朝鲜的历届领导人资料

小さい子どもが食事をするとき、食器はプラスティック製のものを使うのが一般的だと思いますが、私は長男が一歳半のころ、飲み物をあえてガラスのコップに入れて与えてみました。

すると案の定、床に落としてコップを割ってしまいました。

しかし、何度か同じことを繰り返しているうちに静かにコップを置くようになりました。

私は、できるだけ早い時期から子どもに物事の判断基準を教えることが親の役割だと思っていますから、言葉で理解できない小さい子どもであっても、自分で経験したり、考えたりする機会を多く与えることによって、判断する力を身につけさせようとしたのです。

次第に言葉を理解できるようになると、何かを教えようとするとき必ず理由を説明しながら教えるようにしました。

初めはそれで納得していたのでしょうが、やがて子どもは私の言ったことに反論してくるようになりました。

しかし、それは子どもの成長の一つであり、私にはとてもうれしいことでした。

(中略)私の三人に子どもたちも成長し、長男は大学に一年間通った後、現在は学校を休学し、カリフォルニアでカンボジア難民を相手にボランティア活動をしています。

我が家では、私の父も私自身もボランティア活動を経験しており、子どもにも小さいときから大学生になったらボランティアさせるつもりでいました。

今彼の行っている活動は私の考えていた以上に厳しいものですが、彼はその中で学校などでは学べない様様な貴重な経験をし、みちがえるほど成長しました。

どちらかというと自分のことしか考えていなかったような人間が、他人のことを第一に考えるようになり、自分が奉仕することによって何人もの人が助かったことがうれしいと言います。

また、これまでの自分がいかに豊かで恵まれていたかを改めて感じていることでしょう。

最近もらった手紙を読むと、ボランティア活動を始めたときとはまるで他人が書いているかのような内容で驚きました。

日本でも昔からボランティアが行われていましたが、まだまだ経験が少なく習慣になっていないのが実情です。

金日成同志领导的朝鲜革命金日成同志简介：金日成（김일성，1912年4月15日－1994年7月8日），原名金成柱，朝鲜已故领袖金正日的父亲，现任领袖金正恩的祖父。

从1948年朝鲜民主主义人民共和国成立起至去世一直担任朝鲜最高领导人，任朝鲜劳动党中央委员会总书记，朝鲜民主主义人民共和国主席（1972年起）、内阁首相（1948年-1972年）、朝鲜国防委员会委员长（1972-1993年）、朝鲜人民军最高司令官（1950-1991年）。

1992年被授予大元帅军衔，朝鲜1998年修改的宪法规定他为“共和国永远的主席”。

生于平壤郊区的万景台，1994年去世于官邸锦绣山议事堂。

一、早年的革命活动1912年4月15日，出生于平壤市万景台。

1924年年仅十二岁的金日成同志回到家乡万景台进入彰德学校学习。

1925年1月由于父亲被日本秘密警察逮捕，被迫离开万景台，渡过鸭绿江来到中国。

1926年6月来到桦甸县入华成义塾学习，10月17日在华成义塾建立了打倒帝国主义同盟，12月离开华成义塾，12月15日，在母亲居住的抚松建立了第一个少年革命组织----新日少年同盟。

1927年1月进入吉林省毓文中学学习。

1927年4月10日在吉林毓文中学建立朝鲜人吉林少年会，5月8日把朝鲜人旅吉学友会改组为朝鲜人留吉学友会，8月27日把打倒帝国主义同盟改组成为反帝青年同盟，8月28日组织了朝鲜共产主义青年同盟，12月又在抚松组织了白山青年同盟。

1928年1月15日在抚松创办了《新日》报，1928年夏组织和领导了毓文中学学生为反对反动军阀和反动教员同日本帝国主义相勾结进行的罢课斗争。

10～11月组织动员吉林市及其他许多城市的青年学生和广大群众，投入反对日本帝国主义铺设吉会铁路和抵制日货的更大规模的斗争。

1929年发动青年学生和群众反对日本挑起的“中东铁路事件”。

1929年秋天被奉系军阀的反动警察逮捕。

后经多方面营救于1930年5月出狱。

二、反对日本帝国主义的武装斗争1930年6月30日～7月2日在卡伦召开共产主义青年同盟及反帝青年同盟领导干部会议，开始重建朝鲜共产党的艰辛历程。

E/ECE/324 )Rev.1/Add.20/Rev.2/Amend.2E/ECE/TRANS/505 )March 25, 2003STATUS OF UNITED NATIONS REGULATIONECE 21UNIFORM PROVISIONS CONCERNING THE APPROVAL OF:VEHICLES WITH REGARD TO THEIR INTERIOR FITTINGSIncorporating:Supplement 2 to the 01 series of amendments Date of Entry into Force: 18.01.98 Corr. 1 to the 01 series of amendments Date of Entry into Force: 08.03.00 Supplement 3 to the 01 series of amendments Date of Entry into Force: 31.01.03E/ECE/324 )Rev.1/Add.20/Rev.2/Amend.2E/ECE/TRANS/505 )March 25, 2003UNITED NATIONSAGREEMENTCONCERNING THE ADOPTION OF UNIFORM TECHNICAL PRESCRIPTIONS FOR WHEELED VEHICLES, EQUIPMENT AND PARTS WHICH CAN BE FITTED AND/OR BE USED ON WHEELED VEHICLES AND THE CONDITIONS FOR RECIPROCAL RECOGNITION OFAPPROVALS GRANTED ON THE BASIS OF THESE PRESCRIPTIONS (*)(Revision 2, including the amendments which entered into force on October 16, 1995)Addendum 20: Regulation No. 21Revision 2 — Amendment 2Supplement 3 to the 01 series of amendments - Date of entry into force: January 31, 2003UNIFORM PROVISIONS CONCERNING THE APPROVAL OF VEHICLES WITH REGARDTO THEIR INTERIOR FITTINGS(*)Former title of the Agreement:Agreement Concerning the Adoption of Uniform Conditions of Approval and Reciprocal Recognition of Approval for Motor Vehicle Equipment and Parts, done at Geneva on March 20, 1958.REGULATION No. 21UNIFORM PROVISIONS CONCERNING THE APPROVAL OF VEHICLES WITH REGARDTO THEIR INTERIOR FITTINGSCONTENTSREGULATION1. Scope2. Definitions3. Application for approval4. Approval5. Requirements6. Modifications and extension of approval of the vehicle type7. Conformity of production8. Penalties for non-conformity of production9. Production definitely discontinued10. Names and addresses of technical services responsible for conducting approval tests, and ofadministrative departmentsANNEXESAnnex 1 Determination of the Head-impact ZoneAnnex 2 Communication concerning the approval or extension or refusal or withdrawal of approval or production definitely discontinued of a vehicle type with regard to its interior fittings,pursuant to Regulation No. 21Annex 3 Arrangements of the approval marksAnnex 4 Procedure for testing energy-dissipating materialsAnnex 5 Procedure for determining the "H" point and the actual torso angle for seating positions in motor vehiclesAnnex 6 Method of measuring projectionsAnnex 7 Apparatus and procedure for application of Paragraph 5.2.1. of this regulationAnnex 8 Determination of a dynamically determined head impact zoneAnnex 9 Typical position of cylindrical test rod in the opening roof and window openingsAnnex 10 Explanatory notesREGULATION No. 21UNIFORM PROVISIONS CONCERNING THE APPROVAL OF VEHICLES WITH REGARDTO THEIR INTERIOR FITTINGS1. SCOPEThis Regulation applies to the interior fittings of vehicles of Category M1 with regard to:1.1the interior parts of the passenger compartment other than the rear-view mirror or mirrors; 1.2the arrangement of the controls;or opening roof, androof1.3 the1.4the seat-back and the rear parts of seats.1.5.power-operation of windows, roof panels and partition systems.2. DEFINITIONSFor the purpose of this Regulation,2.1"approval of a vehicle" means the approval of a vehicle type with regard to its interiorfittings;2.2."vehicle type" with regard to the interior fittings of the passenger compartment meansvehicles of Category M1 which do not differ in such essential respects as:2.2.1.the lines and constituent materials of the bodywork of the passenger compartment;2.2.2.the arrangement of the controls;2.2.3.the performance of the protective system, if the reference zone within the head impact zonedetermined according to Annex 8 (dynamic evaluation) is chosen by the applicant.2.2.3.1. Vehicles that differ only in the performance of the protective system(s) belong to the samevehicle type if they offer an equal or better protection for the occupants compared with thesystem or vehicle submitted to the technical service responsible for conducting the approvaltests.2.3."reference zone"is the head-impact zone as defined in Annex 1 to this Regulation, or atthe choice of the manufacturer, according to Annex 8, excluding the following areas: (seeAnnex 10, explanatory notes, Paragraphs 2.3. and 2.3.1.)2.3.1.the area bounded by the forward horizontal projection of a circle circumscribing the outerlimits of the steering control, increased by a peripheral band 127 mm in width; this area isbounded below by the horizontal plane tangential to the lower edge of the steering controlwhen the latter is in the position for driving straight ahead; (see Annex 10, explanatorynotes, Paragraphs 2.3. and 2.3.1.)2.3.2.the part of the surface of the instrument panel comprised between the edge of the areaspecified in Paragraph 2.3.1. above and the nearest inner side-wall of the vehicle; this partof the surface is bounded below by the horizontal plane tangential to the lower edge of thesteering control and; (see Annex 10, explanatory notes, Paragraphs 2.3. and 2.3.1.)2.3.3.the windscreen side pillars; (see Annex 10, explanatory notes, Paragraphs 2.3. and 2.3.1.) 2.4."level of the instrument panel" means the line defined by the points of contact of verticaltangents to the instrument panel; (see Annex 10, explanatory notes, Paragraph 2.4.)2.5."roof" means the upper part of the vehicle extending from the upper edge of thewindscreen to the upper edge of the rear window and bounded at the sides by the upperframework of the side-walls; (see Annex 10, explanatory notes, Paragraph 2.5.)2.6."belt line" means the line constituted by the transparent lower contour of the side windowsof the vehicle;2.7."convertible car" means a vehicle where, in certain configurations, there is no rigid part ofthe vehicle body above the belt line with the exception of the front roof supports and/or theroll-over bars and/or the seat belt anchorage points; (see Annex 10, explanatory notes,Paragraphs 2.5. and 2.7.)2.8."vehicle with opening roof" means a vehicle of which only the roof or part of it can befolded back or be opened, or may slide, leaving the existing structural elements of thevehicle above the belt line; (see Annex 10, explanatory notes, Paragraph 2.5.)2.9."folding (tip-up) seat" means an auxiliary seat intended for occasional use and which isnormally folded out of the way.system" means interior fittings and devices intended to restrain the occupants.2.10. "protective2.11. "type of a protective system" means a category of protective devices which do not differin such essential respects as:technology;2.11.1. their2.11.2. theirgeometry;2.11.3.their constituent materials.2.12. "power-operatedwindows" means windows which are closed by power supply of the vehicle.systems" means movable panels in the vehicle roof whichroof-panel2.13. "power-operatedare closed by power supply of the vehicle by either a sliding and/or tilting motion, and whichdo not include convertible top systems.systems" means systems which divide a passenger carpartition2.14. "power-operatedcompartment into at least two sections and which are closed using the power supply of thevehicle.2.15. "opening" is the maximum unobstructed aperture between the upper edge or leading edge,depending on the closing direction, of a power-operated window or partition or roof paneland the vehicle structure which forms the boundary of the window, partition or roof panel,when viewed from the interior of the vehicle or, in the case of partition system, from the rearpart of the passenger compartment.To measure an opening, a cylindrical test rod shall (without exerting force) be placedthrough it normally perpendicular to the edge of the window, roof panel or partition andperpendicular to the closing direction as shown in Figure 1 of Annex 9, from the interiorthrough to the exterior of the vehicle or, as applicable, from the rear part of the passengercompartment.2.16. "key"2.16.1."ignition key" means the device that operates the electric power supply necessary tooperate the engine or motor of the vehicle. This definition does not preclude a nonmechanical device.2.16.2."power key" means the device which allows power to be supplied to the power systems ofthe vehicle. This key may also be the ignition key. This definition does not preclude a nonmechanical device.2.17. "airbag" means a device installed to supplement safety belts and restraint systems inpower driven vehicles, i.e. systems which in the event of a severe impact affecting thevehicle automatically deploy a flexible structure intended to limit, by compression of the gascontained within it, the severity of the contacts of one or more parts of an occupant of thevehicle with the interior of the passenger compartment.2.18. A "sharp edge" is an edge of a rigid material having a radius of curvature of less than2.5 mm except in the case of projections of less than3.2 mm, measured from the panelaccording to the procedure described in Paragraph 1 of Annex 6. In this case, the minimumradius of curvature shall not apply provided the height of the projection is not more than halfits width and its edges are blunted (see Annex 10, explanatory notes, Paragraph 2.18.)3. APPLICATION FOR APPROVAL3.1.The application for approval of a vehicle type with regard to its interior fittings shall besubmitted by the vehicle manufacturer or by his duly accredited representative.3.2.It shall be accompanied by the undermentioned documents in triplicate and the followingparticulars:a detailed description of the vehicle type with regard to the items mentioned inParagraph 2.2. above, accompanied by a photograph or an exploded view of the passengercompartment. The numbers and/or symbols identifying the vehicle type shall be specified. 3.3.The following shall be submitted to the technical service responsible for conducting theapproval tests:3.3.1.at the manufacturer's discretion, either a vehicle representative of the vehicle type to beapproved or the part or parts of the vehicle regarded as essential for the checks and testsprescribed by this Regulation;3.3.2.at the request of the aforesaid technical service, certain components and certain samples ofthe materials used.4. APPROVAL4.1.If the vehicle type submitted for approval pursuant to this Regulation meets therequirements of Paragraph 5. below, approval of that vehicle type shall be granted.4.2.An approval number shall be assigned to each type approved. Its first two digits (at present01 corresponding to the 01 series of amendments which entered into force onApril 26, 1986) shall indicate the series of amendment incorporating the most recent majortechnical amendments made to the Regulation at the time of issue of the approval. Thesame Contracting Party may not assign the same number to another vehicle type.4.3.Notice of approval or of extension or refusal or of withdrawal of approval or productiondefinitely discontinued of a vehicle type pursuant to this Regulation shall be communicatedto the Parties to the Agreement which apply this Regulation by means of a form conformingto the model in Annex 2 to this Regulation.4.4.There shall be affixed, conspicuously and in a readily accessible place specified on theapproval form, to every vehicle conforming to a vehicle type approved under this Regulation,an international approval mark consisting of:4.4.1. a circle surrounding the Letter "E" followed by the distinguishing number of the countrywhich has granted approval; (1)4.4.2.the number of this Regulation, followed by the Letter "R", a dash and the approval numberto the right of the circle prescribed in Paragraph 4.4.1. above.4.5.If the vehicle conforms to a vehicle type approved, under one or more other Regulationsannexed to the Agreement, in the country which has granted approval under thisRegulation, the symbol prescribed in Paragraph 4.4.1. need not be repeated; in such acase, the regulation and approval numbers and the additional symbols of all the Regulationsunder which approval has been granted in the country which has granted approval underthis Regulation shall be placed in vertical columns to the right of the symbol prescribed inParagraph 4.4.1. above.4.6.The approval mark shall be clearly legible and be indelible.4.7.The approval mark shall be placed close to or on the vehicle data plate affixed by themanufacturer.4.8.Annex 3 to this Regulation gives examples of arrangement of the approval marks.5. REQUIREMENTS5.1.Forward interior parts of the passenger compartment above the level of the instrument panelin front of the front seat "H" points, excluding the side doors.5.1.1.The reference zone defined in Paragraph 2.3. above shall not contain any dangerousroughness or sharp edges likely to increase the risk of serious injury to the occupants. If thehead impact area is determined according to Annex 1, the parts referred to in Paragraphs5.1.2. to 5.1.6. below shall be deemed satisfactory if they comply with the requirements ofthose paragraphs. If the head impact area is determined according to Annex 8, therequirements of Paragraph 5.1.7. shall apply (see Annex 10, explanatory notes,Paragraph 5.1.1.)(1)1 for Germany,2 for France,3 for Italy,4 for the Netherlands,5 for Sweden,6 for Belgium,7 for Hungary,8 for the CzechRepublic, 9 for Spain, 10 for Yugoslavia, 11 for the United Kingdom, 12 for Austria, 13 for Luxembourg, 14 for Switzerland,15 (vacant), 16 for Norway, 17 for Finland, 18 for Denmark, 19 for Romania, 20 for Poland, 21 for Portugal, 22 for theRussian Federation, 23 for Greece, 24 for Ireland, 25 for Croatia, 26 for Slovenia, 27 for Slovakia, 28 for Belarus, 29 for Estonia, 30 (vacant), 31 for Bosnia and Herzegovina, 32 for Latvia, 33 (vacant), 34 for Bulgaria, 35-36 (vacant), and 37 for Turkey, 38-39 (vacant), 40 for The former Yugoslav Republic of Macedonia, 41 (vacant), 42 for the European Community (Approvals are granted by its Member States using their respective ECE symbol), 43 for Japan, 44 (vacant), 45 for Australia and 46 for Ukraine. Subsequent numbers shall be assigned to other countries in the chronological order in which they ratify or accede to the Agreement concerning the Adoption of Uniform Technical Prescriptions for Wheeled Vehicles, Equipment and Parts which can be Fitted and/or be Used on Wheeled Vehicles and the Conditions for Reciprocal Recognition of Approvals Granted on the Basis of these Prescriptions, and the numbers thus assigned shall be communicated by the Secretary-General of the United Nations to the Contracting Parties to the Agreement5.1.2.Vehicle parts within the reference zone with the exception of those which are not part of theinstrument panel and which are placed at less than 10 cm from glazed surfaces shall beenergy-dissipating, as prescribed in Annex 4 to this Regulation. Those parts within thereference zone which satisfy both of the following conditions shall also be excluded fromconsideration if: (see Annex 10, explanatory notes, Paragraph 5.1.2.)5.1.2.1. during a test in accordance with the requirements of Annex 4 of this Regulation, thependulum makes contact with parts outside the reference zone; and5.1.2.2. parts to be tested are placed less than 10 cm away from the parts contacted outside thereference zone, this distance being measured on the surface of the reference zone;any metal support fittings shall have no protruding edges.5.1.3.The lower edge of the instrument panel shall, unless it meets the requirements ofParagraph 5.1.2. above, be rounded to a radius of curvature of not less than 19 mm. (seeAnnex 10, explanatory notes, Paragraph 5.1.3.)5.1.4.Switches, pull-knobs and the like, made of rigid material which, measured in accordancewith the method prescribed in Annex 6, project from 3.2 mm to 9.5 mm from the panel shallhave a cross sectional area of not less than 2 cm2, measured 2.5 mm from the pointprojecting furthest and shall have rounded edges with a radius of curvature of not less than2.5 mm. (see Annex 10, explanatory notes, Paragraph 5.1.4.)5.1.5.If these components project more than 9.5 mm from the surface of the instrument panel,they shall be so designed and constructed as to be able, under the effect of a longitudinalhorizontal force of 37.8 daN delivered by a flat-ended ram of not more than 50 mmdiameter, either to retract into the surface of the panel until they do not project by more than9.5 mm or to become detached; in the latter case, no dangerous projections of more than9.5 mm shall remain; a cross-section of not more than 6.5 mm from the point of maximumprojection shall be not less than 6.5 cm2 in area. (see Annex 10, explanatory notes,Paragraph 5.1.5.)5.1.6.In the case of a projection comprising a component made of non-rigid material of less than50 shore A hardness mounted on a rigid support, the requirements of Paragraphs 5.1.4. and5.1.5. shall apply only to the rigid support or it shall be demonstrated by sufficient testsaccording to the procedure described in Annex 4 that the soft material of less than 50 shoreA hardness will not be cut so as to contact the support during the specified impact test. Inthat case the radius requirements shall not apply (see Annex 10, explanatory notes,Paragraph 5.1.6.).5.1.7.The following Paragraphs shall apply:5.1.7.1. If the protective system of the vehicle type cannot prevent head contacts of the occupantsdefined in Paragraph 1.2.1. of Annex 8 with the instrument panel, and a dynamic referencezone according to Annex 8 is determined, the requirements of Paragraphs 5.1.2. to 5.1.6.are applicable only to the parts located in that zone.Parts in other areas of the dashboard above the level of the instrument panel, if contactableby a 165 mm diameter sphere, shall be at least blunted.5.1.7.2. If the protective system of the vehicle type is able to prevent head contacts of the occupantsdefined in Paragraph 1.2.1. of Annex 8 with the instrument panel and therefore no referencezone can be determined, the requirements of Paragraphs 5.1.2. to 5.1.6. are not applicableto this vehicle type.Parts of the dashboard above the level of the instrument panel, if contactable by a 165 mmdiameter sphere, shall be at least blunted.5.2.Forward interior parts of the passenger compartment below the level of the instrument paneland in front of the front seat "H" points, excluding the side doors and the pedals5.2.1.Except for the pedals and their fixtures and those components that cannot be contacted bythe device described in Annex 7 to this Regulation and used in accordance with theprocedure described therein, components covered by Paragraph 5.2., such as switches, theignition key, etc. shall comply with the requirements of Paragraphs 5.1.4. to 5.1.6.5.2.2.The handbrake control, if mounted on or under the instrument panel, shall be so placed thatwhen it is in the position of rest there is no possibility of the occupants of the vehicle strikingagainst it in the event of a frontal impact. If this condition is not met, the surface of thecontrol shall satisfy the requirements of Paragraph 5.3.2.3. below. (see Annex 10,explanatory notes, Paragraph 5.2.2.)5.2.3.Shelves and other similar items shall be so designed and constructed that the supports inno case have protruding edges, and they shall meet one or other of the following conditions:(see Annex 10, explanatory notes, Paragraph 5.2.3.)5.2.3.1. The part facing into the vehicle shall present a surface not less than 25 mm high with edgesrounded to a radius of curvature of not less than 3.2 mm. This surface shall consist of or becovered with an energy-dissipating material, as defined in Annex 4 of this Regulation, andshall be tested in accordance therewith, the impact being applied in a horizontal longitudinaldirection. (see Annex 10, explanatory notes, Paragraph 5.2.3.1.)5.2.3.2. Shelves and other similar items shall, under the effect of a forward-acting horizontallongitudinal force of 37.8 daN exerted by a cylinder of 110 mm diameter with its axis vertical,become detached, break up, be substantially distorted or retract without producingdangerous features on the rim of the shelf. The force must be directed at the strongest partof the shelves or other similar items. (see Annex 10, explanatory notes, Paragraph 5.2.3.2.) 5.2.4.If the items in question contain a part made of material less than 50 shore A hardness whenfitted to a rigid support, the above requirements, except for the requirements covered byAnnex 4 relating to energy-absorption, shall apply only to the rigid support or it can bedemonstrated by sufficient tests according to the procedure described in Annex 4 that thesoft material of less than 50 shore A hardness will not be cut so as to contact the supportduring the specified impact test. In that case the radius requirements shall not apply.5.3.Other interior fittings in the passenger compartment in front of the transverse plane passingthrough the torso reference line of the manikin placed on the rearmost seats (see Annex 10,explanatory notes, Paragraph 5.3.)5.3.1. ScopeThe requirements of Paragraph 5.3.2. below apply to control handles, levers and knobs andto any other protruding objects not referred to in Paragraphs 5.1. and 5.2. above. (See alsoParagraph 5. 3. 2. 2.)5.3.2. RequirementsIf the items referred to in Paragraph 5.3.1. above are so placed that occupants of the vehiclecan contact them, they shall meet the requirements of Paragraphs 5.3.2.1. to 5.3.4. If theycan be contacted by a 165 mm diameter sphere and are above the lowest "H" point (seeAnnex 5 of this Regulation) of the front seats and forward of the transverse plane of thetorso reference line of the manikin on the rearmost seat, and outside the zones defined inParagraphs 2.3.1. and 2.3.2., these requirements shall be considered to have beenfulfilled if: (see Annex 10, explanatory notes, Paragraph 5.3.2.)terminates in rounded edges, the radii of curvature being not less than 3.2 mm;5.3.2.1. theirsurface(see Annex 10, explanatory notes, Paragraph 5.3.2.1.)5.3.2.2. control levers and knobs shall be so designed and constructed that, under the effect of aforward acting longitudinal horizontal force of 37.8 daN either the projection in its mostunfavourable position is reduced to not more than 25 mm from the surface of the panel orthe said fittings become detached or bent; in the two latter cases no dangerous projectionsshall remain. Window winders may, however, project 35 mm from the surface of the panel;(see Annex 10, explanatory notes, Paragraph 5.3.2.2.)5.3.2.3. the handbrake control, when in the released position, and the gear lever, when in anyforward gear position, have, except when placed in the zones defined in Paragraphs 2.3.1.and 2.3.2. and in the zones below the horizontal plane passing through the "H" point of thefront seats, a surface area of not less than 6.5 cm2 measured at a cross-section normal tothe longitudinal horizontal direction up to a distance of 6.5 mm from the part projectingfurthest, the radius of curvature being not less than 3.2 mm. (see Annex 10, explanatorynotes, Paragraph 5.3.2.3.)5.3.3The requirements in Paragraph 5.3.2.3. shall not apply to a floor-mounted handbrakecontrol; for such controls, if the height of any part in the released position is above ahorizontal plane passing through the lowest "H" point of the front seats (see Annex 5 of thisRegulation) the control shall have a cross sectional area of at least 6.5 cm2 measured in ahorizontal plane not more than 6.5 mm from the furthest projecting part (measured in thevertical direction). The radius of curvature shall not be less than 3.2 mm.5.3.4.The other elements of the vehicle's equipment not covered by the above paragraph, such asseat slide rails, devices for regulating the horizontal or vertical part of the seat, devices forrolling up safety belts, etc. are not subject to any regulation if they are situated below ahorizontal line passing through the "H" point of each seat even though the occupant is likelyto come into contact with such elements. (see Annex 10, explanatory notes,Paragraph 5.3.4.)5.3.4.1. Components mounted on the roof, but which are not part of the roof structure, such as grabhandles, lamps and sun visors, etc. shall have a radius of curvature not less than3.2 mm. In addition, the width of the projecting parts shall not be less than the amount oftheir downward projection; alternatively, these projecting parts shall pass theenergy-dissipating test in accordance with the requirements of Annex 4. (see Annex 10,explanatory notes, Paragraph 5.3.4.1.)5.3.5.If the parts considered above comprise a component made of material of less than50 shore A hardness, mounted on a rigid support, the above requirements shall apply onlyto the rigid support or it can be demonstrated by sufficient tests according to the proceduredescribed in Annex 4 that the soft material of less than 50 shore A hardness will not be cutso as to contact the support during the specified impact test. In that case the radiusrequirements shall not apply.5.3.6.In addition, power operated windows and partition systems and their controls shall meet therequirements of Paragraph 5.8. below.5.4. Roof (see Annex 10, explanatory notes, Paragraph 5.4.)5.4.1. Scope5.4.1.1. The requirements of Paragraph 5.4.2. below apply to the inner face of the roof.5.4.1.2. However, they do not apply to such parts of the roof as cannot be touched by a sphere165 mm in diameter.5.4.2. Requirements5.4.2.1. That part of the inner face of the roof which is situated above or forward of the occupantsshall exhibit no dangerous roughness at sharp edges, directed rearwards ordownwards. The width of the projecting parts shall not be less than the amount of theirdownward projection and the edges shall have a radius of curvature of not less than5 mm. In particular, the rigid roof sticks or ribs, with the exception of the header rail of theglazed surfaces and door frames, shall not project downwards more than 19 mm. (seeAnnex 10, explanatory notes, Paragraph 5.4.2.1.)5.4.2.2. If the roof sticks or ribs do not meet the requirements of Paragraph 5.4.2.1. they shall passthe energy-dissipating test in accordance with the requirement of Annex 4 to thisRegulation.5.4.2.3. The metal wires which stretch the lining of the roof and the frames of the sun visors shallhave a maximum diameter of 5 mm or be able to absorb the energy, as prescribed inAnnex 4 to this Regulation. Non-rigid attachment elements of the frames of the sun visorsshall meet the requirements of Paragraph 5.3.4.1. above.。

李氏朝鲜历代皇帝简介1392年-1398年太祖李成桂1335年—1408年1398年-1400年定宗李芳果1357年—1419年1400年-1418年太宗李芳遠1367年—1422年1418年-1450年世宗李祹1397年—1450年1450年-1452年文宗李珦1414年-1452年1452年-1455年端宗李弘暐1441年-1457年1455年-1468年世祖李瑈1417年-1468年1468年-1469年睿宗李晄1450年-1469年1469年-1494年成宗李娎1457年-1494年1494年-1506年燕山君李隆1476年-1506年1506年-1544年中宗李懌1488年-1544年1544年-1545年仁宗李峼1515年-1545年1545年-1567年明宗李峘1534年-1567年1567年-1608年宣祖(宣宗) 李昖1552年-1608年1608年-1623年光海君李琿1575年-1641年1623年-1649年仁祖李倧1595年-1649年1649年-1659年孝宗李淏1619年-1659年1659年-1674年显宗李棩1641年-1674年1674年-1720年肃宗李焞1661年-1720年1720年-1724年景宗李昀1688年-1724年1724年-1776年英祖（英宗）李昑1694年-1776年1776年-1800年正祖（正宗）李祘1752年-1800年1800年-1834年纯祖（纯宗）李玜1790年-1834年1834年-1849年宪宗李奐1827年-1849年1849年-1863年哲宗李昇1831年-1863年1863年-1907年高宗李熙1852年-1919年1907年-1910年纯宗李坧1874年-1926年详细参考/43729该回答在2006-02-19 00:02:42由回答者修改过李氏朝鲜历代皇帝简介李氏朝鲜（1392年—1910年），朝鲜半岛历史上的王朝之一，君主的本贯是全州李氏。

李氏朝鲜历代国王皇帝年表及简介朝鲜也是一个历史悠久的文明古国，下面分享了李氏朝鲜历代国王、皇帝年表及简介，一起来制作吧。

1392年-1398年太祖李成桂1335年—1408年1398年-1400年定宗李芳果1357年—1419年1400年-1418年太宗李芳遠1367年—1422年1418年-1450年世宗李祹1397年—1450年1450年-1452年文宗李珦1414年-1452年1452年-1455年端宗李弘暐1441年-1457年1455年-1468年世祖李瑈1417年-1468年1468年-1469年睿宗李晄1450年-1469年1469年-1494年成宗李娎1457年-1494年1494年-1506年燕山君李隆1476年-1506年1506年-1544年中宗李懌1488年-1544年1544年-1545年仁宗李峼1515年-1545年李成桂1545年-1567年明宗李峘1534年-1567年1567年-1608年宣祖(宣宗) 李昖1552年-1608年1608年-1623年光海君李琿1575年-1641年1623年-1649年仁祖李倧1595年-1649年1649年-1659年孝宗李淏1619年-1659年1659年-1674年显宗李棩1641年-1674年1674年-1720年肃宗李焞1661年-1720年1720年-1724年景宗李昀1688年-1724年1724年-1776年英祖(英宗) 李昑1694年-1776年1776年-1800年正祖(正宗) 李祘1752年-1800年1800年-1834年纯祖(纯宗) 李玜1790年-1834年1834年-1849年宪宗李奐1827年-1849年1849年-1863年哲宗李昇1831年-1863年1863年-1907年高宗李熙1852年-1919年1907年-1910年纯宗李坧1874年-1926年李氏朝鲜历代国王的详细介绍1.太祖康献至仁启运应天肇统广勋永命圣文神武正义光德大王李旦，朝鲜太祖元年(1392年)至朝鲜太祖七年(1398年)在位;2.定宗恭靖懿文庄武温仁顺孝大王李曔，太祖李旦次子，朝鲜太祖七年(1398年)至朝鲜定宗二年(1400年)在位;3.太宗恭定圣德神功建天体极大正启佑文武睿哲成烈光孝大王李芳远，太祖李旦五子，朝鲜定宗二年(1400年)至朝鲜太宗十八年(1418年)在位;4.世宗庄宪英文睿武仁圣明孝大王李祹，太宗李芳远第三子，朝鲜太宗十八年(1418年)至朝鲜世宗三十二年(1450年)在位;(见图世宗大王)5.文宗恭顺钦明仁肃光文圣孝大王李珦，太祖李旦长孙，朝鲜世宗三十二年(1450年)至朝鲜文宗二年(1452年)在位;6.端宗恭懿温文纯定安庄景顺敦孝大王李弘暐，朝鲜文宗二年(1452年年)至朝鲜端宗三年(1455年)在位;7.世祖惠庄承天体道烈文英武至德隆功圣神明睿钦肃仁孝大王李瑈，世宗李祹次子，朝鲜世祖元年(1455年)至朝鲜世祖十四年(1468年)在位;8.睿宗襄悼钦文圣武懿仁昭孝大王李晄，世祖李瑈次子，朝鲜世祖十四年(1468年)至朝鲜睿宗元年(1469年)在位;9.成宗康靖仁文宪武钦圣恭孝大王李娎，世祖李瑈长孙，朝鲜睿宗元年(1469年)至朝鲜成宗二十五年(1494年)在位;10.燕山君李漋，成宗李娎长子，朝鲜成宗二十五年(1494年)至朝鲜燕山君十二年(1506年)在位;11.中宗恭僖徽文昭武钦仁诚孝大王李怿，成宗李娎次子，朝鲜中宗元年(1506年)至朝鲜中宗三十九年(1544年)在位;12.仁宗荣靖献文懿武章肃钦孝大王李岹，中宗李怿长子，朝鲜中宗三十九年(1544年)至朝鲜仁宗元年(1545年)在位;13.明宗恭宪献毅昭文光肃敬孝大王李峘，中宗李怿次子，朝鲜仁宗元年(1545年)至朝鲜明宗二十二年(1567年)在位;14.宣祖昭敬正伦立极盛德洪烈至诚大义格天熙运景命神历弘功隆业显文毅武圣睿达孝大王李昖，中宗李怿孙、德兴大院君李岹第三子，朝鲜明宗二十二年(1567年)至朝鲜宣祖四十一年(1608年)在位;15.光海君李珲，宣祖李昖长子，朝鲜宣祖四十一年(1608年年)至朝鲜光海君十五年(1623年)在位;16.仁祖宪文烈武明肃纯孝大王李倧，宣祖孙、定远君李琈长子，朝鲜仁祖元年(1623年)至朝鲜仁祖二十七年(1649年)在位;17.孝宗宣文章武神圣显仁明义正德大王李淏，仁祖李倧次子，朝鲜仁祖二十七年(1649年)至朝鲜孝宗十年(1659年)在位;18.显宗昭休衍庆敦德绥成纯文肃武敬仁彰孝大王李棩，孝宗李淏长子，朝鲜孝宗十年(1659年)至朝鲜显宗十五年(1674年)在位;19.肃宗显义光伦睿圣英烈裕谟永运洪仁峻德配天合道启休笃庆正中协极神毅大勋章文宪武敬明元孝大王李焞，显宗李棩长子，朝鲜显宗十五年(1674年)至朝鲜肃宗四十六年(1720年)在位;20.景宗德文翼武纯仁宣孝大王李昀，肃宗李焞长子，朝鲜肃宗四十六年(1720年)至朝鲜景宗四年(1724年)在位;21.英祖至行纯德英谟毅烈章义弘伦光仁敦禧体天建极圣功神化大成广运开泰基永尧明舜哲干健坤宁配命垂统景历洪休中和隆道肃庄彰勋正文宣武熙敬显孝大王李昑，肃宗李焞次子，朝鲜景宗四年(1724年)至朝鲜英祖五十二年(1776年)在位;22.正祖文成武烈圣仁庄孝大王李祘，英祖李昑孙、李愃次子，朝鲜英祖五十二年(1776年)至朝鲜正祖二十四年(1800年)在位;23.纯祖渊德显道景仁纯禧体圣凝命钦光锡庆继天配极隆元敦休懿行昭伦熙化峻烈大中至正洪勋哲谟干始泰亨昌运弘基高明博厚刚健粹精启统垂历建功裕范文安武靖英敬成孝大王李玜，正祖李祘次子，朝鲜正祖二十四年(1800年)至朝鲜纯祖三十四年(1834年)在位;24.宪宗体健继极中正光大至圣广德弘运章化经文纬武明仁哲孝大王李奂，纯祖李玜孙，朝鲜纯祖三十四年(1834年)至朝鲜宪宗十五年(1849年)在位;25.哲宗熙伦正极粹德纯圣钦命光道敦元彰化文显武成献仁英孝大王李昇，英祖李昑玄孙、李愃曾孙、恩彦君李裀孙、全溪大院君李圹第三子，朝鲜宪宗十五年(1849年)至朝鲜哲宗十四年(1863年)在位;26.高宗统天隆运肇极敦伦正圣光义明功大德尧峻舜徽禹谟汤敬应命立纪至化神烈巍勋洪业启基宣历乾行坤定英毅弘休寿康文宪武章仁翼贞孝太皇帝李熙，英祖李昑六世孙、李愃玄孙、恩信君李禛曾孙、南延君李球孙、兴宣大院君李昰应次子，朝鲜哲宗十四年(1863年)至韩国光武十一年(1907年)在位，韩国光武元年(1897年)起称帝;27.纯宗文温武宁敦仁诚敬孝皇帝李坧，高宗李熙长子，韩国光武十一年(1907年)至韩国隆熙四年(1910年)在位。

韩国于1987年改宪实行总统全民直选制。

总统由国民直接选举产生，任期5年，不得连任。

现任韩国总统李明博明年2月任期届满。

李明博2008年-2013年2月（第17届）
卢武铉2003年-2008年（第16届）
金大中1998年-2003年(第15届)
金泳三1993年-1998年(第14届)
卢泰愚1988年-1993年(第13届)
韩国将卢泰愚任期开始到现在统称为“第六共和国”时期
全斗焕1980年-1988年(第11-12届)
韩国将全斗焕执政时期称为“第五共和国”时期
崔圭夏1979年-1980年(第10届)
韩国将朴正熙第九届任期和崔圭夏任期合并为“第四共和国”时期
朴正熙1961年-1979年(第5-9届)
韩国称朴正熙第五-八届总统执政期间为“第三共和国”时期
尹潽善1960年-1961年(第4届)
韩国把尹潽善执政的时期称为“第二共和国”时期。

李承晚1948年—1960年（第1-3届）
韩国把李承晚执政十二年时期称为“第一共和国”时期。

抗美援朝相关人物介绍金日成金日成（1912—1994）朝鲜革命家，政治家。

朝鲜民主主义人民共和国主席（1972—1994），朝鲜劳动党中央委员会委员长、总书记（1949—1994）。

原名金成柱。

1912年4月15日生于平壤，1994年7月8日卒于同地。

1927年组织朝鲜共产主义青年同盟。

1929年因从事革命活动，在中国吉林省被捕入狱，次年5月获释。

1932年在吉林省安图县组建抗日游击队，1934年3月将其改组为朝鲜人民革命军。

1936年5月，创建朝鲜第一个抗日民族统一战线组织——祖国光复会，任会长。

金日成领导和组织的长期的抗日武装斗争取得了胜利。

1945年朝鲜人民从日本帝国主义殖民统治下获得解放。

朝鲜解放后，金日成提出了建设富强的自主独立国家的基本任务，着手进行建党、建国、建军的工作。

1945年10月在平壤召开北朝鲜共产党的成立大会，组成了党中央领导机关——中央组织委员会。

1946年2月，人民政权——北朝鲜临时人民委员会成立，他任委员长，接着领导朝鲜人民在北半部实行土地改革和重要产业国有化。

同年8月北朝鲜共产党和新民党合并成立北朝鲜劳动党，他任党中央副委员长。

1947年2月新的中央政权机关——北朝鲜人民委员会成立，他任委员长。

1948年2月创建朝鲜人民军。

同年9月朝鲜民主主义人民共和国成立，金日成任内阁首相。

1949年6月，南、北朝鲜劳动党合并成立朝鲜劳动党，他当选为中央委员会委员长。

1950年6月朝鲜祖国解放战争爆发后，金日成任军事委员会委员长、朝鲜人民军最高司令官，领导朝鲜人民抗击美国侵略。

经过3年多的奋战，朝鲜人民取得了祖国解放战争的伟大胜利。

1953年2月，获朝鲜民主主义人民共和国元帅称号。

朝鲜停战后，金日成领导全党和全体人民为恢复和发展国民经济，进行社会主义革命和社会主义建设而斗争。

1966年10月起任朝鲜劳动党中央委员会总书记。

1972年12月起，任朝鲜民主主义人民共和国主席。

金日成力主南、北朝鲜统一，提出了祖国统一的三项原则。

朝鲜王朝_百度百科朝鲜王朝（1392—1910年），又称李氏朝鲜、简称李朝，是朝鲜半岛历史上最后一个统一王朝。

1392年李成桂建立朝鲜王朝，定都于汉阳，李朝历经27代君主共五百余年。

1896年，李熙称帝改国号为大韩帝国，1910年日本侵吞朝鲜半岛，李朝灭亡。

李氏朝鲜的国土大体上相当于今天朝鲜和韩国的总和，北方以鸭绿江...国名历史沿革区划政治外交经济文化世系更多>>/已收藏查看我的收藏1624有用+1716朝鲜王朝编辑朝鲜王朝（1392—1910年），又称李氏朝鲜、简称李朝，是朝鲜半岛历史上最后一个统一王朝。

1392年李成桂建立朝鲜王朝，定都于汉阳，李朝历经27代君主共五百余年。

1896年，李熙称帝改国号为大韩帝国，1910年日本侵吞朝鲜半岛，李朝灭亡。

李氏朝鲜的国土大体上相当于今天朝鲜和韩国的总和，北方以鸭绿江和图们江同中国为界。

王朝的首都初在高丽王朝的故都开京（今开城；又称松都），1395年定都于汉城。

1398年，第一次王子之乱后再度迁都开京；1400年，第二次王子之乱后最终定都汉城（今首尔），1910年日韩并合，李氏王室统治告终。

朝鲜以儒教治国，儒家思想取代佛教成为国家统治理念。

朝鲜文的发明也为朝鲜平民的文化普及提供了条件。

16世纪末和17世纪初，朝鲜由于遭到后金和日本的攻击而采取闭关锁国的政策。

19世纪开始，朝鲜的内部纷争使国家日益衰落。

15世纪上半叶，在朝鲜半岛西北部，朝鲜由作为两国传统边界的鸭绿江口沿江上溯到鸭绿江中上游，控制了江的东、南岸，于这一地区先后设置了―西北四郡‖：闾延郡、慈城郡、茂昌郡、姚芮郡。

并在以上地区也修筑了城堡，总计16座大城，25个小堡，从朝鲜南方迁徙大量居民在该地区定居，逐步实施对北部地区的有效控制。

至1443年，朝鲜将鸭绿江南岸地区纳入了版图，鸭绿江随之成为中、朝两国西段边界的界河。

中文名称朝鲜王朝英文名称Joseon Dynasty简称李朝、李氏朝鲜所属洲亚洲首都汉城平壤、开城、元山国庆日1392年9月28日国歌《爱国歌》国家代码JOS官方语言朝鲜语、汉语货币文、银两、韩圆（1902年以后）时区东九区政治体制君主专制政体国家领袖李成桂、李裪、李淏等人口数量18.660.000（1753年）人口密度84人每平方公里朝鲜族主要宗教儒教、佛教国土面积222,154平方公里水域率2.8%文字朝鲜字、汉字法律经国大典首位君主李成桂末代皇帝李坧目录1国名2历史沿革▪朝鲜建国▪前期历史▪逐渐巩固▪中期历史▪晚期历史▪独立与合并▪王朝后续3区划4政治▪体制▪等级▪政府▪地方5外交▪与明朝▪与清朝▪与日本6经济7文化▪文字▪天文▪地理▪实学▪医学▪文艺▪宗教▪文学8世系9年号1国名编辑14世纪末，李氏王朝取代高丽，将国号―朝鲜‖（箕子所建古国名）、―和宁‖（李成桂诞生之地）等上奏明太祖朱元璋裁定，朱元璋选取新国号为―朝鲜‖。

新视野大学英语视听说教程第三册听力练习录音文本和答案Uint1II. Basic Listening Practice1. ScriptW: Ok. It‟s your turn to pay the bill. I paid last time.M: What? You have a selective memory. You tried to pay last turn, but your credit card failed; so I ended up paying! It‟s definitely your turn.Q: What is true according to the conversation?2. ScriptM: I‟m having real trouble reviewing for this French exam. I just can‟t memorize all the vocabulary.W: Me too. I hate having to learn things by heart. I guess we just have to keep reading the texts over and over.Q: What does the woman prefer?3. ScriptW: Oh look! There‟s that guy we saw last week, playing football in the park! He looked great in his kit, remember?M: Him? I don‟t remember him. I‟ve got a terrible memory for fa ces. I have a hard time even recording people I‟ve been introduced to.Q: According to the conversation, what is the man‟s problem?4. ScriptM: Why is there a big sign on the back of your door that says “keys”?W: It‟s to remind me to take my keys when I go out because I‟m always locking myself out by accident! It doesn‟t help enough. Now I just forget to read the sign.Q: Why is there a sign on the back of the door?5. ScriptM: That history exam was really hard. The essay question was terrible!W: I know, I wish I were like David. He has a photographic memory, you know. How useful that would be!Q: What is true of David?Keys: 1.C 2.D 3. A 4.B 5.CIII. Listening InTask3: Memory-Improving TechniquesScriptThere are many techniques you can use to improve your memory. Some of them are introduced her.First and foremost, you need to stimulate your memory all the time. To put it simply, you shoulduse your memory as much as possible. It is especially important to try to learn something new. If you work in an office, learn to dance; if you are a dancer, learn to deal with a computer, if you work with sales, and learn to play chess; if you are a programmer, learn to paint. These added activities stimulate the brain so that I t continues to function.Older p eople need to pay attention to things they are dealing with. Don‟t try to memorize everything that catches your attention; focus on what you consider important. For example, you can take any object such as a pen and concentrate on it. Think on its various characteristics: its material, its function, its color, and so on. Don‟t allow any other thought to occupy your mind while you are concentrating in that pen.Another method that can be used is to relax yourself. It is impossible to remember things if you are tense or nervous.So, try holding your breath for ten seconds, and then release it slowly.Association is also a powerful tool to develop your memory. For example, if you cannot remember a person‟s name, you can think about a special feature of his face and then link it with his mane.1. What‟s seems to be an especially important way to stimulate one‟s memory?2. What seems to be the best way to focus your memory?3. How can you concentrate on a pen?4. How can you relax yourself according to the passage?5. What is the main idea of the passage?Kes: 1A 2.C3. D 4.B 5.DV. Let‟s TalkScriptStudent: Professor, thank you for graining me this interview. I‟m Susan, a reporter from the Student Union magazine. Many students have difficultly memorizing things. Since you…re an outstanding psychologist, could you give us some tips on how top improve our memory? Professor: Well, some people have better memories than others, but that‟s largely because they are better at creating mental images.Student: If I‟m no t good at creating images, what can I do?Professor: Practice helps. And the mind remembers things better if they are connected with other images. For example, I you have to pick up several items at the grocery store, say, carrots, egg, bananas, and milk, you can create a picture in your mind of a giant carrot, and hanging from it, a banana.Student: Then I could have a giant milk carton pouring milk over the carrot and banana. Professor: Certainly. Then what would you do with the egg?Student: Hmmm. I‟d visualize an egg-shaped UFO flying across the sky.Professor: There you go. The more you apply the ideas, the easier it gets. Besides creating pictures, there‟s another technique that is very useful.Student: What is it?Professor: Establishing an association. Suppose you are looking for lost keys.Relax, and let your mind look for all the images connected with those keys--their feel, the sounds they make.Student: How will that help?Professor: You might remember the sound the keys made when you placed then in a drawer or cold touch of the keys in your jacket were you left them.Student: Oh my gosh! I have to run. It‟s time my English class. I see an image of my teacher staring at my empty seat in the classroom. Many thanks, Professor.Professor: Not at all, and good luck with your memory.Ways of Improving One‟s MemoryExamplesCreating imagesTo remember the items to buy sat the grocery store such as carrots, eggs, bananas, and milk Images that you may help:1.a giant carrot and a banana hanging from it2. a giant milk carton pouring milk over the carrot and banana3. an egg-shaped UFO flying across the skyEstablishing associationsTo find your lost keysAssociations with sound touch that may help:1. The sound of the keys might remind you of y\having placed then in a drawer.2. The cold touch of the keys might remind you of them in your jacket.VI. Further Listening and SpeakingTask1: The Role Memory Plays in Our LifeScriptSince memory plays a significant role in our life, scrientists are increasingly interested in research on how to improver memory, Here are some factors they believe to be important to expanding memory capacity.To begin with, you must take special care in your daily life. Food for example, is very important. Some vitamins are essential foe your memory to work properly. They are found in bread, cereal, vegetables and fruits. Some experts say that synthesizes vitamins improve memory, but others have doubts about this, arguing that the studies have not confirmed they do work. Another essential factor is water. It helps to maintain the memory systems, especially in older persons. According to Dr. Roswell, lack of water in the body has an immediate and strong effect on memory; it can cause confusion and other thought difficulties. Sleep also plays a significant role. To be able to have a goof memory, we must allow the brain to have plenty of rest. While sleeping, the brain no longer controls the senses, and starts to revise and store the information one has receives. Lac k of sleep would make one feel exhausted and would weaken one‟s ability to concentrate. Also, one‟ ability to store information would be affected.1. What is the passage mainly about?2. Why are foods important in promoting memory according to the passage?3. To whom is water especially important in maintaining the memory system?4. What problem can a lack of water cause?5. Why is sleep important to memory?Keys: 1.A 2.B 3.D 4.D 5.CUint2II. Basic Listening Practice3. ScriptW: Have you chosen your elective for next semester yet? Are you taking French writing again? M: Yes I am, but it‟s compulsory for us next semester. So I think I‟m gong to do marketing as an elective instead.Q: Which class will the man choose as his elective?4. ScriptM: Did you go to that businesses lecture on Friday? I missed it and need to copy your notes.W: I‟d say you could borrow my notes, but Sarah‟s got them. Be careful not to miss Professor Brown‟s seminar; he takes attendance in that.Q: What is the woman telling the man?3. ScriptW: Wow, Steven! In the library! What brings you here?M: I‟m enjoying the view. All the girls in fashion design are here are preparing for an exam on Monday.Q: Why is the man in the library?4. ScriptW: How‟s your group doing with this statistics presentation? Mine‟s terrible.M: Yeah, mine too. David and Mike are OK, but Steven doesn‟t pull his weight and Suzie‟s never around. I don‟t see how we can pass unless Steven and Suzie realize that this is their last chance. Q: What is the true of Steven and Suzie?5. ScriptW: You took an MBA at Harvard Business School, didn‟t you? What‟s it like?M: It‟s expensive, about U.S. $ 40,000 a year, plus the costs of food and housing. But the teaching is first class. The professors have a lot of practical experience. They use the case system of teaching; that is, you study how actual businesses grew or failed.Q: Why is he MBA teaching in Harvard Business School first class, according to the conversation?Keys: 1.C 2.D 3.B 4.D 5.ATask3: How to Get Straight A‟sScriptIt is interesting to note how straight A students achieve academic excellence. Here, according to education experts and students themselves are the secrets of super-achievers.First, they know how to set priorities. Top students allow no intrusions on study time. Once the books are open or the computer is turned on, phone calls go unanswered, TV shows unwatched, snacks ignored. Study is business, and business comes before recreation.Also, good students can study anywhere and everywhere. Claudia Hill, an Arizona State University business professor recalls a cross-country runner who worked out every day. Hill persuaded him to use his spare time to memorize biology term. Then he posted a list of biology terms on the mirror in the bathroom. He learned a few terms every day while brushing his teeth. Eventually, he scored high on the final examination.Moreover, top students schedule their time well. Study times are strictly a matter of personal preference. Some work late at night when the house is quiet. Others awake early. Still others study as soon as they come home from school when the work is fresh in their minds. All agreed, however, on the need for consistency. A student says, “Whatever I was doing, I maintained a certain period of time every day for studying.”Another important characteristic of super-achievers is that they know hoe to read, According to a book entitled Getting Straight A‟s, the secret of good reading is to be “an active reader-one who continually asks questions th at lead to a full understanding of the author‟s message”.6. Which of the following is NOT mentioned about super—achievers starting to study?7. What did the cross-country runner do to score high on the exam?8. What is the good thing all top students agree on?9. What does the speaker mean by “an active reader”?10. What is the main idea of the passage?Kes: 1B 2.C3. D 4.A 5.DV. Let‟s TalkScriptHi, everybody. My topic today is “Problems with Our Educational System”.There are a lot of things in our e ducational system that I don‟t agree with. It seems that educators just want to give standardized tests, which focus only on academic performance but neglect students‟ abilities and interests in other areas. I think there‟re a lot of people who are very in telligent, but haven‟t had the opportunities they could‟ve had, had they been educated in a broader-minded educational systems. I feel that a lot of courses that students are focused to take in high school are too academic, and, as a result, many kids lost their interest in learning. Educators have failed to recognize various kinds of intelligence. They often exert a lot of pressureon students to be as well-rounded as possible. I think being well-rounded isn‟t really possible. And as a consequence some stu dents who are believed to be intelligent can‟t get into good colleges if they, for example, haven‟t scored well on the math section, even if they ate brilliant writers. Another thing that disturbs me is that the so-called “weak students” are separated from the rest of the school. Some kids are kept in a separate class id their grades are lower then others. And they‟ve very aware of their social position, you know. I think it causes them to act in a way that is not really positive. They‟re just acting in a w ay that they are expected to act. Often their grades go from bad to worse. And that‟s pretty sad to me. I think that many of the kids in those classed are intelligent, but never actually realize their potential because of the way they are treated very early on in their education.ProblemsResultsEducators just want to give standardized tests. They only focus on academic performance but neglect students‟ abilities and interests in other areas.Kids lose interest in learning.Educators often exert a lot of pressure on students to be as well-rounded as possible.Some intelligent kids can‟t enter good colleges.“Weak” students are separated from the rest of the school.Their grades go from bad to worse.DebateSAMPLEA: Many ads about English class es for children say, “Don‟t let your kids lose the competition just because they start later.” I quite agree. I hear young children often learn a foreign language faster then adults.B: It‟s hard to say. Kids may learn the pronunciation better than adults, but adults usually learn vocabulary and grammar faster.A: You can learn vocabulary and grammar later on; but when you grow up, you can hardly change your pronunciation.B: But if they learn the wrong pronunciation from the beginning? If they don‟t learn English when they are young in the right way, it‟ll affect their English studiesA: Anyway, some good or “key” schools give English tests to kids before admitting them.B: English is important, bur other subjects like Chinese and math ate equally important. If kids spend too much time on English, they have little time left for other subjects.A: Some people say that learning a foreign language can help develop children‟s mental abilities such as memory, attention span and concentration, which will e of help in learning other subjects. B: But too much time for studying and too little left for playing, children‟s moral and physical development will be affected.A: Well, it‟s difficult for me to convince you, and vice versa. Let‟s agree to disagree.Task3: Applying for a place in an American UniversityScriptInternational students often underestimate the amount of time required to apply for admission to a college or university in the United States. You should avoid this mistake by setting yourself a schedule that starts well in advance of the time you hope to begin your studies. When setting this timetable, always remember that doing things early is the best way forward. To find the institution or program that will best serve your academic or professional goals, allow yourself sufficient time to research thoroughly your options. Then meet the application deadlines of the university to which you apply. These may be as much as 10 months before the school term.The need for an early start holds true even if you can apply on the Internet. University websites and other academic Internet sites may provide quick and convenient access to the required application forms, but you still need time to research your options, contact teachers and institutions to obtain recommendation and transcripts of academic records, and sign up for required entrance exams, that is, standardized tests, in time to meet application deadlines. In fact, although some students did score high on TOEFL and GRE, they were not admitted because they failed to meet the deadline.For Reference:1. They often underestimate the amount of time required.2. They must allow themselves sufficient time to research thoroughly their options3. They may provide quick and convenient access to the required application forms.4. They still need time to research your options, contact teachers and institutions to obtain recommendation and transcripts of academic records, and sign up for required entrance exams, that is, standardized tests.5. Because they failed to meet the deadline.Uint3II. Basic Listening Practice5. ScriptM: Amy, sit down, we need to talk. Your mother and I are going to separate.W: What! Are you crazy? You can‟t do that! What will my friends say? I just want to have a normal family.Q: What is the girl saying?6. ScriptM: Good evening, Mrs. Jones. The manager sent you these roses and his best wishes to you both for a happy anniversary.W: Thank you. We like the room and the service here, and we especially appreciate the manager‟s consideration/Q: What can we learn from the conversation?3. ScriptW: While I‟m scrambling the eggs, could you put the flour into the bowl?M: You bet, darling. I‟ll also turn the oven on so that it gets warmed up.Q: Where does this conversation probable take place?4. ScriptW: I have a very important meeting tonight, and I‟m afraid I can‟t miss it.M: But this evening is the parents‟ meeting at school, and I was expecting you‟d come to it. OK, I‟ll phone Dad, maybe he and his girlfriend will come.Q: What can be inferred from the conversation?5. ScriptW1: So you‟re still single? If you‟d listen to me and used the Internet, you‟d have a husband by now.W2: I did use the Internet. I posted an ad that read “Husband Wanted”. There were dozens of e-mail responses. But they all said pretty much the same thing: You can have mine.Q: What can we infer from the conversation?Keys: 1.C 2.A3.B 4.C 5.DIII. Listening InTask1: Reasons for a DivorceScriptW: I‟m divorcing my husband.M: How long have you been married?W: Thirteen years.M: Do you have children?W: Yes, and I have to protect them from any more harm from my husband‟s irresponsibilityM: So, what are your grounds for divorce?W: Well, first of all, he keeps changing jobs. We‟ve had moved four times in thirte en years!M: And, you believe that will be good grounds for divorce?W: I do have a right to stability for my children and myself, don‟t I?M: Aren‟t they his children, too?W: But my husband isn‟t fulfilling his duties!M: Is he paying the bills?W: Well, yes, but we just live around the poverty line. Our kids are being teased by other kids at school because we can‟t dress them in good clothes! We have to live in a small department and drive an old car!M: Does the car run?W: Yes, but it looks OLD!M: Do you yell at him and call him names?W: Well, he yells at me!M: So, those are the reasons to not honor your husband. Are you going to give him joint custody in this divorce?W: No, just visitation rights.M: Why?W: Because the law permits me to.M: And, what about the financial demands of this divorce?W: I‟m demanding half of all we have, which isn‟t much, and large support payments.After thirteen years marriage, the woman wants to divorce her husband, claiming he is irresponsible. When asked for the specific grounds for divorce, she gives these reasons: First, he keeps changing jobs, and the family has had to move four times in thirteen years, but she wants stability for her children and herself. Second, although he is paying the bills, they just live around the poverty line. Her children are being teased by other children for not dressing good clothes. Also, they had to live in a small apartment and drive an old car, though it still runs. Worse still, the husband yells at her, though she admits she also yell at him and calls him names. As for the divorce arrangements, the woman will give the husband only visitation rights instead of joint custody. Moreover, the woman will demand half of all they have and large support payments.V. Let‟s TalkScriptIf you want me to tell you why I remarried, that‟s my story.Remarried is the last thing I‟d consider for two years after my divorce. I had heard about the high rate of remarriage failure. More importantly, I wondered how remarrying would affect my 10-year-old son. My heart ached when I saw my son draw a picture of himself, my ex-wife and me holding hands, with sadness on our faces. Since my parents have married and divorce eight times altogether, I hope my son would not have to go through the same pain I had experienced. As a result, my primary focus after divorce was my relationship with my son John, not finding a wife. As time went by, my son gradually grew up, and he became of my loneliness and anxiety. One day he asked me to consider dating. The first timer he said this, I ignored him. The second time he brought it up, I reconsidered my reservations about dating. I began to date Maria. As our relationship developed over the following year, I was concerned about my son would actually respond to her. At firs t, John‟s affection for Maria was lukewarm. For instance, he would hug her, but the act seemed mechanical. But after several times, he warmed up to her. Seeing that the time was ripe, I asked Maria to marry me. She accepted, so our family of two smoothly became a family of three. Thinking back, I believe my remarrying was the right choice.Some single-parents are still besitant about remarrying. Now that you‟ve heard my story, I hope you won‟t hesitate and let golden opportunities slip through your fingers.Changes in the Speaker‟s Attitude to RemarriageReasons or Detailed DescriptionFor two years after my divorce, remarriage was the last word I‟d consider.1. High rate of remarriage failure.2. Remarriage would affect my son.①He drew a picture of the three of us.②My parents married and divorced eight times and I hope my son would have no such pain.③My primary focus was my son, not a wife.I ignored my son‟s suggestion that I consider dating.He grew up and became conscious of my loneliness and anxiety.I reconsidered m reservation about dating and began to date MariaThe second time he brought the issue up.I was concerned about my son‟s respond to her.At first his affection for her was lukewarm: his hug was mechanical; but several months later he warmed up to her.I asked Maria to marry me and she accepted.Seeing time was ripe.Our family of two became a family of three.I believe my remarrying was the right choice.VI.Task 2: Nuclear Family Living PatternsScriptA nuclear family is typical in high-industrialized societies. Beginning in the early 20th century, the two-parent family known as the nuclear family was the predominant American family type. Generally children live with their parents until they go away to a college or university, or until they acquire their own jobs and move into their own apartment or home.In the early mid-20th century, the family typically was the sole wage earner, and the mother was the children‟s principle care giver. Toda y, often both parents hold jobs. Dual-earner families are the predominant type for families with children in the United States. Increasingly, one of the parents has a non-standard shift; that is, a shift that does not start in the morning and end in later afternoon. In these families, one of the parents manages the children while the other works.Prior to school, adequate day care of children is necessary for dual-earner families. In recent years, many private companies and home-based day care centers have sprung up fulfill this need. Increasingly, a company‟s arrangement of day care as well as government assistance to parents requiring day care is occurring.Uint4II. Basic Listening Practice7. ScriptM: Did you pick up the paper for me today? I really want to check the job vacancies.W: I know, it‟s over there. There‟s not much happen though. I had a look already. Maybe you should look on the Net instead.Q: What is the man looking for?8. ScriptM: You don‟t have enough experience or qualifications for this role. What makes you believe you could handle the position?W: I‟m a fast learner and enjoy learning on the job. My natural skills lie in this area, and I‟m confident that I could handle the challenge. Given a chance, I would prove myself.Q: What is the woman saying?3. ScriptM: Could you help me with my resume? Jane said you‟re good with these things, and I really need someone to edit it. It‟s way too long.W: Sure, no problem, give I to me. A good resume should be no more than one page, you know. And it should list you experience in reverse chronological order. I can see we‟ve got some work to do!Q: Which of the following is true according to the conversation?4. ScriptM: Could you tell me why you would like to work for our company?W: Well, it has a good reputation as an employer, and its products are quite popular in the marketplace. I would feel proud to work for a company like this and to contribute a great deal to its success.Q: Why does the woman apply for the job?5. ScriptW: Where do you see yourself in five years‟ time?M: I aim to have been promoted to senior manager at the very least. I‟m very ambitious and want to climb up the career ladder as fast as possible. I don‟t want to feel miserable on the first rung in five years‟ time, watching everybody above me.Q: What does the man want in fie years?Keys: 1.C 2.D 3. A 4.C 5.BIII. Listening InTask3: A Guide to a Successful Job InterviewScriptThere are times that you will be asked a hard question during a job interview. Don‟t pa nic, they just want to see how you handle a difficult situation. Being prepared is always the best policy. Here are some samples of questions and some advice on how to handle them properly.Why should we choose you? To this question, you can ask yourself why you applied, what makes you suitable for this question, what the company can gain from hiring you, what you have to offer, how you would handle this jib, etc.Often they ask you to tell them about yourself. You can split your answer into two, the professional and the personal level. Both are important, and how you move from one to the otherdepends on what you have to say. You can give a brief summary of your life, professional and personal, with less emphasis on the early past, and more emphasis on the present and the future. When asked “What are your weakness?”, don‟t say, “I don‟t have any.” Everyone has weakness, and it takes something positive like, “I haven‟t had a lot of exposure on the on-site work, but I‟m looking forward to being more involved in dealing with customers directly and learning their needs.”Another common question is: “What are your strengths?” You should customize your answer to meet the position requirement. Keep in mind the things they asked for in the advertisement. Tell them your strengths, but also show them how they how they would apply to this job. To show how your strengths were valuable, use the “Why, where, when, how” to demonstrate and prove your strengths.16. What is the passage mainly concerned with?17. What does the speaker NOT mention as an answer to the question, “Why should we choose you?”?18. What does the speaker say you should stress when introducing yourself?19. What does the speaker advice you NOT to say when asked, “What are your weaknesses?”20. What should you say when asked about your strong points?Kes: 1C 2.C3. B 4.A 5.DFor Reference“Why should we choose you?”, “Tell me about yourself.”, “What are your weaknesses?”, and “What are your strength?”V. Let‟s TalkScriptGood afternoon, everyone. The uni versity‟s Career Office asked me to give a talk on the topic of how to prepare for job interviews. This is probably the most important aspect in securing a job. Here are some tips I believe to be useful.First, do some research are. Once you have this information, make a list of what skills or knowledge you have that would be valuable to them. You cannot sell yourself to them if you don‟t know what it is you are selling.The next thing to consider is your physical appearance. You have to dress right for job interviews. Don‟t wear anything too flashy; being neat and clean is more important than wearing the latest fashion. The aim is to look professional without overdoing it. Also, it is important that you feel comfortable. If you are not comfortable with a tie, it might be best not to wear one, unless the job requires you to dress this way. The last thing you want is to be worried about your appearance during the interview. It will only make you nervous, and you will quickly lose confidence.Mover over, you have to work out what you need to take with you: A copy of your CV, originals and copies of your qualification paper, copies of reference, samples of your work, if applicable, and anything else that they may want to see. Again, make sure everything is well organized and neatly presented. Don‟t take a pile of paperwork that you have to sift through for ten minutes to find something. That will give them the impression that you are disorganized. If you are well prepared, you‟re likely to have good luck.。