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C H A P T E R431219Box 43-1.Causes of HemoperitoneumCLINICAL DIAGNOSISHistory and Present IllnessPain is the focal issue in the evaluation of the patient sus-pected of having an acute abdomen.8,9,14The history should therefore characterize and document the pain as precisely as possible. The duration of the pain is impor-tant, but the location, mode of onset, and character of the pain help in making a diagnosis. Abdominal pain that per-sists for 6 hours or more with severe intensity increases the likelihood that surgical operation will be required. If the pain ebbs after a few hours, however, the probability of surgical disease decreases, but not to zero. Visceral pain caused by distention, inflammation, or ischemia usually feels dull and poorly localized in the midabdomen. Depending on the organ involved, the pain may be felt in the epigastrium, the periumbilical area, or the lower abdomen (Fig. 43-2). Diseases of the kidneys or ureters produce pain in the flanks. Parietal pain, however, is sharper and better localized. Localized parietal peritonitis can produce pain confined to one of the four quadrants of the abdomen.In an evaluation of the location of the pain, the concept of referred pain becomes important. Subdiaphragmatic disorders can produce pain referred to the shoulder. Blood or pus beneath the left diaphragm can cause left shoulder pain. Biliary disease can cause referred pain in the right shoulder or the back. Diseases above the diaphragm such as basal pneumonia can cause pain referred to the neck or shoulder in the C4 distribution. Upper abdominal pain suggests peptic ulcer, acute chole-cystitis, or pancreatitis. Conversely, ovarian cysts, diver-ticulitis, and ruptured tubo-ovarian abscesses produce lower abdominal pain. Small bowel obstruction usually causes midabdominal pain sometimes referred to the back (Fig. 43-3).Migratory pain shifting from one place to another can give insight into the diagnosis. For example, pain that moves from the epigastrium to the periumbilical area to the right lower quadrant suggests acute appendicitis. Distention and inflammation of the appendix produce visceral pain perceived in the periumbilical area. When the inflammation spreads and produces parietal peritonitis, the pain localizes in the right lower quad-rant of the abdomen. Another example of moving or migratory pain occurs with perforated duodenal ulcer. The leakage of duodenal contents from a perforated ulcer causes intense and localized epigastric pain. However, if the leaked duodenal content gravitates down the right paracolic gutter into the right lower quadrant, the patient may also experience right lower quadrant pain. Although the location of abdominal pain may be helpful, particularly early in the course of the disease, it may not be typical in all patients. Late in many cases, the pain may become generalized because of diffuse peritonitis.Box 43-2.Abdominal Pain Secondary to Inflammatory Lesions of the Gastrointestinal Subsystem Box 43-3.Abdominal Pain Secondary to Obstructing Lesions of the Gastrointestinal TractBox 43-4.Abdominal Pain Secondary to Lesions of the Gynecologic SubsystemA BA B CFIGURE 43-6.Acute cholecystitis. Ultrasound evaluation shows two small stones (curved arrow)present in the neck of the gallbladder. The wall of the gallbladder in the fundus (straight arrow)FIGURE 43-7.Thrombus in portal vein evident on pulsed Doppler ultrasonography. An echogenic thrombus (arrow)is withinFIGURE 43-8.Acute appendicitis. On ultrasonography, a radiographically nonopaque appendicolith (arrow)is evident within a thick-walled, distended appendix (longitudinal view).A BIntramural hematoma of small bowel. Uniform, concentric, high-density thickening of the wall of jejunal loops is A BFIGURE 43-12.Acute pyelophlebitis resulting from diverticulitis with abscess. A,Minute quantities of gas (arrows)within peripheral branches of the portal venous system were not visible on a plain radiograph. B,A gas-containing thrombus (arrow)is visible in the inferior mesenteric vein at its junction with the splenic vein. C,A chain of abscesses (arrow)extended along the course of the thrombosed inferior mesenteric vein. D,The septic thrombus led directly to a pericolonic abscess (arrow)caused by diverticulitis of the sigmoid colon.FIGURE 43-13.Hemorrhage and false aneurysm complicating pancreatitis. A,Intraparenchymal hemorrhage enlarges the body and tail of the pancreas. The lumen of the false aneurysm (arrow)is shown as an area of increased density resulting from the enhancement of the FIGURE 43-14.Peritonitis. CT scan shows inflammatoryFIGURE 43-15.Pyopneumoperitoneum secondary to a perforated descending colon. A,Pyopneumoperitoneum interface (large arrow) and inflammatory thickening of visceral peritoneum (small arrows) are shown. Seven liters of grossly infected ascitic fluid (A) were drained FIGURE 43-16.Acute small bowel intussusception. The patient had a sudden onset of severe mid-abdominal pain with nonspecific plain film findings. Cross-sectional (A) and longitudinal (B) CT scans showed a small bowel intussusception (arrows). Mesenteric fat (f) accompaniesBox 43-5.Nonsurgical Causes of Abdominal Pain。
油藏工程方案英文1. IntroductionThe development of an oil field is a complex and challenging task that requires careful planning and execution. Reservoir engineering plays a crucial role in the development of an oil field as it involves the optimization of production rates, recovery factors, and overall field management. In this report, we will outline a reservoir engineering plan for the development of an oil field, taking into consideration the geological, geophysical, and engineering aspects of the field.2. Reservoir characterizationThe first step in the development of an oil field is to characterize the reservoir in terms of its geological and petrophysical properties. This involves the analysis of core samples, well logs, and seismic data to determine the reservoir's porosity, permeability, fluid properties, and potential hydrocarbon reserves. This information is crucial for the design of the production and reservoir management strategies.3. Well placement and drillingThe next step in the reservoir engineering plan is to determine the optimal well placement and drilling strategy. This involves the identification of potential drilling locations based on the reservoir characteristics and the subsurface geology. The well design and drilling plan should take into consideration the reservoir's heterogeneity, fluid viscosity, and pressure regime to maximize production rates and recovery factors.4. Reservoir simulationOnce the well placement and drilling strategy are determined, a reservoir simulation study is conducted to predict the reservoir's behavior under different production scenarios. This involves the construction of a reservoir model based on the geological and engineering data, and the simulation of fluid flow, pressure distribution, and production rates. The reservoir simulation study is essential for optimizing the field development plan, and for forecasting the field's production and recovery over time.5. Enhanced oil recovery (EOR)In many mature oil fields, enhanced oil recovery (EOR) techniques are employed to improve the recovery factor and increase the overall production rates. EOR techniques such as water flooding, gas injection, and chemical flooding are designed and implemented based on the reservoir's characteristics and the production challenges. The selection of the EOR method is often based on reservoir simulation and field tests to determine the most effective technique for the field.6. Field development and infrastructureThe final step in the reservoir engineering plan is the design and implementation of the field development and infrastructure. This involves the construction of production facilities, well pads, gathering systems, and transportation pipelines to bring the produced oil to market. The field development plan should be designed to optimize production, minimize operational costs, and adhere to environmental regulations and safety standards.ConclusionsIn conclusion, the development of an oil field requires a comprehensive reservoir engineering plan that takes into consideration the geological, geophysical, and engineering aspects of the field. The reservoir engineering plan outlined in this report involves reservoir characterization, well placement and drilling, reservoir simulation, enhanced oil recovery, and field development. By carefully planning and executing the reservoir engineering plan, an oil field can be developed to optimize production and recovery, and to maximize the field's economic value.。
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
探究德国制造业的工匠精神董鹏1，颜骄杨2，骆骊3，季京晶4（1.国通商务咨询有限公司，江苏无锡 214151；2. 兰州财经大学会计学院，甘肃兰州 730101；3. 浙江大学管理学院，浙江杭州 310000；4. 安徽新华学院财会与金融学院，安徽合肥 230000）摘 要：德国产品享誉世界并引领潮流的原因在于其强大的制造能力与完善的工业体系，其内在动力是工匠精神。
德国工匠精神的产生经历了屈辱记忆、觉醒蜕变、潜心制造、渗入基因的过程，呈现出了严格严谨、耐心专注、品质至上、追求卓越等基本特征。
德国“工匠精神”是其长期历史进程中文化、制度、经济、社会、教育等要素共同作用的结果，已成为其国家、企业界及技师、工人的内在信念与自律准则，融进了民族的血液。
本文结合德国制造业产业成功经验，分析了德国工匠精神产生的历史背景和形成机制，从而对未来我国推动产业的转型升级具有借鉴意义与指导作用。
关键词：德国文化；德国制造；工匠精神；德国“双元”教育Exploring the Craftsman Spirit of German Manufacturing IndustryDong Peng 1, Yan Jiaoyang 2, Luo Li3, Ji Jingjing 4(1.Guotong Business Consulting Co., Ltd., Wuxi, Jiangsu 214151; 2. School ofAccounting, Lanzhou University of Finance and Economics, Lanzhou, Gansu 730101;3. School of Management, Zhejiang University, Hangzhou, Zhejiang, 310000;4. School of Accounting and Finance, Anhui Xinhua University, Hefei, Anhui230000)Abstract:The reason why German products are well-known in the world and leading the trend lies in their strong manufacturing capacity and perfect industrial system, and their inherent motive force is the craftsman spirit.German craftsman spirit has undergone humiliating memory, awakening and metamorphosis, devoted manufacturing and gene penetration process, showing the basic characteristics of rigorous, patient and dedicated, quality first, and the pursuit of excellence. German "craftsman spirit" is the result of the interaction of cultural, institutional, economic, social and educational factors in its long historical process. It has become the internal belief and self-discipline criterion of its country, business circles, technicians and workers, and has melted into the blood of the nation. Based on the successful experience of German manufacturing industry, this paper analyses the historical background and formation mechanism of German craftsmanship spirit, which can be used for reference and guidance for China to promotethe transformation and upgrading of industry in the future.Key words: German culture; German manufacturing; craftsmanship; German "dual"Education“德国制造”，在优异的品质保证前提下，运用信息管理技术，使其产品科技含量越来越高、管理成本不断下降，运营绩效日益显著。
碳酸盐岩礁滩相储层分类王小敏;樊太亮【摘要】研究以岩石组构、孔隙结构和岩石物性三者之间的相互联系为基础,按照岩石结构成因类型、优势孔隙类型、孔隙结构/物性分类进行多层次划分,将晚古生代以后的孔隙型礁滩相储层分为4大类、10小类,其中细－粗粒间溶孔的残余颗粒灰岩、细－粗晶间孔的残余颗粒云岩、非组构选择性溶孔的结晶碳酸盐岩是主要的优质储层类型,此种分类方法兼顾储层的地质成因模式与其自身特定的渗透性、弹性声波等物理属性,有助于改善储层类型的测井等地球物理手段识别效果,对碳酸盐岩礁滩相储层建模及评价具有重要意义.%Based on the relationships between rock fabrics and pore structure and reservoir petrophysical characteristics, carbonate reef-shoal reservoir rocks from the Late Paleozoic can be grouped into four broad categories and ten subcategories, successively according to genetic rock fabric types and dominant pore types, and pore structure/ petrophysics classifications. Among these reservoir rock types, the high-quality reservoirs mainly comprise residual grain limestones with medium-coarse interparticle pores, and residual grain dolostones with medium-coarse intercrystalline pores, and carbonate rocks with non-fabric selective dissolution pores. This rock-typing approach incorporates the geological genetic model and its own specific petrophysical properties including permeability and acoustic wave and electric conductivity, thereby helpful to facilitating the identification of reservoir rock types from various geophysical loggings, and fundamental to the modeling and characterization of carbonate reef-shoal reservoirs.【期刊名称】《中南大学学报（自然科学版）》【年(卷),期】2012(043)005【总页数】8页(P1837-1844)【关键词】碳酸盐岩礁滩;储层类型;孔隙结构;渗透率;物理属性;储层评价与预测【作者】王小敏;樊太亮【作者单位】中国地质大学(北京)能源学院,北京,100083;中国地质大学(北京)海相储层演化与油气富集机理教育部重点实验室,北京,100083;中国地质大学(北京)能源学院,北京,100083;中国地质大学(北京)海相储层演化与油气富集机理教育部重点实验室,北京,100083【正文语种】中文【中图分类】TE122.2+2储层分类是油气储层评价的关键环节[1-2]。
伊朗扎格罗斯盆地白垩质灰岩储层特征及开发建议徐德军;张文才;杜秀娟;李艳军;苏瑜【摘要】伊朗Y油田含油层系Sarvak组油气储集层主要为富含蛤类化石的白垩质灰岩,储集空间类型主要为孔隙和洞,为中孔低渗-特低渗型储层.沉积环境为浅海碳酸盐岩台地边缘斜坡及礁边缘相.储层层内相对均质,而层间非均质性严重.优质储层受沉积环境和成岩作用双重因素控制,发生白垩化成岩作用较强的碳酸盐岩台地前缓坡相和台地浅滩相是白垩质灰岩储层发育的有利相带.Sarvak组油藏类型为层状边水油藏,油水界面倾斜,开发中尽可能依托储层特征及油藏类型,增加开发效益.【期刊名称】《石油实验地质》【年(卷),期】2010(032)001【总页数】5页(P15-18,23)【关键词】储层特征;沉积环境;白垩质灰岩;Sarvak组;扎格罗斯盆地;伊朗【作者】徐德军;张文才;杜秀娟;李艳军;苏瑜【作者单位】中国石油大学(华东)地球资源与信息学院,山东,东营,257061;中国石化集团国际石油勘探开发有限公司,北京,100083;中国石油化工股份有限公司,石油勘探开发研究院,北京,100083;中国石油化工股份有限公司,石油勘探开发研究院,北京,100083;中国石油化工股份有限公司,石油勘探开发研究院,北京,100083;中国石化集团国际石油勘探开发有限公司,北京,100083【正文语种】中文【中图分类】TE122.23白垩质灰岩是指灰岩中的泥屑部分经白垩化成岩作用改造生成菱形晶体，产生次生白垩微孔，形成几百米厚的白色、易碎灰岩[1-2]。
该类油藏广泛分布于北美、西欧北海和中东地区，目前中国境内还没发现该类油气储层。
伴随着中国油气业务海外的发展，我国石油工作者们不得不面对这一新的研究领域。
1 地质概况伊朗的多数油气田均分布于扎格罗斯山脉前缘的扎格罗斯(Zagros)盆地中，该盆地是中东地区的主要含油气盆地，其油气分布自东北部的伊朗向西延伸至伊拉克、科威特、阿拉伯半岛的部分地区和海湾区，盆地于西南侧终止于古老的阿拉伯地盾区。
代爽，李琳琳，尹卫，等. 大蒜多糖提取、结构测定、化学修饰及生物活性研究进展[J]. 食品工业科技，2024，45（1）：9−17. doi:10.13386/j.issn1002-0306.2023060161DAI Shuang, LI Linlin, YIN Wei, et al. Research Progress on Extraction, Structure Determination, Chemical Modification and Biological Activity of Garlic Polysaccharides[J]. Science and Technology of Food Industry, 2024, 45(1): 9−17. (in Chinese with English abstract). doi: 10.13386/j.issn1002-0306.2023060161· 特邀主编专栏—食品中天然产物提取分离、结构表征和生物活性（客座主编：杨栩、彭鑫） ·大蒜多糖提取、结构测定、化学修饰及生物活性研究进展代 爽1,2，李琳琳1,2，尹 卫1，王 乐1，王煜伟1, *，梁 健1,*（1.青海大学省部共建三江源生态与高原农牧业国家重点实验室，青海西宁 810016；2.青海大学农牧学院，青海西宁 810016）摘 要：作为大蒜的主要活性成分之一，大蒜多糖具有增强免疫力、抗菌、抗病毒、抗氧化、保肝、降血脂、降血糖等多种生物活性，应用前景广阔。
大蒜多糖的提取方法以热水法、酶法和超声辅助法最为常见，大蒜多糖是由果糖、葡萄糖、半乳糖、甘露糖、半乳糖醛酸等组成的杂多糖，乙酰化、硒化和磷酸化等化学修饰可以增加大蒜多糖抗氧化等生物活性。
本文从大蒜多糖的提取、结构测定、化学修饰及生物活性的角度出发，系统总结了大蒜多糖的研究现状，未来应关注多糖结构与生物活性的构效关系，深入探讨大蒜多糖的功效机理，以期为大蒜多糖作为功能性产品的开发利用提供理论参考。
140-1492016年12月草业学报八CTA PR八丁八CULTUR八E SINIC八第25卷第12期 Vol. 25,No. 12DOI：10. 11686/cyxb2016058 http： //cyxb. lzu. edu. cn 章武，胡美姣，髙兆银，李敏，刘国道，南志标.草坪草红丝病与粉斑病病原菌生物学特性研究与杀菌剂室内毒力测定.草业学报，2016, 25(12): 140-149.ZHANG W u»IIU Mei-Jiao，GAO Zhao-Yin，LI M in，LIU Guo-Dao，NAN Zhi-Biao. Biological characteristics of Laeiisaria fuciform is and L im ono-myces roseipellis and their responses to different fungicides. Acta Prataculturae Sinica» 2016，25(12) : 140-149.草坪草红丝病与粉斑病病原菌生物学特性研究与杀菌剂室内毒力测定章武〃，胡美姣3,高兆银3,李敏3,刘国道4,南志标〃(1.草地农业生态系统国家重点实验室，兰州大学草地农业科技学院，甘肃兰州730020;2.岭南师范学院，广东湛江524048;3.中国热带农业科学院环境与植物保护研究所，海南海口571101;4.中国热带农业科学院热带作物品种资源研究所，海南儋州571737)摘要：草坪草红丝病与粉斑病是发生于世界范围内可危害多个草种的重要草坪草病害。
本研究对我国首次报道的红丝病和粉斑病病原菌生物学特性进行了研究并在室内测定了14种杀菌剂对该两种病原菌的毒力。
研究结果表明：红丝病和粉斑病病原菌菌丝适宜生长p H为5〜7,最适生长p H为6,菌丝的致死温度为50 °C水浴处理10min。
红丝病和粉斑病病原菌能够利用多种碳氮源，最适碳源和最适氮源分别为可溶性淀粉和L-谷氨酰胺。
有机氟化学英文The world we live in is a complex and ever-changing place, filled with a myriad of challenges and opportunities. As individuals, we are constantly faced with decisions that shape the course of our lives, and the choices we make can have a profound impact on the world around us. In this essay, I will explore the notion of "None," a concept that encompasses the vast expanse of possibilities and the power of the individual to shape their own destiny.At its core, the idea of "None" represents the absence of constraints, the freedom to choose our own path. It is the blank canvas upon which we can paint the masterpiece of our lives, unbound by the expectations or limitations imposed by others. This notion of "None" is both liberating and daunting, for it places the responsibility of our lives squarely on our own shoulders.One of the most significant aspects of "None" is the opportunity it presents for personal growth and self-discovery. When we are not bound by the expectations of others, we are free to explore our own passions, talents, and aspirations. We can venture into uncharted territories, take risks, and experiment with new ideas, without the fear of failure or the pressure to conform.This freedom of choice, however, also comes with its own set of challenges. With the absence of a predetermined path, we must navigate the complexities of life with a keen sense of self-awareness and decision-making skills. We must be willing to confront our fears, overcome our doubts, and make tough choices that align with our values and aspirations.In this regard, the concept of "None" is inextricably linked to the notion of personal responsibility. When we embrace the idea of "None," we are taking ownership of our lives and the consequences of our actions. We must be willing to accept the successes and failures that come with our choices, and to learn from our experiences in order to grow and evolve.Moreover, the idea of "None" extends beyond the individual and into the realm of societal and global impact. When we recognize the power of our own choices and the potential to shape the world around us, we are empowered to make a difference. We can use our talents and resources to address pressing challenges, to advocate for change, and to inspire others to do the same.In this way, the concept of "None" is not just about personal freedom, but about the collective responsibility we have to one another and to the planet we share. By embracing the idea of"None," we can cultivate a sense of agency and empowerment that transcends our individual lives and contributes to the betterment of the world.Of course, the journey of "None" is not without its complexities and challenges. We may face obstacles, setbacks, and moments of uncertainty along the way. But it is precisely in these moments that the true power of "None" becomes evident. It is in our ability to adapt, to persevere, and to find new paths forward that we discover the true depth of our own resilience and the boundless potential of the human spirit.In conclusion, the concept of "None" is a powerful and multifaceted idea that challenges us to take ownership of our lives, to embrace the freedom of choice, and to make a meaningful impact on the world around us. It is a call to action, a invitation to explore the vast expanse of possibilities that lie before us, and to create a future that reflects our deepest values and aspirations. By embracing the idea of "None," we can unlock the true potential of the human experience and contribute to the betterment of our shared world.。
