production of too many useful things results in too many useless people.—Karl MarxInterpretation:According to Marx, under capitalism, overproduction leads to economic crises and unemployment.Karl MarxAbout Karl Marx:Karl Marx (1818-1883): a German philosopher, social scientist, historian and revolutionary. Karl Marx was the most influential socialist thinker of the 19th century. With Friedrich Engels, he wrote the Communist Manifesto (1848) and other works. Exiled from Europe after the Revolutions of 1848, Marx lived in London, where he worked on his monumental work Das Kapital (Capital), in which he used dialectical materialism to analyze economic and social history. Marxism has greatly influenced the development of socialist thought.⊙It is difficult to say what is impossible, for the dreams of yesterday are the hopes of today, and the realitiesof tomorrow.— Robert H. Goddard Interpretation:Advances in science and technology have given birth to many things once only dreamed of.Robert H. GoddardAbout Robert H. Goddard:Robert H. Goddard (1882-1945): an American physicist. Goddard is looked upon as one of the three main founders of modern rocketry, along with Tsiolkovsky and Oberth. He launched the first liquid-fueled rocket on March 16, 1926. The flight lasted just 2.5 seconds, reaching an altitude of 12.3 meters and landing 55.2 meters from the launch site.Section C Watching and Discussion▇Watch the following video clip “Inception” and do the tasks that follow:插⼊视频⽚段：“Inception.wmv”1.Fill in the missing words according to what you hear from the video clip.—You create the world of the dream. You’ll bring the subject into that dream, and then they feel it in their subconscious.—How could you ever acquire enough detail to make him think that’s reality?—Our dreams. We feel real while we’re in them. It’s only when we wake up that we realize something actually strange. May I ask you a question? You never really remember the beginning of your dreams, do you? You always wind up right in the middle of what’s going on.2.Discuss the topic with your group members: Are you sometimes troubled by your dreams? Share one ofyour unusual dreams with your peers.▇Answers for reference:(Open.)Script：InceptionCOBB: You create the world of the dream. You’ll bring the subject into that dream, and then they feel it in their subconscious. ARIADNE: How could you ever acquire enough detail to make him think that’s reality?COBB: Our dreams. We feel real while we’re in them. It’s only when we wake up that we realize something actually strange. May I ask you a question? You never really remember the beginning of your dreams, do you? You always wind up right in the middle of what’s going on.ARIADNE: I guess. Yeah.COBB: So ... how did we end up here?ARIADNE: We just came here from the...COBB: Think about it, Ariadne. How did you get here? Where are you right now?ARIADNE: Oh my God. We’re dreaming.COBB: We’re actually asleep in the workshop right now. This is your first lesson in shared dreaming, remember?Part II Listen and RespondSection A Word Bankevolve v. develop gradually by a long continuous process （使）演变；（使）进化shuttle★n. a spacecraft that can be used more than once 航天飞机prolong★vt. make longer; lengthen 延长，拉长，拖长Section B Task One: Focusing on the Main IdeasChoose the best answer to each of the following questions according to the information contained in the listening passage.1) What is the main idea of the passage?A) The rapid changing world we live in.B) The important role the Internet plays in our life.C) The important role technology plays in our life.D) The important role modern transportation plays in our life.2) What does the passage say about the Internet?A) It provides us with the quickest means for communication.B) It provides us with the quickest means to collect information.C) It provides us with the quickest means to talk to each other.D) It provides us with modern means of transportation.3) Why is the journey to the outer space not a dream any more?A) Because people can go anywhere now.B) Because people can travel to the outer space by airplane now.C) Because the modern means of transportation makes the journey smoother.D) Because people can travel to the outer space by rockets and space shuttles.4) How does technology help prolong our life?A) Patients can go anywhere to seek modern medicine.B) With modern medicine, people with cancer do not suffer from the pain.C) With modern medicine, people with AIDs do not suffer from the pain.D) With modern medicine, some deadly diseases can be treated now.5) How does technology expand our vision of the world?A) It gives us ideas that never occurred to us in the past.B) It makes our life easier and more convenient.C) It helps us spread our ideas more quickly.D) It brings us more advanced products.▇ Answers for Reference:1) C 2) B 3) D 4) D 5) ASection C Task Two: Zooming in on the Details▇Listen to the recording again and fill in each of the blanks according to what you have heard.Firstly, technology shortens the distance between people and makes 1) __________ much easier. Today, the Internet is widely used not only for the 2) __________ of information but also for correspondence.Secondly, modern means of 3) __________, such as airplanes and high-speed trains make our journey 4) __________ and faster. With the help of modern transportation, we can go almost anywhere we want to. To journey into 5) __________ space is not a dream any more. Rockets and space 6) __________ have made the dream come true.Thirdly, modern medicine prolongs our life and 7) __________ patients from pain. Some deadly 8) __________, such as cancer and AIDs can be treated now, and we can live longer and better.Last but not least, technology expands our 9) __________ of the world. It provides us with larger 10) __________ by giving us ideas that never occurred to us in the past.▆ Answers:Firstly, technology shortens the distance between people and makes 1) communication much easier. Today, the Internet is widely used not only for the 2) collection of information but also for correspondence. Secondly, modern means of 3) transportation, such as airplanes and high-speed trains make our journey 4) smoother and faster. With the help of modern transportation, we can go almost anywhere we want to. To journey into 5) outer space is not a dream any more. Rockets and space 6) shuttles have made the dream come true.Thirdly, modern medicine prolongs our life and 7) relieves patients from pain. Some deadly 8) diseases, such as cancer and AIDs can be treated now, and we can live longer and better.Last but not least, technology expands our 9) vision of the world. It provides us with larger 10) possibilities by giving us ideas that never occurred to us in the past.Script:What Has Technology Brought Us?Technology plays a vital role in our society. It makes our life more comfortable and convenient. Without it, we couldn’t evolve or cope up with the ever changing world we live in.Firstly, technology shortens the distance between people and makes communication much easier. Today, the Internet is widely used not only for the collection of information but also for correspondence.Secondly, modern means of transportation, such as airplanes and high-speed trains make our journey smoother and faster. With the help of modern transportation, we can go almost anywhere we want to. To journey into outer space and other planets is not a dream any more. Rockets and space shuttles have made the dream come true.Thirdly, modern medicine prolongs our life and relieves patients from pain. Some deadly diseases, such as cancer and AIDS can be treated now, and we can live longer and better.Last but not least, technology expands our vision of the world. It provides us with larger possibilities by giving us ideas that never occurred to us in the past.It is hard to imagine what the world would be like without technology.Part III Read and ExploreText ASection A Discovering the Main Ideas1. Answer the following questions with the information contained in Text A.1)Did material and technological advances make Americans happier according to the survey?2)What is the relationship between money and happiness according to Easterlin?3)How does technology affect human relationships according to the author?4)In which field does technology have the most important impact on people’s sense of well-being accordingto the author?5)What does the author think of the relationship between technology and happiness?▆ Answers for Reference:1)No. The survey showed that the majority of Americans did not become happier with the advancement oftechnology. In fact, the percentage of people who say they are “very happy” has fallen slightly since the early 1970s, even though their income has increased considerably.2)According to Easterlin, money cannot make people happier after a certain point, that is, when people areable to meet the needs for a decent life.3)According to the author, with technological inventions such as linked databases, the Internet and TV,people have less privacy and less time for real world communication. As a result, they tend to be more lonely and depressed.4)The most important impact of technology on people’s life is in the field of health care. The developmentof medical technology has greatly increased people’s life expectancy and improved their quality of life.So the vast majority of people are happy to be alive, and the more time they get on earth, the better off they feel they’ll be. 5)On the whole, the author holds that technology and happiness are not necessarily closely related.Throughout the text, the author cites examples to illustrate that the advances in technology do not necessarily make people happier.2.Text A can be divided into five Parts with the paragraph number(s) of each part provided as follows. Write down the main idea of each part.Part Paragraph(s) Main IdeaOne1-2 ________________________________________________________________________________________________________________________________________________ Two3-5________________________________________________________________________________________________________________________________________________ Three6-9________________________________________________________________________________________________________________________________________________ Four10________________________________________________________________________________________________________________________________________________ Five11________________________________________________________________________________________________________________________________________________▆▆ Answers for Reference:Part Paragraph(s) Main IdeaOne 1-2 Material and technological advances do not really bringhappiness to people in the developed countries. ThoughAmericans now are wealthier than they were in the middleof the last century, they are not happier than they used tobe.Two 3-5 Technology and happiness are not necessarily closelycorrelated because people adapt to technological progresstoo quickly.Three 6-9 The current comments on technology have mostly centeredon the bad effects of technology on human relationshipsrather than particular, harmful technologies.Four 10 The most important impact of technology on people’s senseof well-being is in the field of health care.Five 11 People in general claim that on a deeper level, technologycannot bring happiness to them, which is just contradictoryto the fact that it has greatly improved people’s health andlife expectancy.Section B In-depth StudyIn the present era, all of us are enthusiastically pursuing technological advancement and take it for granted that the development of technology will make us happier. However, little evidence can be found to prove the correlation between technology and happiness once material and technological advances reach a certain level. The text below may provide you with some insights into this issue.Technology and HappinessJames Surowiecki1 In the 20th century, Americans, Europeans, and East Asians enjoyed material and technological advances that were unimaginable in previous eras. In the United States, for instance, gross domestic product per capita tripled from 1950 to 2000. Life expectancy soared. The boom in productivity after World War II made goods better and cheaper at the same time. Things that were once luxuries, such as jet travel and long-distance phone calls, became necessities. And even though Americans seemed to work extraordinarily hard, their pursuit of entertainment turned media and leisure into multibillion-dollar industries.2 By most standards, then, you would have to say that Americans are better off now than they were in the middle of the last century. Oddly, though, if you ask Americans how happy they are, you find that they are no happier than they were in 1946 (which is when formal surveys of happiness started). In fact, the percentage of people who say they are “very happy” has fallen slightly since the early 1970s — even though the income of people born in 1940 has, on average, increased by 116 percent over the course of their working lives. You can find similar data for most developed countries.3 The relationship between happiness and technology has been an eternal subject for social critics and philosophers since the advent of the Industrial Revolution. But it’s been left largely unexamined by economists and social scientists.The truly groundbreaking work on the relationship between prosperity and well-being was done by the economist Richard Easterlin, who in 1974 wrote a famous paper entitled “Does Economic Growth Improve the Human Lot?” Easterlin showed that when it came to developed countries, there was no real correlation between a nation’s income level and its citizens’ happiness. Money, Easterlin argued, could not buy happiness —at least not after a certain point. Easterlin showed that though poverty was strongly correlated with misery, once a country was solidly middle-class, getting wealthier did not seem to make its citizens any happier.4 This seems to be close to a universal phenomenon. In fact, one of happiness scholars’ most important insights is that people adapt very quickly to good news. Take lottery winners for example. One famous study showed that although winners were very, very happy when they won, their extreme excitement quickly evaporated, and after a while their moods and sense of well-being were indistinguishable from what they had been before the victory.5 So, too, with technology: no matter how dramatic a new innovation is, no matter how much easier it makes our lives, it is very easy to take it for granted. You can see this principle at work in the world of technology every day, as things that once seemed miraculous soon become common and, worse, frustrating when they don’t work perfectly. It’s hard, it turns out, to keep in mind what things were like before the new technology came along.6 Does our fast assimilation of technological progress mean, then, that technology makes no difference? No. It just makes the question of technology’s impact, for good or ill, more complicated. Let’s start with the downside. There are certain ways in which technology makes life obviously worse. Telemarketing, traffic jams, and identity theft all come to mind. These are all phenomena that make people consciously unhappy. But for the most part, modern critiques of technology have focused not so much on specific, bad technologies as on the impact of technology on our human relationships.7 Privacy has become increasingly fragile in a world of linked databases. In many workplaces, technologies like keystroke monitoring and full recordings of phone calls make it easier to watch workers. The notion that technology disrupts relationships and fractures community gained mainstream prominence as an attack on television. Some even say that TV is chiefly responsible for the gradual isolation of Americans from each other. Similarly, some others stress the harmful effects of the Internet, which supposedly further isolates people from what is often called “the real world”.8 This broad criticism of technology’s impact on relationships is an interesting one and is especially relevant to the question of happiness, because one of the few things we can say for certain is that the more friends and the closer relationships people have, the happier they tend to be.9 Today, technological change is so rapid that when you buy something, you do so knowing that in a few months there’s going to be a better, faster version of the product, and that you’re going to be stuck with the old o ne. Someone else, in other words, has it better. It’s as if disappointment were built into acquisition from the very beginning.10 Daily stress, an annoying sense of disappointment, fear that the government knows a lot more about youthan you would like it to —these are obviously some of the ways in which technology reduces people’s sense of well-being. But the most important impact of technology on people’s sense of well-being is in the field of health care. Before the Industrial Revolution, two out of every three Europeans died before the age of 30. Today, life expectancy for women in Western Europe is almost 80 years, and it continues to increase. The point is obvious: the vast majority of people are happy to be alive, and the more time they get on earth, the better off they feel they’ll be. But until very recently, life for the vast majority of people was nasty, rough, and short. Technology has changed that, at least for people in the rich world. As much as we should worry about the rising cost of he alth care and the problem of the uninsured, it’s also worth remembering how valuable for our spiritsas well as our bodies are the benefits that medical technology has brought us.11 On a deeper level, what the technological improvement of our health and our longevity emphasizes is a paradox of any discussion of happiness on a national or a global level: even though people may not be happier, even though they are wealthier and possess more technology, they’re still as hungry as ever for more time. It’s like that old joke: the food may not be so great, but we want the portions to be as big as possible.（此课⽂没有更新，不需要配图说明。

Teacher’s book for VETS advancedUnit 4 Make a product development proposalStarting upAbout the unitA product development proposal establishes a relationship with a future business partner or a client regarding the launch of the product. At the crux of it, a product development proposal helps generate new business and gain traction for something that is new to the market. Thus, it is essential to write a well-thought-out product development proposal to usher in requirements around the product. In this unit, by helping the staff featured in the course book to make a product development proposal for a smart audio device, Ss will develop the skills they need to make a product development proposal.Teaching objectivesIn working through this unit, students should learn how to:●identify and analyse the details of a product development proposal, including the background,customers’ expectations, and aim s (Set the task & Prepare for the task);●list two to three key points you need to consider when making a product developmentproposal (Develop the strategies);●make a product development proposal (Fulfil the task & To extend).Teaching suggestionsThe T can present this unit in different ways. A product-oriented approach and outcome-based methodology are suggested. The T can guide Ss through the output task by showing them how to identify and utilise relevant information about a proposal and how to make a product development proposal.Motivating: Ask Ss to discuss what information should be included in a product development proposal.Enabling:Scenario●Introduce the “Scenario” and elicit key information about the task, e.g. who the people areand what their roles are, what type of product is being developed, etc.●Guide Ss to have the discussion in pairs and get them to think about what preparations theywould make before making a development proposal for the smart audio device.●Explain the career tip.Set the task●Let Ss listen to the conversation to get a clear idea of Liu Hong’s task and specificrequirements.●Listen again and get Ss to complete the exercises in “Understand the text”.●Explain the vocabulary.●Check Ss’ answers to “Language in focus”.●Explain the language tip.Prepare for the task●The “Reading”task will help Ss to better understand how to make an appropriatedevelopment proposal for a smart audio device.●Explain the cultural tip if necessary, and ask Ss to share any possible conditions in which a company might be required to develop a new product.●In the “Listening”task, ask Ss to note down specific information about the possible improvements that could be made to a new smart audio device.●Enable Ss to develop reading and listening skills for key information by doing the“Understand the text” exercise.●Explain the vocabulary.●Check Ss’ answers to “Language in focus”.●Explain the language tip if necessary, and ask Ss to practice t he sentence pattern of “present perfect” and “present perfect progressive” with classmates.Develop the strategies●Ask Ss to discuss the purpose, structure and function of a product development proposal andhow information in the proposal should be organised.●Teach Ss how to organise information in a product development proposal by referring to thesample.●Lead Ss to read the strategy for making a product development proposal.Assessing:Fulfil the task●Encourage Ss to finish the task by explaining the steps in the course book.●Ask Ss to make their development proposal for a smart audio device.●Invite Ss to share their work with the class. Ask Ss to give feedback on each other’s work andgive your own comments or feedback.To extend●Ask Ss to do the comprehension work in Activity 1 by reading the passage.●Ask Ss to discuss the questions in Activity 2.Detailed Procedures & KeyScenarioDiscussion: Work in pairs and discuss the following question. Imagine you are Liu Hong. What preparations will you make before submitting the product development proposal?Break up the topic by asking detailed questions, such as:●Why is it important for companies to conduct research when developing new products?●What different people might be involved in developing the new product?●What factors should be considered in making a product development proposal?●What different parts might a product development proposal include?●How would you organise the different parts of the proposal in a logical order?Set the taskScriptLiu Hong: Morning, Tim. How was your trip to the Audio Expo?Tim: Well, I reaped a lot from the Expo. Before I went there, I was so confident of our products that I thought we had the best and most advanced audio products in the industry.Liu Hong: Our products do enjoy a good reputation and great popularity among the customers.Tim:I’m afraid that’s not quite the case, Hong. At the Expo, I met some of our peers, communicated with them, and tried out their products. I have to say that some of their products are much better than ours.Liu Hong:What’s so good about their products?Tim: Well, the latest audio device is enhanced with advanced technologies. Some can even make human-machine communication. Many potential customers think highly of the products.Liu Hong: Wow. That sounds competitive.Tim:Yes. So now, we need to develop our own smart audio products to take a place on the market, or we might be eliminated from the competition in the future.Liu Hong: You are right, Tim. Only through continuous innovation will we get a foothold on the market.Tim:That’s right. Now, it’s time to put our hand to the plough.Liu Hong: OK. I will discuss this with our colleagues, conduct market research and try to make a development proposal as soon as possible.V ocabulary1. At the Expo, I met some of our peers, communicated with them, and tried out their products. peer /pɪə/ n. 同行；社会地位相同的人e.g. She gets on well with her peer group.她和同龄人相处融洽。

ISTRUZIONI D'USO E DI INSTALLAZIONE INSTALLATION AND USER'S MANUALINSTRUCTIONS D'UTILISATION ET D'INSTALLATION INSTALLATIONS-UND GEBRAUCHSANLEITUNG INSTRUCCIONES DE USO Y DE INSTALACION INSTRUÇÕES DE USO E DE INSTALAÇÃOCENTRALINA DI COMANDO D811184A ver. 04 08-02-02I CONTROL UNIT GB UNITÉ DE COMMANDE F STEUERZENTRALE D CENTRAL DE MANDO E CENTRAL DO MANDOP ARIES - ARIES P8027908113740a“WARNINGS” leaflet and an “INSTRUCTION MANUAL”.These should both be read carefully as they provide important information about safety, installation, operation and maintenance. This product complies with the recognised technical standards and safety regulations. We declare that this product is in conformity with the following European Directives: 89/336/EEC and 73/23/EEC (and subsequent amendments).1) GENERAL OUTLINEThe ARIES control unit has been designed for swing gates. It can be used for one or two gate controllers.The control unit mod. ARIES P can also be used to perform opening of a single actuator while keeping the other one closed (pedestrian access).2) FUNCTIONSSTOP: In all cases: it stops the gate until a new start command is given.PHOT:Functions can be set with Dip-Switch.Activated during closing.Activated during opening and closing.Rapid closingON: When the position of the gate photocells is exceeded, during both opening and closing, the gate automatically starts to close even if TCA is activated. We recommend setting DIP3 to ON (photocells only activated during closing).Blocks impulsesON: During opening, START commands are not accepted.OFF: During opening, START commands are accepted.PhotocellsON: Photocells only activated during closing.OFF: Photocells activated during opening and closing.Automatic closing time (TCA)ON: Automatic closing activated (can be adjusted from 0 to 90s)Preallarm (mod. ARIES P only)ON: The flashing light turns on abt 3 seconds before the motors start.FOR THE INSTALLER: check the boxes you are interested in.START:four-step logic Gate closedGate openDuring openingDuring closingAfter stop START: two-step logic SCA: Gate open indicating lightit opens it opensit stops and activates TCAit closesit stops and does not activate TCAit starts opening it stops and activats TCA (if activated)it closesit opensit opensoffononflashingATTENTION:Dip non used in mod. ARIES (always in OFF set).3) MAINTENANCE AND DEMOLITIONThe maintenance of the system should only be carried out by qualified personnel regularly. The materials making up the set and its packing must be disposed of according to the regulations in force.Batteries must be properly disposed of.WARNINGSCorrect controller operation is only ensured when the data contained in the present manual are observed. The company is not to be held responsible for any damage resulting from failure to observe the installation standards and the instructions contained in the present manual.The descriptions and illustrations contained in the present manual are not binding. The Company reserves the right to make any alterations deemed appropriate for the technical, manufacturing and commercial improvement of the product, while leaving the essential product features unchanged, at any time and without undertaking to update the present publication.D 811184A _04Thank you for buying this product, our company is sure that you will be more than satisfied with the product ’s performance. The product is supplied with a “WARNINGS ” leaflet and an “INSTRUCTION MANUAL ”.These should both be read carefully as they provide important information about safety, installation, operation and maintenance.This product complies with the recognised technical standards and safety regulations. We declare that this product is in conformity with the following European Directives: 89/336/EEC and 73/23/EEC (and subsequent amendments).1) GENERAL OUTLINEThe ARIES control unit has been designed for swing gates. It can be used for one or two gate controllers.The control unit mod. ARIES P can also be used to perform opening of a single actuator while keeping the other one closed (pedestrian access).2) GENERAL SAFETYWARNING! An incorrect installation or improper use of the product can cause damage to persons, animals or things.•The “Warnings ” leaflet and “Instruction booklet ” supplied with this product should be read carefully as they provide important information about safety, installation, use and maintenance.•Scrap packing materials (plastic, cardboard, polystyrene etc) according to the provisions set out by current standards. Keep nylon or polystyrene bags out of children ’s reach.•Keep the instructions together with the technical brochure for future reference.•This product was exclusively designed and manufactured for the use specified in the present documentation. Any other use not specified in this documentation could damage the product and be dangerous.•The Company declines all responsibility for any consequences resulting from improper use of the product, or use which is different from that expected and specified in the present documentation.•Do not install the product in explosive atmosphere.•The Company declines all responsibility for any consequences resulting from failure to observe Good Technical Practice when constructing closing structures (door, gates etc.), as well as from any deformation which might occur during use.•The installation must comply with the provisions set out by the following European Directives: 89/336/EEC, 73/23/EEC, 98/37/ECC and subsequent amendments.•Disconnect the electrical power supply before carrying out any work on the installation. Also disconnect any buffer batteries, if fitted.•Fit an omnipolar or magnetothermal switch on the mains power supply,having a contact opening distance equal to or greater than 3mm.•Check that a differential switch with a 0.03A threshold is fitted just before the power supply mains.•Check that earthing is carried out correctly: connect all metal parts for closure (doors, gates etc.) and all system components provided with an earth terminal.•The Company declines all responsibility with respect to the automation safety and correct operation when other manufacturers ’ components are used.•Only use original parts for any maintenance or repair operation.•Do not modify the automation components, unless explicitly authorised by the company.•Instruct the product user about the control systems provided and the manual opening operation in case of emergency.•Do not allow persons or children to remain in the automation operation area.•Keep radio control or other control devices out of children ’s reach, in order to avoid unintentional automation activation.•The user must avoid any attempt to carry out work or repair on the automation system, and always request the assistance of qualified personnel.•Anything which is not expressly provided for in the present instructions,is not allowed.3) TECHNICAL SPECIFICATIONSPower supply:...............................................................230V ±10% 50Hz Absorption on empty:.................................................................0.5A max Output power for accessories:..........................................24V~ 6VA max Max relay current:................................................................................8A Max power of motors:...............................................................300 W x 2Torque limiter:.................................................Self-transformer with 4 pos Limit switch:................................................................Adjustable run timePanel dimensions:.........................................................................See fig.1Cabinet protection:............................................................................IP55Working temperature:...............................................................-20 +55°C 4) TERMINAL BOARD CONNECTIONS(Fig.2)CAUTION: Keep the low voltage connections completely separated from the power supply connections.Fig.3 shows the fixing and connection method of the drive condensers whenever they are not fitted to the motor.JP51-2 Single-phase power supply 230V ±10%, 50 Hz (1=L/2=N).For connection to the mains use a multiple-pole cable with a minimum cross section of 3x1.5mm 2 of the type indicated in the above-mentioned standard (by way of example, if the cable is not shielded it must be at least equivalent to H07 RN-F while, if shielded, it must be at least equivalent to H05 VV-F with a cross section of 3x1.5mm 2).JP33-4 (mod.ARIES-P) 230V 40W max. blinker connection.5-6 (mod.ARIES) 230V 40W max. blinker connection.7-8-9 Motor M1 connection - 8 common, 7-9 start.10-11-12 Motor M2(r) connection - 11 common, 10-12 start.JP413-14 Open-close button and key switch (N.O.).13-15 Stop button (N.C.). If unused, leave bridged.13-16 Photocell or pneumatic edge input (N.C.). If unused, leave bridged.17-18 24V 3W max. gate open warning light.18-19 24V~ 0.25A max. (6VA) output (for supplying photocell or other device).20-21 Antenna input for radio-receiver board (20 signal - 21 braid).22 Common terminal (equivalent to terminal 13).23 Terminal for pedestrian control. It moves the leaf of motor M2 connected to terminal 10-11-12. This terminal is available only in ARIES-P control unit.JP225-26 2nd radio channel output of the double-channel receiver board (terminals not fitted on ARIES but fitted on ARIES-P) contact N.O.JP1 Radio-receiver board connector 1-2 channels.5) FUNCTIONSDL1:Power-on LedIt is switched on when the board is electrically powered.START: four-step logic: (DIP5 OFF)gate closed:..................................................................................it opens during opening:............................................... it stops and activates TCA gate open:................................................................................... it closes during closing:.................................... it stops and does not activate TCA after stop:.........................................................................it starts opening START: two-step logic: (DIP5 ON)gate closed:..................................................................................it opens during opening:................................it stops and activats TCA (if activated)gate open:....................................................................................it closes during closing:..............................................................................it opens after stop:.....................................................................................it opens STOP: In all cases: it stops the gate until a new start command is given.PHOT:Functions can be set with DIP-SWITCH.Activated during closing if DIP3-ON.Activated during opening and closing if DIP3-OFF.SCA: Gate open indicating light.with gate closed:...................................................................................off when gate is opening:...........................................................................on with gate open:.......................................................................................on when gate is closing:.....................................................................flashing 6) DIP-SWITCH SELECTION DIP1 Rapid closingON: When the position of the gate photocells is exceeded, during both opening and closing, the gate automatically starts to close even if TCA is activated. We recommend setting DIP3 to ON (photocells only activated during closing).OFF: Function not activated.DIP2 Blocks impulsesON: During opening, START commands are not accepted.OFF: During opening, START commands are accepted.DIP3 PhotocellsON: Photocells only activated during closing.OFF: Photocells activated during opening and closing.D 811184A _04DIP4 Automatic closing time (TCA)ON: Automatic closing activated (can be adjusted from 0 to 90s).OFF: Automatic closing not activated.DIP5 Control logicON: 2-step logic is activated (see start paragraph).OFF: 4-step logic is activated (see start paragraph).DIP6: Preallarm (mod.ARIES P only)ON: The flashing light turns on abt 3 seconds before the motors start.OFF The flashing light turns on simultaneously with the start of the motors.ATTENTION:Dip non used in mod. ARIES (always in OFF set).7) TRIMMER ADJUSTMENTTCA This adjusts the automatic closing time, after which time the gate automatically closes (can be adjusted from 0 to 90s).TW This adjusts the motor working time, after which time the motor stops (can be adjusted from 0 to 40s).TDELAY This adjusts the closing delay time of the second motor (M2).8) MOTOR TORQUE ADJUSTMENTThe ARIES control unit has electric torque adjustment which allows the motor force to be adjusted.The adjustment should be set for the minimum force required to carry out the opening and closing strokes completely.Adjustment is carried out by moving the connection 55 (fig.3) on the tran-sformer sockets as described below:Pos.T1 1st TORQUE (MINIMUM TORQUE)Pos.T2 2nd TORQUE Pos.T3 3rd TORQUEPos.T4 4th TORQUE (MAXIMUM TORQUE)4 motor torque values can be obtained.To gain access to the torque adjustment sockets, disconnect the mains supply and remove the protective case “P ” of the transfomer.CAUTION: Excessive torque adjustment may jeopardise the anti-squash safety function. On the other hand insufficient torque adjustment may not guarantee correct opening or closing strokes.9) MAINTENANCE AND DEMOLITIONThe maintenance of the system should only be carried out by qualified personnel regularly. The materials making up the set and its packing must be disposed of according to the regulations in force.Batteries must be properly disposed of.WARNINGSCorrect controller operation is only ensured when the data contained in the present manual are observed. The company is not to be held responsible for any damage resulting from failure to observe the installation standards and the instructions contained in the present manual.The descriptions and illustrations contained in the present manual are not binding. The Company reserves the right to make any alterations deemed appropriate for the technical, manufacturing and commercial improvement of the product, while leaving the essential product features unchanged, at any time and without undertaking to update the present publication.D811184A_04ARIES/ARIES-P - Ver. 04 -23。

Windows主机端查看FC-HBA卡WWN号的⽅法Windows主机端查看FC HBA卡WWN号的⽅法第⼀种⽅法：在Windows下对LSI的FC HBA卡可以在开机时按ctrl+Q进⼊FC卡BIOS，在BIOS中查看：（选择要查看的端⼝）选择“select host adapter”WWN号在这⾥可以看到：第⼆种⽅法：进⼊Windows系统中则可以通过安装Qlogic SANsurfer来对FC卡进⾏管理与查看地址：软件经过初始化的配置之后就可以进⼊查看WWN号了：⼏种系统下查看FC HBA卡信息的⽅法⽬录⼏种系统下查看FC HBA卡信息的⽅法FC HBA卡概述Windows系统下查看FC HBA卡的信息Linux系统下查看FC HBA卡的信息UNIX系统下查看FC HBA卡的信息⼏种系统下查看FC HBA卡信息的⽅法在不同的操作系统中，查看FC HBA卡信息的⽅法各有不同，本⽂就在Windows、Linux、IBM AIX、SUN Solaris、HP-UX系统下如何查看FC HBA卡的信息作了介绍，供实施相关项⽬时参考。

在配置磁盘阵列、虚拟带库以及其他带FC HBA卡的设备时，经常需要查看FC HBA卡的WWPN信息以便进⾏端⼝添加、ZONE划分等操作，正确查看FC HBA卡的信息是保证顺利施⼯的前提。

本⽂主要通过以下3个章节分别讲述在同种系统下查看FC HBA卡信息的⽅法作⼀介绍：●FC HBA卡概述●Windows系统下查看FC HBA卡的信息●Linux系统下查看FC HBA卡的信息●UNIX系统下查看FC HBA卡的信息FC HBA卡概述FC HBA，也即Fibre Channel Host Bus Adapter，光纤通道主机适配器，简称光纤适配器。

在FC⽹络环境中，主机需要和FC⽹络、FC存储设备（SAN磁盘阵列）连接时需要使⽤⼀种接⼝卡，就如同连接以太⽹需要以太⽹卡⼀样，这种接⼝卡就叫做FC HBA，简称FC HBA卡。

P N O Z m EF 8DI4D OO verviewU nit featuresUsing the product PN OZ m EF 8DI4D O:Expansion module for connect ion to a base uni t f rom the conf igurable control systemP N O Z m ult i 2 .The product has the fo l lowing features:} } Can be conf igured in the PN O Z m ult i Conf iguratorSe miconductor outputs:4 safety outputsDepending on the appl icat ion, up to PL e of EN ISO 13849-1 and up to SIL CL 3 of EN IEC 62061} 8 inputs for connect ing, for example:–––––––––E-ST O P pushbuttonT wo-hand but tonSafety gate l imit switchStart but tonLight bea m devicesScannerEnabl ing switchP S E NO perat ing mode selector switch} LE D for:––––Error messages Diagnost ics Supply vol tage O utput c ircui tsP N O Z m EF 8DI4D O–Input c i rcu i ts} } } Test pulse outputs used to monitor shorts across the inputsM onitor ing of shor ts between the safety outputsPlug-in connect ion terminals:Either spr ing-loaded terminal or screw terminal avai lable as an accessory (see order reference)} Please refer to the docu ment "PN O Z mult i System Expansion" for the PN O Z m ult i base units that can be connected.Front v iewKey:} } } } 0 V, 24 V: Supply connect ions Inputs I0 –I7O utputs O0 – O3LE Ds:––––P O W E RRunDiagFaultP N O Z m EF 8DI4D O––I Faul t O FaultFunct ion descr ipt ionF unct ionsThe expansion module provides addit ional inputs and addit ional semiconductor outputs.The funct ion of the inputs and outputs on the control system depends on the safety c i rcui t created using the PN O Z m ult i Conf igurator. A chip card is used to download the safety c i r-cuit to the base uni t. The base uni t has 2 microcontrol lers that moni tor each other. They evaluate the input c i rcui ts on the base uni t and expansion modules and swi tch the outputs on the base uni t and expansion modules accordingly.The onl ine help on the PN O Z mult i Conf igurator contains descr ipt ions of the operat ingm odes and al l the funct ions of the PN O Z m ult i control system, plus connect ion exa mples.S yste m react ion t imeCalculat ion of the maximu m react ion t ime between an input switching of f and a l inked out-put in the system switching of f is descr ibed in the docu ment "PN O Z mult i System Expansion [29]".Block d iagra mP N O Z m EF 8DI4D OInsta l lat ionDi m e nsions in m m22,5(0.88")C o m missioningG e n eral wi r ing guidel inesThe wir ing is def ined in the c i rcu i t d iagram of the PN O Z mult i Conf igurator.Please note:} } Information given in the Technica l detai ls[Use copper wire that can withstand 75° C.727] must be fo l lowed.C o n n ect ion Supply vol tageD C24 V 0 V + 24 V D C 0 VSupply vo l tageP N O Z m EF 8DI4D OInput c i rcu i t Single-channelDual-channelExa mple: E-StopS1I0L+without detect ion of shor ts across contacts Exa mple: E-StopS1S1I0 I1 I0with detect ion of shorts across contactsT1 T0T0Connect ion examples for the input c i rcu i tRedundant outputK1 K2O 0 (O2) O 1 (O3)L- L-Single outputK1 K2L-L-O 0 (O2)O 1 ( O3) K3 K4Single output wi th advanced faul t detect ion*K 1 O 0 (O2)L-K 2i0 L +Connect ion examples for semiconductor outputsP N O Z m EF 8DI4D O*Two loads may be connected to each safety output wi th advanced faul t detect ion, even onappl icat ions in accordance with EN IEC 62061, SIL CL 3. Prerequis i te: Feedback loop isconnected, shorts across contacts and external power sources are excluded (e.g.throughseparate mult icore cables). Please note that,in the event of an error in the feedback loop,the safety system swi tches to a safe condit ion and shuts down al l the outputs.Feedback loop Redundant outputContacts f rom external contactors K1O0 (O2)O1 (O3) L- L-K2IM0 L+Connect ion examples for feedback loopTechnica l deta i lsG eneralApprovals B G, C C C, CE, G O ST, TÜV, cULus ListedAppl icat ion rangeM odule's device code Electrical data Supply vol tagefor Failsafe00E0hSupply to the SC outputsVoltage 24 V Kind D CVoltage to leranceCurrent load capaci ty at UB Potent ia l isolat ionSupply vol tagefor -20 %/+25 %8,0 AyesM o d ule supplyinternal Via base unit Voltage 24,0 VKind D CCurrent consu mptionPo wer consumptionM ax. power diss ipat ion of module Status indicatorPermit ted loadsInputs 39 m A1,0 W4,50 WLE Dinductive, capacitive, resist iveNu m ber 8 Input vol tage in accordance with EN 61131-2 Type 1 24 V DCInput current at rated vol tage Input current range 5 m A2,5 - 5,3 mAP N O Z m EF 8DI4D OInputsPulse suppression M aximu m input delay Potent ia l isolat ion Se miconductor outputs0,5 ms 8 ms N oNu m ber of posi t ive-switching s ingle-pole semicon- ductor outputs 4 S witching capabi l i ty Voltage24 V Typ. output current at "1" s ignal and rated vol tage of se miconductor output 2,00 A0,00 - 2,50 A 0,05 m A 12 A Permit ted current rangeResidual current at "0" s ignal M ax. transient pulsed current M ax. capaci t ive load1 µF M ax. internal vol tage dropM ax. durat ion of of f t ime dur ing sel f test S witch-off delay 500 m V 330 µs 3 ms Potent ia l isolat ion yes Short c ircui t -proof yesEnviron mental data A mbient temperatureIn accordance with the standard Te mperature rangeE N 60068-2-14 0 - 60 °C Forced convect ion in control cabinet of f Storage temperatureIn accordance with the standard Te mperature range55 °C E N 60068-2-1/-2 -25 - 70 °CClimatic sui tabi l i tyIn accordance with the standard Condensat ion dur ing operat ion E M CE N 60068-2-30, EN 60068-2-78 N ot per mitted E N 61131-2 Vibrat ionIn accordance with the standard Frequency E N 60068-2-6 5,0 - 150,0 Hz 1gAccelerat ion Shock stressIn accordance with the standard Accelerat ion E N 60068-2-27 15g Durat ion11 ms M ax. operat ing height above sea level2000 mP N O Z m EF 8DI4D OEnviron mental data Airgap creepageIn accordance with the standard Overvol tage category Pol lut ion degree E N 61131-2 I I 2 Rated insulat ion vol tage Protect ion type30 V In accordance with the standard M ounting area (e.g. contro l cabinet) Housing E N 60529 IP54 IP20 TerminalsIP20Potential isolationPotent ia l isolat ion between Type of potent ial isolat ion Rated surge vol tage M echanical data S C output and syste m voltage Basic insulation 2500 VM ounting posi t ion DIN ra i l H orizontal on top hat rai l Top hat rai l 35 x 7,5 EN 50022 27 m m Recess widthM ax. cable lengthM ax. cable length per input M ater ia l 1,0 k m Bottom P C Front P C TopP CConnection type Spring-loaded terminal, screw terminal plug-inM ounting typeConductor cross sect ion with screw terminals 1 core f lex ible0,25 - 2,50 m m², 24 - 12 A W G2 core with the same cross sect ion, f lexib le withoutcr imp connectors or wi th T WIN cr imp connectors 0,20 - 1,50 m m², 24 - 16 A W GTorque set t ing wi th screw terminals0,50 N mConductor cross sect ion with spr ing-loaded terminals: Flexib le with/wi thout cr imp connector 0,20 - 2,50 m m², 24 - 12 A W G Spring-loaded terminals: Terminal points per connec- t ion 2 Str ipping length with spr ing-loaded terminals 9 m m Dimensions Height 101,4 m m 22,5 m m 120,0 m m 105 gWidth Depth W eightP N O Z m EF 8DI4D OW here standards are undated, the 2012-04 latest edi t ions shal l apply.Safety character is t ic dataU nit O peratingm o de E N ISO13849-1: 2008 13849-1: 2008 SIL CLE N ISO E N 62061E N 62061PF H D [1/h]E N ISO13849-1: 2008 PL Category T M [year]LogicC P U–PL e Cat. 4 SIL CL 3 2,84E-10 20 InputS C inputs S C inputs S C inputs 1-channel PL dPL eCat. 2Cat. 4SIL CL 2SIL CL 32,10E-094,27E-112020 2-channel1-ch., pulsedl ight barrier PL e Cat. 4 SIL CL 3 2,10E-10 20O utputS C outputs 1-channelwith ad-vanced faultdetection 1-channel 2-channel PL ePL dPL eCat. 4Cat. 2Cat. 4SIL CL 3SIL CL 2SIL CL 32,12E-112,29E-101,64E-10202020S C outputsS C outputsAll the uni ts used with in a safety funct ion must be considered when calculat ing the safetycharacter ist ic data.P N O Z m EF 8DI4D OS up ple me ntary dataP er mit ted a m bient te m perature Ta m b depen de nt on the to ta l current Isu mOrder referenceProd uctProduct type P N O Z m EF 8DI4D OFeaturesOrder No. Expansion module772 142A ccess oriesC onnection terminalsFeaturesProduct type Order No. 751 004 750 004Set spr ing terminals Set screw terminals1 set of spr ing-loaded terminals 1 set of screw terminalsP N O Z m ul t i 2 produc tsInput and output modulesP N O Z m EF 8DI4D OTer minator,ju mperProduct type Features Order No. P N O Z m m0.xp connector Jumper yel low/black to connect the modules, 10 piece779 260lef tPi l z G mb H & Co. KG, Fe l i x-Wankel-S t raße 2, 73760 Os t f i l de rn, Germany2015-11 Telephone: +49 711 3409-0, Te le fax: +49 711 3409-133, E-Mai l:in f o@pi l 。

托福听力tpo39全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (17)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (30)原文 (30)题目 (33)答案 (34)译文 (35)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a theater professor.MALE STUDENT:Hi,Professor Jones.FEMALE PROFESSOR:Hey,didn't I see you at the performance of Crimes of the Heart last night?MALE STUDENT:Yeah…actually my roommate had a small part in it.FEMALE PROFESSOR:Really?I was impressed with the performance—there sure are some talented people here!What did you think?MALE STUDENT:You know,Beth Henley's an OK playwright;she's written some decent stuff,but it was a little too traditional,a little too ordinary…especially considering the research I’m doing.FEMALE PROFESSOR:Oh,what’s that?MALE STUDENT:On the Polish theater director Jerzy Grotowski.FEMALE PROFESSOR:Grotowski,yeah,that's a little out of the mainstream…pretty experimental.MALE STUDENT:That’s what I wanted to talk to you about.I had a question about our essay and presentation.FEMALE PROFESSOR:OK…MALE STUDENT:Yeah,some of these ideas,uh,Grotowski's ideas,are really hard to understand—they're very abstract,philosophical—and,well,I thought the class would get more out of it if I acted out some of it to demonstrate.FEMALE PROFESSOR:Interesting idea…and what happens to the essay?MALE STUDENT:Well,I'll do the best I can with that,but supplement it with the performance—you know,bring it to life.FEMALE PROFESSOR:All right,but what exactly are we talking about here?Grotowski, as I'm sure you know,had several phases in his career.MALE STUDENT:Right.Well,I’m mainly interested in his idea from the late1960s…Poor theater,you know,a reaction against a lot of props,lights,fancy costumes,and all that…so,it’d be good for the classroom.I wouldn’t need anything special.FEMALE PROFESSOR:Yes.I’m sure a lot of your classmates are unfamiliar with Grotowski—this would be good for them.MALE STUDENT:Right,and this leads…I think there's overlap between his Poor theater phase and another phase of his,when he was concerned with the relationship between performers and the audience.I also want to read more and write about that.FEMALE PROFESSOR:You know,I saw a performance several years ago…it really threw me for a loop.You know,you're used to just watching a play,sitting back…but this performance,borrowing Grotowski's principles,was really confrontational—a little uncomfortable.The actors looked right in our eyes,even moved us around, involved us in the action.MALE STUDENT:Yeah,I hope I can do the same when I perform for the class.I'm a bit worried,since the acting is so physical,that there's so much physical preparation involved.FEMALE PROFESSOR:Well,some actors spend their whole lives working on this…so don't expect to get very far in a few weeks…but I'm sure you can bring a couple of points across.And,if you need some extra class time,let me know.MALE STUDENT:No,I think I can fit it into the regular time for the presentation.FEMALE PROFESSOR:OK.I think this'll provide for some good discussion about these ideas,and other aspects of the audience and their relationship to theatricalproductions.题目1.What are the speakers mainly discussing?A.A play by Grotowski that was discussed in class.B.A proposal that the student has for an assignment.C.A play that is currently being performed at the university.D.The main phases in Grotowski's career as a director.2.What does the student imply when he talks about the play he recently attended?A.He attended the play because he is writing an essay on it.B.He wished the play were more experimental.C.He thought his roommate showed great talent.D.He was not familiar with the author of the play.3.What are two characteristics of Grotowski's theater that the speakers mention?[Click on2answers.]A.The minimal equipment on the stage in his productions.B.The single stories that his plays are based on.C.The elaborate costumes the actors wear in his plays.D.The actions of the performers in his plays.4.Why does the professor mention a play she attended several years ago?A.To compare it to the play she saw the previous evening.B.To suggest that Grotowski's principles do not necessarily lead to effective theater.C.To show how different it was from Poor theater.D.To provide an example of one of the ideas the student wants to research.5.What does the professor imply about the acting the student wants to do?A.Audiences are no longer surprised by that type of acting.B.The acting requires less physical preparation than he thinks.C.He will not be able to master that style of acting easily.D.He should spend less time acting for the class and more time on class discussion.答案B B AD D C译文旁白：请听一段学生和戏剧学教授之间的对话。