Lecture 1-4

45秒讲座读后感1到4章英文回答：In Chapters 1-4 of the 45-Second Lecture, the author provides a comprehensive overview of the history and evolution of the human race. Starting with the emergence of Homo sapiens in Africa, the book traces the journey of humanity through the Stone Age, the Bronze Age, and the Iron Age, highlighting major milestones and advancements along the way.Chapter 1 delves into the origins of our species, exploring the evolutionary theories and evidence that support the emergence of Homo sapiens in Africa approximately 200,000 years ago. The author discusses the significance of the "Out of Africa" theory, which suggests that modern humans spread out from Africa and colonized other parts of the world.Chapter 2 examines the Stone Age, which lasted for over99% of human history. This chapter explores the development of tools and technologies, the emergence of language and art, and the transition from nomadic to sedentary lifestyles. The author highlights the pivotal role of the Agricultural Revolution in transforming human societies and paving the way for the Bronze Age.Chapter 3 focuses on the Bronze Age, characterized by the introduction of metalworking, particularly the use of bronze. This period witnessed the rise of civilizations in Mesopotamia and Egypt, the invention of writing, and the development of complex social and political structures. The author discusses the significance of trade and warfare in shaping the Bronze Age societies.Chapter 4 covers the Iron Age, which marked the introduction of iron technology and the emergence of larger and more centralized states. This chapter explores the rise of empires, the development of advanced weaponry, and the flourishing of cultural and intellectual pursuits. The author emphasizes the importance of the Iron Age in establishing the foundations for the modern world.中文回答：第一章，人类起源。

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TPO 1 Lecture 4BiologyNarratorListen to part of a lecture in a biology class.ProfessorFor today’s discussion, we’ll review the case study on how some animals have behaviorally adapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that?StudentWell, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right?ProfessorUh-huh, so first let’s discuss the Eastern marmots. They reside throughout the eastern region of North America where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating.StudentOh, I see. At first I wasn’t sure what growing season meant, just from the reading. But now I get it. It's the amount of time it takes for them to grow, right? So it would be five months?ProfessorUmm? Oh, uh… I’m sorry but no. It has nothing to do with that. It's not about the time it takes for Eastern marmots to grow. It’s when the food is available. That is when it’s not covered in snow and there is no frost covering the grass and, umm, vegetative parts of a plant’s herbs and the flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots’ social habits?StudentWell, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal.ProfessorUh-huh? Now when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then theygo their separate ways. Then about six to eight weeks after birth, the offspring leave their mothers.StudentReally? Just six weeks? Is that possible for the offspring to make it on their own so young?ProfessorWell, it’s not as if they aren’t ready for the real world because they are. Remember, they mature quickly and the weather’s nice. Also they live in open fields where there is lots of edible vegetation. So roughly six weeks after birth, Eastern marmots are just old enough to take their chances of surviving in the temperate environment. So how does this relate to their behavior?StudentOh, I get it. Since the climate’s not too bad, the Eastern marmots don't have to rely on each other too much and they really don't need to stay together as a family to survive either.ProfessorUh-ha. Any contrast, the Olympic marmots? What about them?StudentWell, they live together as a family and take care of their young until they are at least two years old. They’re really friendly with each other. And what I really like is that they even have greeting ceremonies. And they are not at all aggressive and territorial like the Eastern marmots. So their social behavior is so different from Eastern marmots because of the climate where they live? That seems so bizarre.ProfessorWell, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher. So there is a lot more wind and snow. The growing season only lasts about two to three months. So in that much shorter period of time, all the Olympic marmots, male and female, eat, play, work and nurture the young together. Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they are physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the Eastern marmots.翻译独白：听一段生物课的讲座教授：在开始今天的讨论前，我们先回顾一下关于一些动物的行为是如何适应他们环境的案例研究。

托福听力tpo63lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (17)Lecture1原文Listen to part of a lecture in a geology class.Professor:OK.Before we begin,I wanna remind you that our field trip to Bryce canyon national park is this weekend.Remember the bus leaves early,five am,so don't forget to set your alarm clocks.I think you're all gonna enjoy getting out of the classroom and actually seeing some remarkable geologic phenomena.Now,while we're there,I want you to pay particular attention to two things.One obviously will be the sediment layers making up the rocks,since we've spent so much time onsedimentary rocks.Bryce canyon is a great place to see how millions of years have turned layers and layers of tightly packed sediment,mud particles,sand remains of plants and animals into rock.But you're also gonna see some fascinating rock shapes, formations that are the result of the weathering and the erosion processes that occur at Bryce canyon.There are two main processes that are important.The first one is a weathering process called frost wedge.Frost wedge a process that widens cracks in rocks in the wintertime.It begins with warm air or daytime sun melting the snow.As the snow turns into water,it seeps into the cracks that occur naturally in sedimentary rocks.At night,this water freezes in the cracks,but when water freezes,it expands quite a bit, which means that it prize cracks open,gradually,making them wider and breaking off a little bits in the process.Now,this thought freeze cycle can happen as many as two hundred times in a single year.So that makes it the most important weathering process at Bryce canyon.The other key processes is runoff,which is an erosion process.Runoff takes place in the summer.The parks in the desert said the grounds very dry.When it rains in late summer,the ground is too hard to absorb the water,so it runs off.And as it runs off, it carries away the gravel,the broken bits of rock created by cross wedge in the winter.So runoff is the main erosion process that alters the rock landscape in the park.And because these processes have occurred over thousands of years,some of the results can be pretty dramatic,like the giant corridors are passage ways that have developed within the rocks.These passage ways are known as slot canyons.Here's an example of one,not from the part we're going to.This one is actually in Australia,but the scale is typical.So these huge spaces started out as small cracks throughout the sedimentary rock,then thanks to millions of cycles across wedge and runoff.What used to be one big area of rock is now sort of two smaller areas of brought with the corridor in between.We'll have a chance to walk through some like this.These slot canyons are great places to explore,but let me just say,for any of you who aren't from around here,if you ever go on your own,make sure you check aweather forecast first.A sudden heavy rain can cause a flash flood in a slot canyon. So you want to know when it's safe to explore them.Unfortunately,it'll be dry this weekend.Now,these deep,narrow slots are pretty common.You might even have two of them very close to each other with only a thin wall of rock in between.Of course,frost wedge is still at work,so it starts wearing away at the front of the thin wall until you get a whole I mean a hole all the way through the wall,front to back.And this hole gets bigger and bigger.Once it's at least one meter in diameter,it's called a window.And eventually the weight on top of it is just too much,so the roof caves in and only the sides,sometimes it's just one side is left standing.These sides,which look a lot like collins,now are called Hudos.Here's a photo of something we'll be seeing.One of the things that makes Bryce canyon unique is that it has more Hudos than anywhere else in the world.Yes,Margot?Female student:Why is it so lumpy looking?You'd think it would be smoother.Professor:Well,remember,these are sedimentary rocks,so they have layers.Some layers are mostly limestone,and limestone erodes pretty quickly in the presence of any kind of acid.Now Bryce canyon in a very unpolluted area,but even,there the rain water has a little carbolic acid in it,which causes the limestone to erode.But other layers are made up of different types of sediment,which aren't so vulnerable to acid,so they don't erode as quickly.题目1.What is the lecture mainly about?A.The length of time required to produce sedimentary rocksB.The role of climate conditions in the creation of sedimentary rocksC.Some processes that produced a specific group of rock formationsD.Some unique geologic features found in canyons in the United States2.According to the professor,what is one characteristic that frost wedging and runoff share?A.Neither occurs in a desert.B.Neither is a frequent event.C.Both are weathering processes.D.Both are seasonal phenomena.3.Why does the professor show a picture of a slot canyon?A.To give students a sense of the size of a typical slot canyonB.To show students one of the places they will visit on their field tripC.To illustrate how many sediment layers are visible in a typical slot canyonD.To show how much slot canyons can vary based on local climate conditions4.What is the professor's attitude toward students exploring Bryce Canyon on their own?A.He worries that students may not know to take appropriate precautions if they go by themselves.B.He suspects that many students will not go on their own if such a trip requires them to get up early.C.He hopes that the class field trip will motivate students to visit Bryce Canyon on their own.D.He believes that students learn more from individual exploration than they dofrom being in a group.5.How is a hoodoo formed?A.Runoff produces large gravel deposits.B.Air pollution leads to a buildup of limestone.C.The roof of a rock window collapses.D.A flash flood washes away the base of a rock wall.6.According to the professor,what two factors explain why a hoodoo does not have a smooth shape?[Click on2answers.]A.The presence of acid in rainwaterB.The temperature swings between the summer and the winter seasonsC.The composition of the hoodoo's sedimentary layersD.The location of the cracks created by frost wedging答案C D A A C AC译文听一段地质学的讲座。

Lecture 4 Subject-verb Concord (1) Subject-verb concord refers to agreement in number between the subject and the predicate verb.4.1 Guiding principlesThere are three principles guiding subject-verb concord of grammatical concord, principle of notional concord and principle of proximity.1) Grammatical concordThe principle of grammatical concord refers to the rule that the verb must match its subject in number. If the subject plural, the verb should take the plural form; if, on the other hand, the subject is singular or is a mass noun, the verb should take the singular form, e.g.:Both boys have their own merits.Every girl comes on time.Much effort is wasted.Difficulties arise when this principle comes into conflict with the other twoprinciples: principle of notional concord and principle of proximity.2) Notional concordThe principle of notional concord refers to the rule that the verb can sometimes agree with the subject accoridng to the notion of number rather than to the actual presence of the grammatical marker for that notion, e.g.: The government have asked the country to decide by a vote.Fifteen miles seems like a long walk to me.3) ProximityThe principle of proximity denotes agreement of the verb with a closely preceding noun phrase in preference to agreement with the head of the noun phrase that functions as subject, e.g.:Either my brothers or my father is coming.Neither Julia nor I am going.Note that grammatical concord is the basic principle, but when the subject is realized by acollective noun, a coordinate form or an expression of quantity, the other two principles will have to be considered.4.2 Problems of concord with nouns ending in –sThere are quite a few nouns that end in –s but which are not countable. Some of these nouns are treated as singular, some as plural, and some either as singualr or as plural. All this can be dealt with as illustrated in the following.1) Disease and game names ending in –sNames of diseases ending in –s are mostly treated as singular, but there are a few such names (as measles and rickets) which can be used either as singular or as plural.Game names ending in –s are generally used as singular with the exception of cards which is usually treated as plural.2) Subject names ending in –icsNames of subjects ending in –ics are generally singular nouns, but some such nounsare treated as plural when used not as subject names. Compare:Acoustics is the science of sound.The acoustics in the new concert hall are faultless.Economics is a required course for all the students.The economics of the project are still being considered.3) Geographical names ending in –sGeographical names such as the names of archipelagos, mountain ranges, straits and falls are generally plural, except for a few that are treated as singular when used as the names of countries, e.g.:The Himalayas have a magnificent variety of plant and animal life.The straits of Gibraltar have not lost their strategic importance.In early January 1976, the Netherlands was hit by its worst storm since 1953.4) Other nouns ending in –sNames of things made of two parts such as scissors, pincers, etc. are usually used as plural. But when they are preceded by such unit nouns as a pair of and two pairs of, the number form of the following verb is generally determined by the number marker of the unit noun.Nouns usually taking plural endings such as archives, arms and clothes are generally used as plural with the exception of whereabouts, dramatics, etc. which may be treated either as plural or as singular.Nouns ending in –ings such as clippings, diggings, etc. are generally used as plural with the exception of tidings which can be used both ways.There are also nouns such as barracks and headquarters whose singular and plural number share the same form. These nouns are treated as plural when used in the plural sense, or vice versa.4.3 Problems of concord with collective nounsas subjectCollective nouns are singular in form but plural in meaning. The choice between the grammatical concord and the notional concord is mostly dictated by usage.1) Collective nouns usually used as pluralThese include people, police, cattle, militia, poultry, vermin, etc.The Chinese people are a great people.Domestic cattle provide us with milk, beef and hides.2) Collective nouns usually used as singularThese include foliage, machinery, equipment, furniture, merchandise, etc.:All the merchandise has arrived undamaged.All the machinery in the factory is made in China.3) Collective nouns used either as plural or as singularThere are collective nouns that can be used either as plural or as singular. The choiceof the verb form following such nouns depends on the exact meaning of the noun in a specific context. When the noun is used in the sense of a collective as a whole, the verb takes the singular form. If, on the other hand, the noun is used in the sense of the individuals that make the collective, the verb takes the plural form. Compare:The anti-crime committee is to make its report tomorrow.The committee are divided in opinion about this problem.That group of soldiers is a top-notch fighting unit.That group of soldiers have the best ratings of individual performance.4) A committee of, etc. + plural nounWhen a plural noun is preceded by a committee of/a board of/a panel of, the verb usually takes the singular form, e.g.:A committee of five men and three women is to consider the matter.The board of directors is responsible for the management of the company.。

托福听力tpo67lecture1、2、3原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (13)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文Professor:Now we've said that animal behavior patterns involve an interplay between an animal and its environment.In particular,behavior patterns can change as an animal becomes adapted to its environment.We can see the results of this in the way that animals have developed different types of feeding behavior.Animals are generally classified as a generalist feeders and specialist feeders.Now,um,these terms are used in a variety of ways.At times,they're used to refer to an animal's range of habitats.I've also seen them used to describe the number of foraging techniques that are used by an individual or species.Um,but for our purposes,we're going to use them to refer to the range of food items that are eaten by a species.So a generalist feeder is a species that eats a wide variety of foods during its lifetime.And a specialist is a species that feeds on a highly restricted number of foods.A good example of a generalist would be a rat.Rats are notorious for eating just about anything that's available,whether it's a plant or an animal.At the other end of the spectrum,we have the koala which eats only the leaves of eucalyptus trees.Okay,now there are advantages to each.For a generalist,If1type of food isn't around,it can feed on another that's more abundant.On the other hand,the advantage of being a specialist is that the animal is well adapted to its food.You could say that specialists are feeding masters,their consumption,even their digestive system is just so finely tuned.For instance,take the koala.The eucalyptus leaves that it feeds on,don't contain much protein.What's more,the leaves contain compounds that are poisonous to most species?But the koalas digestive system has adapted to handle this.It's liver deactivates,the poisonous compounds,and its digestive system is designed to extract the maximum amount of nutrients from the leaves.So it's not a question of which strategy is better.The real question is,what determines how selective animal species are in what they eat?Well,the answer maylie in a concept called optimal foraging.The idea is that natural selection favors animals whose feeding behavior has the lowest cost to benefit ratio.That is you want to get the best healthiest food you can.And you want to do it as quickly as possible. And as easily as possible.Now,in a natural environment,no animal forage in an absolutely optimal manner. But,well,I read some research on a little rat called the kangaroo rat,which lives in deserts in North America.The kangaroo rat is a generalist which eats plant matter like seeds and fruit.It lives in deep burrows which provide protection from the desert heat and from predators like hawks or snakes.And it goes foraging at night for food.For plant matter,under the protection of darkness,even though it's a generalist.If the only thing available is seed,if a choice of seeds is available to it,it picks up seeds that provide more energy than those it leaves behind.And it carries them back to its burrow.Once it's there,it might eat only the richest seeds from the ones that brought back.So it selects seeds outside in a way that lets it spend as little time as possible foraging in that risky environment,and then sorts out its food later when it's safely in its burrow.Oh,yes,Kenneth.You have a question?Male student:But what about the koala?It gets by uh,by being even more selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.It spends only about3hours each day eating to get the energy it needs.So being a specialist allows it to get the nutrients it needs with minimal expenditure of energy.题目1.What is the lecture mainly about?A.The reasons why some animals eat only plantsB.The advantages of two different feeding adaptationsC.The variety of foods that certain animals can eatD.The relationship between two animals that share a habitat2.What definition of the term“generalist”does the professor use in the lecture?A.An animal species that eats a wide variety of foodsB.An animal species that lives in a range of different habitatsC.An animal species that uses several techniques to forage for foodD.An animal species that forages at several different times of the day3.What points does the professor make about the koala’s specialist feeding habits? [Click on2answers.]A.It obtains all the food it needs in relatively little time.B.It requires large amounts of protein in its diet.C.It can eat leaves that are poisonous to other animals.D.It spends most of its time eating.4.What does the professor imply about the kangaroo rat?A.It will take more risks when foraging for high-energy food.B.It is one of the most selective feeders in North America.C.Its competitors often eat its food supply.D.It is selective when choosing what food it eats.5.How does the professor organize the information in the lecture?A.By contrasting an old theory with a new theoryB.By defining important terms and then giving examples of themC.By describing the similarities between two animalsD.By describing a problem and then suggesting some solutions6.Why does the professor say this:Male student:But what about the koala?It gets by uh,by being even more selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.A.To express agreement that the koala should eat a greater variety of foodB.To indicate that the koala’s behavior does not illustrate optimal foragingC.To remind the man of the characteristics of selective feedersD.To encourage the man to consider the koala’s feeding behavior differently答案B A ACD B D译文我们已经说过动物的行为模式涉及到动物和它的环境之间的相互作用。

托福听力tpo69 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (8)译文 (8)Lecture2 (10)原文 (10)题目 (14)答案 (17)译文 (17)Lecture3 (20)原文 (20)题目 (23)答案 (26)译文 (26)Lecture1原文So, we've talked about the plates that form the earth crust and their movements and how in some places they're separating. Now, when this happens in the ocean along a middle ocean ridge, some important things can happen, in particular you can get a hydrothermal vent. This is a lot like a geyser except it’s on the ocean floor.A geyser of course is a kind of eruption from underground hot spring. Water that’s been heated up in Earth’s interior, when under pressure, can erupt, sending that water and steam, shooting upwards through crack in the earth. A hydrothermal vent is essentially this same thing, but the water is emitted out of cracks or, or fractures in the ocean floor. If Forms that don't depend on energy from the sun, but depend on chemical energy.But, the vents are also enormous significance for us. From a purely geological perspective, because the chemistry of the oceans is affected by them. To see how, let’s look at the process a little more closely. They typically occur in fields, so you might have an area with a dozen of them, but you need two things to get one of these fields, first, you got haveheat. And you’ve got have fissures in the ocean floor. So, in a vent field, you've got cracks in the ocean floor. And cold water at the bottom of the ocean, we are talking, maybe two degrees Celsius, goes down into them, as it goes underground, it heats up, because in these fields, there are magma chambers, only a few kilometers below the ocean floor.This hot molten rock heats the solid rock above it to as high as five hundred degrees Celsius. And this heated solid rock, then heats the ocean water that flows over it. Now remember, the high pressure of the deep sea, allows water to stay liquid at such a high temperature, so it can reach temperatures of, three or four hundred degrees Celsius.As the water heated, it rises up through other cracks and it shoots up back into the ocean, much like with geyser on land. Now, the important part, is what the water is carrying with it, as it emerges. The heated water draws minerals from solid rock. So, you get dissolved metals in the water, like iron and copper. When the water shoots up and re-enters the cold ocean, it quickly cools and these minerals precipitate out. They’re released and they are deposited into the ocean water, which affects its composition. And it also creates quite a site, these vents have a plume that looks like a smoke, likes smoke that’s coming up out of the vent in the earth.Remember some of the water coming out of the vents is over threehundred degree Celsius. When it’s this hot, it dissolves sulfur, iron and other metals in the rock and it interacts with. when these minerals precipitate out, the water forms of black plume, so these vents are called black smokers. It's the sulfur and metals precipitating out of the water that that's what causes black color.But there are also white smokers, these emit what looks like a white smoke. That's because their water is relatively cool, above one hundred to three hundred degrees. Still pretty warm, but, not warm enough to dissolve sulfur or iron. Instead, they draw off different minerals from rocks. Things like silica and they give off different color, whitish color, when those minerals precipitate out.But in both black and white smokers as the waters emitted in the plume, the mineral that precipitate out, eventually build up around the vent, forming large, tower, like structures or minerals, build up layer upon layer, we call these chimneys, just like a chimney on a house. Different minerals will tend to build up at different places on the chimneys. But, some of the minerals like silica, a form kind of cement, and they hold the whole structure together. So, they can grow quite large and quite quickly. If you can believe it there was one chimney that reached forty-seven meters, that’s like fourteen story It collapsed, but it’s actually now rebuilding.题目1.What does the professor mainly discuss?A. The process by which molten rock can enter the oceanB. The formation of hydrothermal ventsC. The differences between geysers and hydrothermal ventsD. The mineral composition of hydrothermal vent chimneys2.According to the professor, what is the main difference between geysers and hydrothermal vents?A. Where they occurB. What causes themC. The size of their plumesD. The temperature of the water they emit3.What aspect of hydrothermal vents is of most significance to the professor?A. Their role in supporting unusual life formsB. Their role in affecting the chemical composition of the oceansC. Their role in affecting the movement of ocean platesD. Their role in affecting the temperature of ocean water4.What conditions are needed for hydrothermal vents to form?[Click on2 answers.]A. Heated rock beneath the ocean floorB. Rocks on the ocean floor with high mineral contentC. Cracks in the ocean floorD. Strong ocean currents5.What are two differences between black smokers and whitesmokers?[Click on 2 answers.]A. Black smokers emit water at a higher temperature.B. Black smokers are more common than white smokers are.C. Black smokers are found in deeper ocean water.D. Black smokers release different types of minerals than white smokers release.6.What does the professor say about the chimney structures that grow around hydrothermal vents？A. They last only a few years.B. They are formed by a single mineral.C. They can grow very tall.D. Their growth rate depends on the temperature of the water emitted from the vent.答案B A B AC AD C译文我们之前讨论了构成地壳的板块及其运动，以及在某些地方它们如何分离。

1Quality Management and Engineering: A Modern Introduction to Statistical Quality ControlInstructor: Department of Industrial Engineering & Management 蘇明鴻(Ming-Hung Shu), Professor高雄應用科技大學工管系所National Kaohsiung University of Applied Sciences2Lecture 1Quality Improvement in the Modern Manufacturing/Business EnvironmentLearning Outlines TheImprovementTraditional Definition QualityJapanese-produced transmission v.s. US-produced transmissionModern DefinitionQuality ImprovementEight Dimensions (Criteria) of QualityEight Dimensions of QualityKey Quality Characteristics (Critical-to-Quality; CTQ)SpecificationsTwo types of dataWhen a component or product does not meet specifications, it is considered to beQuality Management & Engineering(Refer to Table 1-1 in textbook)Continuing Quality Control History Competition from(Japan) increases during the 1970sTaguchi Methodsdesign, the loss function, robust design,The focus of Six-Sigma is reducing variability in key quality characteristics of products to the level at which failure or defects are extremely unlikely22ExerciseWalter A. Shewhart Trained in engineering and physicsTaught engineering, physics in the 1920s, finished PhD inBorn in Romania, immigrated to the USHis concepts pertaining toexperimental design,Five major areasDesign of Experiments (DOE)An approach tocontrollable input factorsResponse Surface MethodologyStatistical Process Control (SPC) Samples selected at random from the production lineControl charts are used for process monitoring and variability reduction.SPC is an on-line quality control tool.36Process Capability Analysis Process capability is a measurable propertyAcceptance Sampling Approach Using thesampleHomeworkQuality CostsThose categories of costsQuality Costs42Total Quality Management (TQM) A strategyLow TQM AchievementCase I: What Happens to Toyota?Toyota is having problems. On Jan. 21, 2010 the world's largest automaker issued arecall —its second in three months —on 4.1 million vehicles sold in the U.S. and Europe tofix faulty gas pedals that have a tendencyto get stuck, causing unintended acceleration. This is on top of a November recall of 5.3 million cars (and counting) believed to have ill-fitting floor mats that have a tendency to trap pedals.47Engineers traced“With this reinforcement in place, the。

Lecture 1----Pronunciation & Listening(自学内容)英语元音（20个）1.单元音12个包括前元音4个/i:/ /i/ /e/ /æ/，中元音2个/ ə / / ə：/ ，后音6个/u:/ /u/ /ɔ: / / ɔ / /ʌ / /ɑ: /2.双元音8个合口双元音（发音时口形由开大变缩小）5个/ ei/ /ɑi / /ɔi / /əu / /ɑu /集口双元音（以中元音/ ə / 收尾的双元音）3个/eə / /iə / /uə //i:/-----Keep feet week see bee meet tree fee eelHeat feast beast steal read speak teacher/i/-----it pit milk pin ill bill is kiss pig sit did fit bit/e/----- head ate egg fetch beg F S X N M/æ/----- Cat, cat, catch that fat rat./ ə /----- father mother teacher sister/ ə: /----- earn learn burn urge early learner turnip urgent/u:/ ----- food fool hoop whom moon noon zoo tool/u/----- book cook good look/ɔ:/-----lord cord（细绳）sort form norm bought caught sought fought naught sport/ɔ/----- lot log pot got Tom plot spot gloss（光泽）smog clock blog/ʌ /----- but cut luck fuss（大惊小怪）mud nut butter cutter lucky muddy /ɑ: / ----- art bark large smart class arm lard（猪油）marsh（沼泽、湿地）mark start glass/ ei/----- pay gay fate hate sake shame came tail/ɑi /----- lie pie bike tight sight kite dyke（沟渠）/ɔi /----- boy toy toil（劳累、苦活）soil spoil noise choice moist/ɑu /----- now bow shout loud down town how mouth/əu / -----no low hope soap home phone tone alone/iə /----- ear hear fear dear tear clear spear（矛）cheer/eə/----- air hair care bear fair there dare tear/uə /----- poor moor（荒野、旷野）sure tour doer pure cure endure辅音(28个)辅音28个=摩擦音10+爆破音6+破擦音6+鼻音3+半辅音2+边音11.唇齿摩擦音/f/ /v/发音时让上齿轻触下唇，前者为清辅音声带不震动，后者为浊辅音声带振动。