About the comparison of the European Union and the

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对外经济贸易大学 专升本 综合测试二(大学英语、计算机应用基础)试题

对外经济贸易大学 专升本 综合测试二(大学英语、计算机应用基础)试题

对外经济贸易大学入学测试机考专升本大学英语模拟题1、One of my teeth is so ______ that it is going to be missing soon(2)()A.loseB.looseC.lossD.lost标准答案:B2、—How about taking a walk?—Oh, I think it’s ______ cold for a walk(2)()A.very muchB.too muchC.much tooD.so much标准答案:C3、You are supposed to write your composition every ______ line.(2)()A.oneB.aC.otherD.another标准答案:C4、After living for years in a big city, they found it difficult to settle ______ in a town.(2)()A.forB.atC.upD.down标准答案:D5、The reason for my absence was ______ I had fallen ill.(2)()A.whyB.becauseC.forD.that标准答案:D6、This is the university ______.(2)()A.at which do we studyB.we are studyingC.we are studying atD.where we study at标准答案:A7、It was in this house ______ the important meeting in history was held.(2)()A.whereB.thatC.whichD.in which标准答案:B8、She looked so honest that we all regarded her story ______.(2)()A.like trueB.as trueC.like realD.as real标准答案:B9、Mrs. Brown as well as her children ______ to go Paris on holiday next week.(2)()A.isB.areC.willD.will be标准答案:A10、He is training hard, hoping to ______ a new world record.(2)()A.set offB.set asideC.set upD.set out标准答案:C11、___in the arguments about the morality of artificially reproducing life is the fact that,at present, cloning is a very inefficient procedure.(2)()A.OverlookedB.OverlookingC.Having overlookedD.Having been overlooked标准答案:B12、We’ll___ what our country expects of us.(2)()A.keep up withB.put up withC.stand up toD.live up to标准答案:D13、The writer has listed why cloning is not feasible to be ___on humans.(2)()A.amendedB.adoptedC.adjustedD.adapted标准答案:B14、He was a charming and ___host whose house was an___rendezvous( 集合的) of the great.(2)()A.accomplished, acceptedB.accomplishing, acceptingC.accomplishing, acceptedD.accomplished, accepting标准答案:A15、I think the chief thing that ___ me about Mr. Bush was his kindness and humor.(2)()A.hitB.struckC.beatD.knocked标准答案:B16、Mrs. Clinton was always neatly and quietly dressed ___ her age and status.(2)()A.in regard toB.in accordance withC.in reference toD.in comparison with标准答案:B17、We discussed only such problems ___ concerned everyone of us.(2)()A.thatB.whatC.asD.whether标准答案:A18、After the ___of 17 British passengers, Mr. Blair continued to express his concern over the safety of the other passengers still on board the hijacked airliner.(2)()A.relayB.releaseC.conveyD.transfer标准答案:B19、The “quality” newspapers are often held ___ as an example of impartial journalism.(2)()A.backB.inC.upD.onto标准答案:C20、At the age of 14, he went to his uncle's farm, where he had lessons on botany ___ .(2)()A.self-taughtB.self-teachingC.being self-taughtD.having self-taught标准答案:B21、He can't drive a car. Let ___fly an aero-plane.(2)()A.solitaryB.lonelyC.aloneD.loneliness标准答案:C22、The boy said to his mother in an ___ voice that she shouldn't have blamed him.(2)()A.injuryB.injuriousC.injuredD.injuring标准答案:D23、___how the splendid Maya Culture disappeared all of a sudden from the earth, it remains a mystery hard to solve.(2)()A.In turnB.As toC.Thanks toD.As a rule标准答案:B24、In the era of market economy, the concept of “Consumer First” should be ___by manufacturers.(2)()A.rejectedB.reformedC.relivedD.reinforced标准答案:D25、He's widely known more ___a poet than ___a novelist.(2)()A.for,toB.for,asC.as,forD.as,as标准答案:D26、The football match was held over until further notice ___the continual rain.(2)()A.on account ofB.thanks toC.but forD.as for标准答案:B27、The rain was heavy and ___the land was flooded.(2)()A.consistentlyB.consequentlyC.constantlyD.continuously标准答案:B28、Another issue ___the new republic is the problem of the education of its citizens.(2)()A.confiningB.confirmingC.confrontingD.contributing标准答案:C29、A window in the kitchen room was ___; there was rubbish everywhere and the clock had beenstolen.(2)()A.scatteredB.smashedC.scratchedD.scraped标准答案:B30、Knowing that her son was suffering from a ___ disease, the mother cried her eyes out.(2)()A.deadlyB.dyingC.dead-likeD.deathly标准答案:A31、Some people consider it unwise to ___themselves in a quarrel between husband and wife.(2)()A.participateB.involveC.combineD.associate标准答案:B32、I have just come here to see if I can be___ to you.(2)()A.helpB.of helpC.with helpD.for help标准答案:B33、Imagine ___with someone who never stops ___practical jokes on you.(2)()A.to live, to playB.to live, playingC.living, to playD.living, playing标准答案:B34、The Old Man and the Sea and many other novels ___ Ernest Hemingway the Nobel Prize for Literature in 1954.(2)()A.earnedB.gainedC.awardedD.claimed标准答案:A35、Those who had moved to America under the ___that America was paved with gold everywhere started to regret their decision.(2)()A.illusionB.intentionC.impressionD.concept标准答案:A36、___change your mind,please give us a call.(2)()A.Were you toB.Would youC.Could youD.Might you标准答案:A37、When ___, he denied ___ anything illegal.(2)()A.questioned, doingB.being questioned, doingC.questioning, doingD.questioning, having done标准答案:B38、See you later. Jenny. I'm glad ___ with you for six months.(2)()A.to workB.to be workingC.to have workedD.to having been working标准答案:C39、The girl in the snapshot was smiling sweetly, her long hair___________in the breeze.(2)()A.flowedB.had flowedC.flowingD.was flowing标准答案:A40、___from the European continent, England had been in close contact with the outside world.(2)()A.Because cutting offB.While to be cut offC.Although cut itself offD.Even if cut off标准答案:D41、The actors have to ___ before they appear in front of the audience.(2)()A.cover upB.paint upC.make upD.do up标准答案:C42、Quite a lot of people watch TV only to ___time.(2)()A.passB.killC.wasteD.spend标准答案:A43、John was never particular ___ the food his wife served.(2)()A.aboutB.ofC.forD.to标准答案:A44、The designing of a satellite in the heavy environment is ___an easy job.(2)()A.by all meansB.by means ofC.by no meansD.by any means标准答案:C45、Edward is the boy ___I think scored the winning point for the basketball team.(2)()A.thatB.whatC.whomD.who标准答案:D46、It is often more difficult to find trained men than ___for scientific research.(2)()A.getting financial supportB.to get financial supportC.get financial supportD.in getting financial support标准答案:B47、John is a good student, ___his best subject.(2)()A.as EnglishB.being EnglishC.English asD.English being标准答案:D48、___great was the destruction that the South took decades to recover.(2)()A.VeryB.TooC.SoD.Such标准答案:C49、You ought not to ___him the news that day.(2)()A.tellB.be tellingC.have been toldD.have told标准答案:D50、Hot metal ___as it grows cooler.(2)()A.contractsB.reducesC.condensesD.decreases标准答案:A51、Do you have a preference ___a particular food?(2)()A.withB.atC.forD.in标准答案:C52、By now most freshmen have grown so used to university life that they have forgotten all those___ about the university they originally had.(2)()A.concernsB.worryC.dreamsD.ambition标准答案:C53、Many people want to buy it because.___. the price is reasonable; ___ , it's rather durable.(2)()A.on one side, on the other sideB.for one thing, for anotherC.on the one hand, on the other handD.in one part, in the other part标准答案:C54、The proposal ___we start doing the experiment two days earlier has been agreed upon by all.(2)()A.whichB.whatC.thatD.of which标准答案:C55、Spring ___, we may look forward to better weather.(2)()A.comesB.has comeC.to be comingD.having come标准答案:C56、The purpose of the research had a more different meaning for them than___ .(2)()A.for ours it hadB.it did for usC.with usD.with ours标准答案:B57、___from the balcony when he saw a policeman approaching him.(2)()A.Jumped down the thiefB.Down the thief jumpedC.Down jumped the thiefD.Down did the thief jump标准答案:C58、Can you see a man and his horse ___are crossing the bridge?(2)()A.whoB.whichC.thatD.all标准答案:C59、___, I cannot agree with him on the matter.(2)()A.Much as I respect himB.More as I respect himC.As I respect him muchD.As I respect him more标准答案:A60、But for your help, we ___the work as scheduled.(2)()A.could not finishB.would not have finishedC.would have finishedD.could have finished标准答案:B61、Do you know ___the population of China is?(2)()A.how manyB.how muchC.whichD.what标准答案:B62、Advertising is different from other forms of communication___the advertiser pays for the message to be delivered.(2)()A.in thatB.now thatC.see thatD.whereas标准答案:A63、I know nothing about his journey ___ he is likely to be away for six months.(2)()A.exceptB.unlessC.except thatD.apart from标准答案:C64、___editor and ___publisher of this magazine is a learned man from Britain.(2)()A.An, aB.The, aC.The, theD.The, /标准答案:D65、Many a white-collar worker___to return to the easy days of university or college.(2)()A.wishesB.wishC.have wishedD.wishing标准答案:A66、Would you like him to paint it blue?I'd rather he ___it green.(2)()A.paintsB.paintedC.paintD.is painting标准答案:C67、James dressed himself up as a plumber before leaving the house lest he ___.(2)()A.was recognizedB.could be recognizedC.should be recognizedD.was being recognized标准答案:C68、He struck the girl in the face and she fell to the ground ___.(2)()A.dieB.deathC.deadD.deadly标准答案:C69、I think it quite essential that your child ___ a foreign language at school.(2)()A.must learnB.learnsC.learnedD.learn标准答案:D70、She woke up from the nightmare ___ .(2)()A.with startB.with a startC.startingD.started标准答案:B71、Is there any___in your company?(2)()A.vacancyB.desertionC.emptinessD.hollow标准答案:A72、The old man ___the boy on his knees.(2)()A.seatedB.was seatedC.satD.was sat标准答案:A73、V oices of argument were ___as the two motorists became more bad-tempered.(2)()A.increasedB.risenC.swollenD.raised标准答案:D74、Don't take him for a friend; he's ___a bully.(2)()A.everything toB.nothing butC.anything likeD.something of标准答案:D75、She was exhausted and in no___for dancing.(2)()A.emotionB.temperC.moodD.feeling标准答案:C76、During foggy weather trains are late ___ .(2)()A.and so forthB.more often than notC.or somethingD.as a matter of fact标准答案:B77、The paint is still wet___.(2)()A.Don't he sure to touch it.B.Not be sure to touch it.C.Be not sure to touch it.D.Be sure not to touch it.标准答案:D78、Who will be in charge of your team?We'll elect ___ .(2)()A.Henry as captainB.Henry captainC.captain HenryD.as captain Henry标准答案:A79、The speaker doesn't know how to ___himself across.(2)()A.makeB.runC.takeD.put标准答案:D80、It's high time you ___us the truth.(2)()A.tellB.have toldC.toldD.had told标准答案:C81、If I___to do the experiment, I would do it some other way.(2)()A.should beB.should be goingC.wasD.were标准答案:D82、I would not be home tonight___ you not___me a lift in your car.(2)()A.if, giveB.if had, givenC.had, givenD.have, given标准答案:C83、We___it without your help.(2)()A.couldn't have doneB.couldn't doC.could have doneD.could haven't done标准答案:A84、___in the crash, he won't participate in the race.(2)()A.His broken legB.His leg is brokenC.His leg having been brokenD.His leg being broken标准答案:C85、So fast ___that it is difficult for us to imagine its speed.(2)()A.light travelsB.travels lightC.does light travelD.has light traveled标准答案:C86、Is this film moving?Yes, it is___.(2)()A.Rarely have I seen this before.B.Rarely before have I seen this.C.Rarely have I seen before this.D.Rarely I have seen this before.标准答案:A87、I suppose she is not serious,___ ?(2)()A.do IB.don't IC.isn't sheD.is she标准答案:C88、I can only do it for you ___I'm paid in advance.(2)()A.just asB.in thatC.now thatD.on condition that标准答案:D89、Whatever is worth ___ at all is worth ___well.(2)()A.doing, being doneB.doing, doingC.being done, doingD.being done, being done标准答案:A90、You'll see to it ___everything is ready in time.(2)()A.whatB.thatC.whetherD.how标准答案:B91、How well educated a person is ___a strong influence on his career.(2)()A.hasB.haveC.to haveD.having标准答案:A92、What he wrote made no ___to me.(2)()A.meaningB.ideaC.senseD.story标准答案:C93、I bought this antique vase at a quite ___price.(2)()A.cheapB.reasonableC.expensiveD.small标准答案:B94、___change your mind, please give me a call.(2)()A.Might youB.Were youC.Should youD.Would you标准答案:C95、Hardly had they arrived at the airport ___the plane started to leave.(2)()A.thanB.thenC.untilD.when标准答案:C96、This project must be completed ___as scheduled.(2)()A.in vainB.at mostC.in advancedD.by all means标准答案:C97、___the people in the workshop, Tonny is the most skilled.(2)()A.Of allB.To allC.In allD.From all标准答案:A98、Jane cannot drive us downtown, for she has ___to take us all.(2)()A.very small a carB.too small a carC.so a small carD.such small a car标准答案:B99、When questioned, he ___doing anything illegal.(2)()A.refusedB.objectedC.deniedD.opposed标准答案:C100、The car___on the way to the station, and we had to get a taxi.(2)()A.broke downB.breaking downC.broken downD.was broken down标准答案:C对外经济贸易大学入学测试机考专升本计算机与网络基础模拟题1、Windows 的主要特点是___。

介绍郑和与哥伦布的海外探索英语作文

介绍郑和与哥伦布的海外探索英语作文

介绍郑和与哥伦布的海外探索英语作文全文共3篇示例,供读者参考篇1IntroductionZheng He and Christopher Columbus were two prominent explorers who undertook significant sea voyages during the Age of Exploration. While they operated in different regions and pursued different goals, both individuals made significant contributions to the understanding of the world and the expansion of trade and cultural exchange.Background of Zheng HeZheng He was a Chinese explorer who lived during the Ming Dynasty in the 15th century. He was a eunuch and a trusted advisor to the emperor, tasked with leading a series of maritime expeditions to show the power and prestige of China. ZhengHe's voyages were massive in scale, involving a large fleet of ships and thousands of men. He traveled to Southeast Asia, India, the Arabian Peninsula, and the east coast of Africa, establishing trade relationships and spreading Chinese influence.Background of Christopher ColumbusChristopher Columbus was an Italian explorer who sailed for the Spanish crown in the late 15th century. He is best known for his expeditions to the New World, which he believed to be Asia. Columbus's voyages in 1492, 1493, and 1498 led to the first permanent European contact with the Americas, opening up a new era of exploration and colonization.Comparison of VoyagesWhile Zheng He and Columbus both conducted significant sea voyages, their motivations and methods were quite different. Zheng He's voyages were primarily diplomatic and commercial in nature, aimed at asserting Chinese power and expanding trade networks. He traveled to established civilizations and conducted diplomacy with foreign rulers. In contrast, Columbus's voyages were driven by the desire to find a new trade route to Asia and to spread Christianity. He had less diplomatic support and often used force to establish colonies in the Caribbean.Impact of ExplorationThe expeditions of Zheng He and Christopher Columbus had a lasting impact on world history. Zheng He's voyages helped to spread Chinese culture and influence across the Indian Ocean, paving the way for future trade relationships and diplomatic ties. Columbus's voyages led to the European colonization of theAmericas and the eventual establishment of a global trade network. While both explorers faced challenges and controversies in their time, their contributions to the exploration of the world cannot be denied.ConclusionZheng He and Christopher Columbus were two influential explorers whose sea voyages shaped the course of history. While their methods and motivations differed, both individuals played a crucial role in expanding trade networks, establishing diplomatic relationships, and promoting cultural exchange. Their legacies continue to be studied and celebrated today, serving as a reminder of the importance of exploration and discovery in human history.篇2Introduction:In the Age of Exploration, two significant figures emerged as key players in the expansion of global trade and the discovery of new lands: Zheng He and Christopher Columbus. Both individuals embarked on ambitious voyages that greatly impacted world history. While their motivations andaccomplishments differed, their legacy lives on as legends of maritime exploration.Zheng He:Zheng He was a Chinese admiral and diplomat who led seven major expeditions to Southeast Asia, South Asia, the Middle East, and Africa between 1405 and 1433. His voyages were part of the Ming Dynasty's efforts to establish Chinese dominance in the Indian Ocean trade network and project China's power abroad.Zheng He's fleet consisted of massive treasure ships, some reportedly as long as 400 feet, and encompassed hundreds of ships and thousands of men. He established diplomatic relations, exchanged gifts, and promoted trade with kingdoms and empires along the maritime Silk Road.Despite the grandeur of his expeditions, Zheng He's voyages were not primarily motivated by colonization or conquest. Instead, he sought to showcase Chinese civilization and strengthen diplomatic ties through the exchange of tributary gifts. His voyages were remarkable for their scale, organization, and peaceful interactions with foreign lands.Christopher Columbus:Christopher Columbus was an Italian explorer who made four voyages across the Atlantic Ocean between 1492 and 1504. His first voyage, sponsored by the Spanish monarchs Ferdinand and Isabella, led to the European discovery of the Americas.Columbus set out to find a westward route to Asia in search of wealth and glory. On October 12, 1492, he landed in the Bahamas, believing he had reached the East Indies. Columbus's voyages marked the beginning of European colonization in the Americas and the initiation of the Columbian Exchange, which facilitated the transfer of goods, ideas, and diseases between the Old World and the New World.Columbus's legacy is complex and controversial, as his expeditions resulted in the decimation of Indigenous populations and the establishment of European empires in the Americas. While he is celebrated as a pioneer of transatlantic exploration, his actions have also been criticized for their negative impact on Indigenous peoples.Comparison:Zheng He and Christopher Columbus were both visionary explorers who undertook daring maritime voyages during the Age of Exploration. However, their motivations and methods differed significantly.Zheng He's expeditions were characterized by diplomacy, trade, and cultural exchange. He sought to showcase China's power and prestige through peaceful interactions with foreign lands. In contrast, Columbus's voyages were driven by a quest for wealth and conquest, leading to the European colonization of the Americas and the exploitation of Indigenous peoples.Despite these differences, Zheng He and Columbus were instrumental in expanding global trade networks and connecting distant lands. Their voyages laid the foundation for the exchange of goods, ideas, and cultures that shaped the modern world.Conclusion:Zheng He and Christopher Columbus were pioneering figures in the history of maritime exploration, whose voyages had a profound impact on global trade and cultural exchange. While their motivations and legacies are complex, their expeditions mark a crucial period of exploration and discovery that continues to shape our understanding of the interconnectedness of the world.篇3Introduction:Exploration has always been an integral part of human history, with many famous explorers embarking on daring journeys to uncover new lands and cultures. Two such explorers who made significant contributions to the age of exploration were Zheng He and Christopher Columbus. While both men set out on sea voyages during the 15th century, their backgrounds, motivations, and impacts on history were vastly different. In this essay, we will explore the lives and voyages of Zheng He and Christopher Columbus, comparing and contrasting their achievements and legacies.Zheng He:Zheng He, also known as Cheng Ho, was a eunuch admiral of the Ming Dynasty in China. Born in 1371, Zheng He was a Muslim and a trusted advisor to the emperor of China. In his lifetime, he embarked on seven major voyages in the early 15th century, traveling as far as East Africa and the Arabian Peninsula. Zheng He's fleet was composed of massive ships known as "treasure ships," which were the largest wooden ships ever built at the time.Zheng He's voyages were not motivated by conquest or colonization but instead by a desire to establish diplomatic and trade relations with other countries. His missions brought backexotic goods, animals, and treasures to China, boosting the country's economy and cultural exchange. Zheng He's journeys also showcased China's naval prowess and technological advancements to the world, solidifying the country's position as a maritime power.Despite his accomplishments, Zheng He's expeditions were abruptly halted after his death in 1433, and China turned inward, focusing on domestic affairs. Zheng He's voyages were largely forgotten until the 20th century when his exploits were rediscovered and celebrated as a remarkable feat of exploration and diplomacy.Christopher Columbus:Christopher Columbus was an Italian explorer commissioned by the Spanish monarchy to find a new trade route to Asia by sailing west across the Atlantic Ocean. Columbus believed that reaching Asia by sailing west would be faster and more lucrative than the traditional land routes through the Middle East. In 1492, Columbus set sail with three ships, the Nina, the Pinta, and the Santa Maria, and landed in the Bahamas, opening the way for European exploration of the Americas.Columbus's voyages were driven by a quest for riches, fame, and the spread of Christianity. His discovery of the Americas hada profound impact on global history, leading to the Columbian Exchange, the transfer of goods, plants, animals, and diseases between the Old World and the New World. While Columbus's expeditions were marred by exploitation, slavery, and violence against indigenous peoples, his voyages paved the way for European colonization of the Americas and the globalization of trade and culture.Comparisons and Contrasts:Though Zheng He and Christopher Columbus were contemporaries who explored the seas during the 15th century, their motivations, methods, and legacies diverged significantly. Zheng He's voyages focused on diplomacy, trade, and cultural exchange, while Columbus's expeditions were driven by conquest, colonization, and the search for wealth. Zheng He's legacy emphasized China's peaceful engagement with other countries, while Columbus's legacy highlighted Europe's expansion and dominance over the Americas.In conclusion, Zheng He and Christopher Columbus were two of the most famous explorers of the age of exploration, each making significant contributions to the history of global exploration. While Zheng He's voyages showcased China's maritime power and diplomatic prowess, Columbus'sexpeditions opened the door to European colonization of the Americas and the globalization of trade and culture. Despite their differences, Zheng He and Columbus both left a lasting impact on world history, shaping the course of human civilization for centuries to come.。

致用英语国家概况L1

致用英语国家概况L1
Unit One General Introduction---Lesson 1 General Introduction On the UK and the USA
Starter
Identify the following pictures, and say what you know about them. Tell about the location of the UK and the USA and their capital cities, and give as much information as you can.
General Information on the UK and the USA
Objectives Starter Teaching Points Lesson Review Case Study Supplementary Reading
Unit One General Introduction---Lesson 1 General Introduction On the UK and the USA
Panorama of the circular Reading Room
The centre of the museum
Unit One General Introduction---Lesson 1 General Introduction On th Statue of Liberty
Unit One General Introduction---Lesson 1 General Introduction On the UK and the USA
USA’s Capitol Building The United States Capitol is the capitol building that serves as the seat of government for the United States Congress, the legislative branch of the U.S. federal government. It is located in Washington, D.C., on top of Capitol Hill at the east end of the National Mall.

英国首相卡梅伦辞职演讲双语全文

英国首相卡梅伦辞职演讲双语全文

UK Votes to Leave EU英国公投退欧On June 24, in a historic referendum known as Brexit, the UK voted to leave the European Union (EU). Shortly after the Leave results were confirmed, the British pound began to fall drastically, and Prime Minister Cameron announced that he would be stepping down. Like Cameron, all of the other EU leaders had hoped that voters would choose to Remain. The process to officially leave the EU is expected to take at least two years. The next prime minister will likely take care of the negotiations.6月24日,英国举行具有历史意义的“Brexit”公投,英国选择离开欧盟。

就在“退欧”公投后不久,英镑急转直下,英国首相卡梅伦宣布辞职。

正如卡梅伦以及欧盟领导人一样,都希望英国留欧。

正式退欧进程恐将至少持续两年。

下任总统将有可能处理谈判事宜。

n 23 June, the UK finally settled the question that's been rumbling close to the surface of British politics for a generation: should the country remain within the European Union or go it alone. The final result went 52 to 48 per cent in favour of Brexit - so what are the pros and cons of leaving the European Union?How we got hereThe Conservative's general election victory last year activated a manifesto pledge to hold a referendum on Britain's membership of the European Union by the end of 2017.David Cameron made the promise at a time when he was under pressure from Eurosceptic backbenchers –and when the Tories appeared to be losing votes to Ukip. Most political commentators agree that, given a free hand, he would not have wanted a referendum.Last winter, the Prime Minister embarked on a tour of EU capitals as he sought to renegotiate Britain's terms of membership, which concluded at a summit in February. Presenting the result as a victory, he vowed to campaign with his "heart and soul" to keep Britain inside a "reformed" EU, but several members of his own cabinet campaigned for a British exit – or "Brexit".Minutes after the vote closed on Thursday, it appeared the UK would stay in the EU. Even Ukip's Nigel Farage said it "looks like Remain will edge it".However, when the final results came in, it was the Leave campaign that had won, prompting Cameron to announce that he would resign as prime minister before the Conservative Party conference in October.The pros and cons of leaving the EUThe greatest uncertainty associated with leaving the EU is that no country has ever done it before, so no one can predict the exact result.Membership feeLeaving the EU would result in an immediate cost saving, as the country would no longer contribute to the EU budget, argue Brexiters. Last year, Britain paid in £13bn, but it also received £4.5bn worth of spending, says Full Fact, "so the UK's net contribution was £8.5bn". That's about 7 per cent of what the Government spends on the NHS each year.What's harder to determine is whether the financial advantages of EU membership, such as free trade and inward investment (see below) outweigh the upfront costs.TradeThe EU is a single market in which no tariffs are imposed on imports and exports between member states. "More than 50 per cent of our exports go to EU countries," says Sky News.Membership of the bloc means we have always had a say over how trading rules are drawn up. Britain also benefits from trade deals between the EU and other world powers. "The EU is currently negotiating with the US to create the world's biggest free trade area," says the BBC, "something that will be highly beneficial to British business."Britain risks losing some of that negotiating power by leaving the EU, but it would be free to establish its own trade agreements.Ukip leader Nigel Farage believes Britain could follow the lead of Norway, which has access to the single market but is not bound by EU laws on areas such as agriculture, justice and home affairs. But others argue that an "amicable divorce" would not be possible."If Britain were to join the Norwegian club," says The Economist, "it would remain bound by virtually all EU regulations, including the working-time directive and almost everything dreamed up in Brussels in future." And it would no longer have any influence on what those regulations said.Leading Brexit campaigner Boris Johnson, meanwhile, has proposed adopting a Canada-style trade arrangement. "I think we can strike a deal as the Canadians have done based on trade and getting rid of tariffs" and have a "very, very bright future", he said. The idea was quickly dismissed by Cameron at the time, who said it would mean "years of painful negotiations and a poorer deal than we have today".Eurosceptics argue that the vast majority of small and medium sized firms do not trade with the EU but are restricted by a huge regulatory burden imposed from abroad.A study by the think-tank Open Europe, which campaigned to see the EU radically reformed, found that the worst-case "Brexit" scenario is that the UK economy loses 2.2 per cent of its total GDP by 2030 (by comparison, the recession of 2008-09 knocked about 6 per cent off UK GDP). However, it says that GDP could rise by 1.6 per cent if the UK was able to negotiate a free trade deal with Europe –ie to maintain the current trade set-up –and pursued "very ambitious deregulation".Whether other EU countries would offer such generous terms is one of the big unknowns of the debate. Pro-exit campaigners argued that it would be in the interests of other European countries to re-establish free trade, but their opponents suggested that the EU would want to make life hard for Britain in order to discourage further breakaways.France also warned recently that there would be "consequences" for Britain if it left the EU. InvestmentInward investment was always predicted to slow in the run-up to the vote, due to the uncertainty of the outcome and its consequences: that's what happened in before the Scottish independence referendum in 2014.In the long term, there are diverging views: pro-Europeans think the UK's status as one of the world's biggest financial centres will be diminished if it is no longer seen as a gateway to the EU for the likes of US banks, while Brexit campaigners suggest that, free from EU rules a regulations, Britain could reinvent itself as a Singapore-style supercharged economy.Fears that car-makers could scale back or even end production in the UK if vehicles could no longer be exported tax-free to Europe were underlined by BMW's decision to remind its UK employees at Rolls-Royce and Mini of the "significant benefit" EU membership confers. Likewise, Business for New Europe said tax revenues would drop if companies that do large amounts of business with Europe – particularly banks – moved their headquarters back into theBarclays, however, put forward a worst-case scenario that might have benefitted the Outers. It said the departure of one of the EU's most powerful economies would hit its finances and boost populist anti-EU movements in other countries. This would open a "Pandora's box", said the Daily Telegraph, which could lead to the "collapse of the European project".The UK would then be seen as a safe haven from those risks, attracting investors, boosting the pound and reducing the risk that Scotland would "leave the relative safety of the UK for an increasingly uncertain EU".SovereigntyFor Brexiters, sovereignty was seen as a simple win: few disagree that EU membership involves giving up some control over our own affairs.Labour MP Kate Hoey says the EU is "an attempt to replace the democratic power of the people with a permanent administration in the interests of big business". Those on the right of the Conservative party may disagree with her emphasis, but they agree that EU institutions have drained power from the British Parliament."The trouble is that most of us have no clue as to how the Brussels monolith works, or who's in charge," said Stay or Go, the Connell Guide to the EU referendum. But, it said, we have only ourselves to blame. "We've made it that way" because too many of us "can't be bothered to vote" in European elections.For those in the Remain camp, EU membership involved a worthwhile trade of sovereignty for influence: in return for agreeing to abide by EU rules, Britain had a seat around the table at which they are set - and, say campaigners, its voice was amplified on the world stage as a result. "The truth is that pulling up the drawbridge and quitting the EU will not enhance our national sovereignty," warned Labour's Hilary Benn, who was sacked as shadow foreign secretary this week after complaining about Jeremy Corbyn's leadership. "All it would do is to weaken it by taking away our power to influence events in an ever more complex and interdependent world." Nor, said Remainers, will UK sovereignty be absolute out of the EU: the British government would still be bound by membership of Nato, the UN, the World Trade Organisation, and various treaties and agreements with other nations.ImmigrationUnder EU law, Britain cannot prevent anyone from another member state coming to live in the country – while Britons benefit from an equivalent right to live and work anywhere else in the EU. The result has been a huge increase in immigration into Britain, particularly from eastern and southern Europe.According to the Office for National Statistics, there are 942,000 eastern Europeans, Romanians and Bulgarians working in the UK, along with 791,000 western Europeans – and 2.93m workers from outside the EU. China and India are the biggest source of foreign workers in the UK. Remainers say that, while the recent pace of immigration has led to some difficulties with housing and service provision, the net effect has been overwhelmingly positive. By contrast, Farage insisted immigration should be cut dramatically, and that leaving the EU was the only way to "regain control of our borders". Other pro-Brexit campaigners would not necessarily reduce immigration, but said that it should be up to the British Government to set the rules.Cameron claimed that the concessions he won during the renegotiation of Britain's EU membership would reduce immigration as new arrivals will receive a lower rate of child benefit.The effect of leaving the EU on British jobs depends on a complex interplay of the factors above: trade, investment and immigration.Pro-EU campaigners suggested that three million jobs could be lost if Britain goes it alone. However, while "figures from the early 2000s suggest around three million jobs are linked to trade with the European Union," says Full Fact, "they don't say they are dependent on the UK being an EU member."If trade and investment falls now the UK has voted for Brexit, then some of these jobs would be lost – but if they rose, then new jobs would be created.A drop in immigration would, all else being equal, mean more jobs for the people who remained, but labour shortages could also hold back the economy, reducing its potential for growth. Stuart Rose, former Marks & Spencer chief executive and a prominent pro-EU campaigner, conceded recently that wages may rise if Britain leaves – which would be good for workers, but less so for their employers.Writing for the London School of Economics, Professor Adrian Favell said limiting freedom of movement would deter the "brightest and the best" of the continent from coming to Britain and reduce the pool of candidates employers can choose from.Free movement of people across the EU also opened up job opportunities for British workers seeking to work elsewhere in Europe.Britain's place in the worldFor Outers, leaving the EU will allow Britain to re-establish itself as a truly independent nation with connections to the rest of the world. But Remainers fear that Brexit will result in the country giving up its influence in Europe, turning back the clock and retreating from the global power networks of the 21st century.Brexit would bring some clear-cut advantages, said The Economist before the referendum. The UK "would regain control over fishing rights around its coast", for example. But it concluded that the most likely outcome would be that Britain would find itself "a scratchy outsider with somewhat limited access to the single market, almost no influence and few friends".The UK will remain a member of Nato and the UN, but it may be regarded as a less useful partner by its key ally, the US. The American government said it feared that the "EU referendum is a dangerous gamble that could unravel with disastrous consequences for the entire continent". SecurityFormer work and pensions secretary Iain Duncan Smith, who was in favour of Brexit, said we were leaving the "door open" to terrorist attacks by remaining in the EU. "This open border does not allow us to check and control people," he said.However, a dozen senior military figures, including former chiefs of defence staff Lord Bramall and Jock Stirrup, argued the opposite. In a letter released by No 10, they said that the EU is an "increasingly important pillar of our security", especially at a time of instability in the Middle East and in the face of "resurgent Russian nationalism and aggression".Defence Secretary Michael Fallon has also said the UK benefitted from being part of the EU, as well as Nato and the United Nations. "It is through the EU that you exchange criminal records and passenger records and work together on counter-terrorism," he said. "We need the collective weight of the EU when you are dealing with Russian aggression or terrorism."In contrast, Colonel Richard Kemp, writing in The Times, said these "critical bilateralrelationships" would persist regardless of membership, and that it was "absurd" to suggest that the EU would put its own citizens, or the UK's, at greater risk by reducing cooperation in the event of Brexit."By leaving, we will again be able to determine who does and does not enter the UK," said Kemp, a former head of the international terrorism team at the Cabinet Office. "Failure to do so significantly increases the terrorist threat here, endangers our people and is a betrayal of this country."The country has just taken part in a giant democratic exercise –perhaps the biggest in our history. Over 33 million people –from England, Scotland, Wales, Northern Ireland and Gibraltar –have all had their say.这个国家刚刚进行了一场大型的民主活动,这也许是我们历史上最大的一次。

the European Communities

the European Communities

WonderWeb Deliverable D16Reusing semi-structured terminologies for ontology building: A realistic case study in fishery information systemsAldo Gangemi ISTC-CNR email: a.gangemi@r.itIdentifier Class Version Date Status Distribution Lead PartnerD16 Deliverable 1.0 7-05-2004 public ISTC-CNR1IST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic WebiiIST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic WebWonderWeb ProjectThis document forms part of a research project funded by the IST Programme of the Commission of the European Communities as project number IST-2001-33052. For further information about WonderWeb, please contact the project co-ordinator:Ian Horrocks The Victoria University of Manchester Department of Computer Science Kilburn Building Oxford Road Manchester M13 9PL Tel: +44 161 275 6154 Fax: +44 161 275 6236 Email: wonderweb-info@iiiIST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic WebRevision InformationRevision Version date 5-05-2004 V1.0 ChangesivIST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic WebTable of Contents11.1 1.2INTRODUCTION................................................................... 6Bootstrapping dedicated semantic webs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 A bit of history. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 722.1 2.2 2.3THE FISHERY CASE STUDY: RESOURCES, ISSUES, AND METHODS ........................................................................... 8Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Some issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Some methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 133.1 3.2 3.3 3.4KOS REENGINEERING LIFECYCLE .....................................12Formatting and lifting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 Formalization, and Core ontology building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 4 Modularization, and alignment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 Annotation, refinement, merging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 044.1 4.2 4.3POST-PROCESSING LIFECYCLE ........................................24Services for information retrieval. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5 Services for distributed database querying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 6 Tools .................................................................................... 2 75 6FURTHER DISCUSSION ON THE CASE STUDY AND ITS RELEVANCE TO THE SEMANTIC WEB ................................29 REFERENCES ....................................................................31vIST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic Web1 Introduction1.1 Bootstrapping dedicated semantic websA main issue in the deployment of the Semantic Web (SW) is currently its population: very few ontologies and tagged documents exist in comparison to the huge amount of domains and documents that exist on the Web. Several strategies are being exploited to bootstrap the SW: machine learning [1,2,3], NLP techniques [4,5], semantic services [6], lifting existing metadata [7,8,9,10,11,12], etc. These strategies have different advantages according to the type of documents or domains: while machine learning and NLP techniques try to extract useful recurrent patterns out of existing (mostly free text or semi-structured) documents, and semantic services try to generate semantically indexed, structured documents e.g. out of transactions, existing metadata can be considered proto-ontologies that can be "lifted" from legacy indexing tools and indexed documents. In other words, metadata lifting ultimately tries to reengineer existing document management systems into dedicated semantic webs.1 Legacy information systems often use metadata contained in Knowledge Organization Systems (KOSes), such as vocabularies, taxonomies and directories, in order to manage and organize information. KOSes support document tagging (thesaurus-based indexing) and information retrieval (thesaurus-based search), but their semantic informality and heterogeneity usually prevent a satisfactory integration of the supported documentary repositories and databases. As a matter of fact, traditional techniques mainly consist of time-consuming, manual mappings that are made – each time a new source or a modification enter the lifecycle – by experts with idiosyncratic procedures. Informality and heterogeneity make them particularly hostile with reference to the SW. This document describes the methodology used for the creation, integration and utilization of ontologies for information integration and semantic interoperability, with respect to a case study: fishery information systems. Such a case study, which is definitely not a toy example, has been the target of an institutional project carried out by CNR and UN-FAO, which exploited the DOLCE ontology and the methods developed within the WonderWeb project, as well as previous methodologies developed in the past by ITBM-CNR2 We describe various methods to reengineer, align, and merge KOSes in order to build a large fishery ontology library. Some examples of semantic services based on it, either for a simple one-access portal or a sophisticated web application are also sketched, which envisage a fishery semantic web. With respect to the main threads of WonderWeb (languages, tools, foundational ontologies, versioning, and modularity), we concentrate this section on a demonstration of KOS reengineering issues from the viewpoint of formal ontology, therefore the main threads will appear in the context of the case study description rather than as explicitly addressed topics. We assume a basic knowledge of the deliverable D18 for full comprehension of this section.1Notice that the different strategies are not mutually exclusive, but can be combined. In the FOS project, we have also used techniques from NLP and semantic services. 2 The former ontology group of ITBM-CNR has now joined ISTC-CNR6IST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic WebWe thank the UN-FAO WAICENT-GILW department for allowing us to reuse in this deliverable some of the FOS project documentation.1.2 A bit of historyIn the beginning of 2002 the Food and Agriculture Organization of the United Nations (FAO, in the following)1 , based in Rome, took action in order to enhance the quality of its information and knowledge services related to fishery. The following internal agencies were asked to participate into a task-force by providing manpower and/or data, information or knowledge repositories: FAO Fishery Department2 provided the reference tables of its Internet portal, the Fishery Global Information System (FIGIS). ASFA secretariat3 , the managing body of the Aquatic Sciences and Fisheries contributed its online thesaurus for fishery. SIFAR, the Support unit for International Fisheries and Aquatic Research4 , contributed the contents and the structure of the oneFish community directory. FAO WAICENT, the World Agricultural Information Centre5 , provided access, through its office for General Information Systems and Digital Libraries (GILW), to the fishery part of the AGROVOC Thesaurus. FOS naturally fitted the wider AOS (Agriculture Ontology Service) long-term programme6 , started by FAO at the end of 2001, of which FOS constitutes one major case study (together with the Food Safety project [12], and others). The scientific coordination and supervision of the FOS project was assigned to the Laboratory for Applied Ontology of the Institute of Cognitive Sciences and Technology of the Italian National Research Council (LOA, in the following)7 . The outline of the project and the preliminary methods have already been presented in [13]. Here we describe some salient aspects of the FOS project after the completion of the first phase (2002-2003), which show the principles (and their applicability) that can be adopted when reengineering semi-structured KOSes into formal ontologies, in formats and with the tools envisaged by the WonderWeb project. Section 2 describes the sources that were subject to reengineering, integration, alignment, and merging, and the general issues and principles. Section 3 presents the methodology with more detail, an outline of the global results, and provides some examples of the interoperability between the sources, which was achieved. Finally, section 4 draws some conclusions.1 2 /figis/servlet/FiRefServlet?ds=staticXML&xml=webapps/figis/wwwroot/fi/figis/index.x ml&xsl=webapps/figis/staticXML/format/webpage.xsl 3 /fi/asfa/asfa.asp 4 /global/about.htm 5 /WAICENT/ 6 /agris/aos 7 http://www.loa-cnr.it7IST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic Web2 The fishery case study: resources, issues, and meth ods2.1 ResourcesThe following resources have been singled out from the fishery information systems considered: OneFish topic trees OneFish [14] is a portal for fishery activities and a participatory resource gateway for the fisheries and aquatic research and development sector. It contains heterogeneous data, organized through hierarchical topic trees (more than 1,800 topics, increasing regularly), made up of hierarchical topics with brief summaries, identity codes and attached knowledge objects (documents, web sites, various metadata). The hierarchy (average depth: 3) is ordered by (at least) two different relations: subtopic, and intersection between topics, the last being notated with @ , similarly to relations found in known subject directories like DMOZ. There is one 'backbone' tree consisting of five disjoint categories, called worldviews (subjects, ecosystem, geography, species, administration) and one worldview (stakeholder), maintained by the users of the community, containing own topics and topics that are also contained in the first four other categories (Figure 5). Alternative trees contain new 'conjunct' topics deriving from the intersection of topics belonging to different categories. AGROVOC thesaurus AGROVOC [15] has been developed by FAO and the Commission of the European Communities in the early 1980s and is used for document indexing and retrieval. It is a multilingual structured and controlled vocabulary designed to cover the terminology of all subject fields of agriculture, forestry, fisheries, food and related domains (e.g. environment) in order to describe the documents in a controlled language system. Different hierarchical and associative relations (broader/narrower terms, related terms, equivalent terms, used for) are established between the terms. AGROVOC contains approximately 2,000 fishery related descriptors out of about 16,000 descriptors. ASFA thesaurus ASFA [16] is an abstracting and indexing service covering the world's literature on the science, technology, management, and conservation of marine, brackishwater, and freshwater resources and environments, including their socio-economic and legal aspects. The thesaurus is an online service, which provides terminological definitions in terms of various relations, e.g. narrower term, related term, used for. It consists of more than 6,000 descriptors. FIGIS reference tables FIGIS [17] is a global network of integrated fisheries information. Presently its thematic sections are four: aquatic species (i.e. biological information); geographic objects (water and continental areas, political geographic entities); marine resources (information on the state of world resources, data on regional fish stocks, major issues affecting stocks); marine fisheries (data and maps on the exploitation of the major species, management-related information) fishing technologies (information on high seas vessels identification, on the selection of technologies and on training and on international legal issues). The FIGIS reference tables comprise all the contents of this huge database. The reference tables consists of approximately 200 top-level concepts, with a max depth of 4, 30,000 'objects'8IST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic Web(mixed concepts and individuals), relations (specialized for each top category, but scarcely instantiated) and multilingual support. FIGIS DTDs Some XML Document Types Definitions (now moving to RDFS) are also maintained by FIGIS to organize their databases. The original set included 823 elements with a rich attribute structure. Those related to fishery ontologies have been taken into account.2.2 Some issuesAs mentioned in the introduction the sources to be integrated were rather variate under many perspectives(semantic, lexical and structural).9IST Project 2001-33052 WonderWeb: Ontology Infrastructure for the Semantic WebAQUACULTURE (AGROVOC) NT1 fish culture NT2 fish feeding NT1 frog culture … rt agripisciculture rt aquaculture equipment … Fr aquaculture Es acuicultura AQUACULTURE (ASFA) NT Brackishwater aquaculture NT Freshwater aquaculture NT Marine aquaculture rt Aquaculture development rt Aquaculture economics rt Aquaculture engineering rt Aquaculture facilitiesBiological entity (FIGIS) Taxonomic entity Major group Order Family Genus Species Capture species (filter) Aquaculture species (filter) Production species (filter) Tuna atlas spec SUBJECT (OneFish) Aquaculture Aquaculture development Aquaculture economics @ Aquaculture planningTable 1. Sample aquaculture descriptors in the four resources. NT means narrower than; rt means related term, Fr and Es are the corresponding French and Spanish terms)An example of how formal ontologies can be relevant for fishery information services is shown by the information that someone could get if interested in aquaculture (Tab. 1). In fact, beyond simple keyword-based searching, searches based on tagged content or sophisticated natural-language techniques require some conceptual structuring of the linguistic content of texts. The four systems concerned by this case study provide this structure in very different ways and with different conceptual “textures”. For example (Tab. 1), the AGROVOC and ASFA thesauri put aquaculture in the context of different thesaurus hierarchies. The AGROVOC thesaurus seems to conceptualize aquaculture types from the viewpoint of techniques and species. ASFA aquaculture hierarchy is substantially different, since the hierarchy seems to stress the environment and disciplines related to aquaculture. A different resource is constituted by the so-called reference tables in FIGIS system; the only reference table mentioning aquaculture puts it into another context (taxonomical species). The last resource examined is oneFish directory, which returns a context related to economics and planning. With such different interpretations of aquaculture, we can reasonably expect different search and indexing results. Nevertheless, our approach to information integration and ontology building is not that of creating a homogeneous system in the sense of a reduced freedom of interpretation, but in the sense of navigating alternative interpretations, querying alternative systems, and conceiving alternative contexts of use. Once made clear that different fishery information systems provide different views on the domain, we directly enter the paradigm of ontology integration, namely the integration of schemas that are arbitrary logical theories, and hence can have multiple models (as opposed to database schemas that have only one model) [19]. As a matter of fact, thesauri, topic trees and reference tables used in the systems to be integrated could be considered as informal schemata conceived in order to query semistructured or informal databases such as texts, forms and tagged documents. In order to benefit from the ontology integration framework, we must transform informal schemata into formal ones. In other words, thesauri and other terminology management resources must be transformed into formal ontologies. In order to do this, we require a comprehensive set of ontologies that are designed in a way that admits the existence of many possible pathways among concepts under a common conceptual framework. In our opinion, the framework should: — reuse domain-independent ontologies shared by the resources, in order to make the different components interoperate 10—be flexible enough, so that different views have a common context—be focused on the core reasoning schemata for the fishery domain, otherwise the common conceptual framework would be too abstract.Domain-independent, foundational ontologies [18] characterise the general notions needed to talk about economics, biological species, fish production techniques; for example: parts, agents, attribute, aggregates, activities, plans, devices, species, regions of space or time, etc.Furthermore, so-called core ontologies [18] characterise the main conceptual schemata that the members of the fishery community use to reason, e.g. that certain plans govern certain procedures involving certain devices applied to activities like capturing fish of a certain species in certain areas of water regions, etc.Foundational and core ontologies provide the framework to integrate in a meaningful and intersubjective way different views on the same domain, such as those represented by the queries that can be done to a set of distributed information systems containing (un)structured data.2.3 Some methodsIn order to perform this reengineering task, we have applied the techniques of three methodologies: ap-plication of DOLCE foundational principles introduced in WonderWeb D18 [18], ONIONS [20], and OnTopic [21].WonderWeb D18 contains principles for building and using foundational ontologies for core and domain ontology analysis, revision, and development. DOLCE is an axiomatic, domain-independent theory based on formal principles.ONIONS is a set of methods for reengineering (in)formal domain metadata, such as glossaries, terminologies, data models, conceptual schemata, business models, etc. to the status of formal ontology data types, for integrating them in a common formal structure, for aligning them to a foundational ontology, and for merging them. Some methods are aimed at reusing the structure of hierarchies (e.g., BT/NT relations, subtopic relation, etc.), the additional relations that can be found (e.g., RT relations), and at analysing the compositional structure of terms in order to capture new relations and definitional elements. Other methods concern the management of semantic mismatches between alternative or overlapping ontologies, and the exploitation of systematic polysemy t o discover relevant domain conceptual structures.OnTopic is about creating dependencies between topic hierarchies and ontologies. It contains methods for deriving the elements of an ontology that describe a given topic, and methods to build “active” topics that are defined according to the dependencies of any individual, concept, or relation in an ontology. OnTopic has only suggested design decisions in the case study.In section 3, we describe these methods as used in the KOS reengineering lifecycle, the types of data extracted from the fishery resources, with examples of their porting, translation, transformation, and refinement.In section 4 we finally give a resume of the tools tested and/or endorsed in the case study.3 KOS REENGINEERING LIFECYCLEIn Fig.s 1,3,6,8,9, a UML "activity diagram" is shown that summarizes the main steps of the methods we have followed to create the Fishery Ontology Library (FishOL). For the sake of readability, we have split the activity diagram into five pieces as follows:1)Terminological database (TDB) formatting and schema lifting2)TDB porting, formalization, and Core ontology building3)Modularization, ontology library building, and alignment to reference ontologies4)Annotation, refinement, and merging of the library5)Measures for finalisation, maintenance, and exploitation3.1Formatting and liftingIn the first phase of the lifecycle (Fig. 1), the original terminological databases are im-ported into a common database format. The conceptual schemata of the databases are lifted (either manually, or by using automatic reverse engineering components [11]). At the same time, a common Ontology Data Model (ODM) should be chosen. This can be partly derived from the semantics of ontology representation languages (e.g. the OWL ODM [22]), enhanced with criteria for distinguishing the different data types at the onto-logical level (e.g. individual, class, meta-property, relation, property name, lexicon, etc.). Ontologically explicit ODMs are described in [23,24].With the help of the ODM, lifted schemata can be translated and then integrated (the integration methodology assumed is [19]).In FOS, the original TDBs resulted to be syntactically heterogeneous, specially FIGIS with respect to ASFA and AGROVOC. In fact, the first is controlled through a set of XML DTDs (currently moving to RDFS), while the seconds are implemented in relational databases with one basic relational table.Semantically, TDB schemata are even more heterogeneous (see Table 1 for examples). ASFA is a typical thesaurus, made up of descriptors (equivalence classes of terms with the same assumed meaning), equivalent terms, and relations among descriptors (BT, NT, RT, UF) that create a forest structure (an indirect acyclic graph, [25]). Descriptors are encoded via a "preferred" term. AGROVOC is also a thesaurus, but contains multilingual equivalent terms, and descriptors are encoded via alphanumeric codes. FIGIS is not a thesaurus, but a collection of TDBs organised into modules containing different domain terminologies, e.g. vessels, organisms, techniques, institutions, etc. Equivalence classes of multilingual terms are defined (similar to thesaurus descriptors). Each equivalence class has an identification code. Each module has a peculiar schema including local relations defined on (classes of) classes of terminological equivalence classes. E.g., a relation between institutions and countries, a relation between vessels and techniques, between organism species and genera, etc.Figure 1. A UML activity diagram for formatting and lifting activities.These relations are more informative than generic RT thesaurus relations (see phase 2 about additional transforms to TDB).FIGIS DTDs encode heterogeneous metada for the management of the FIGIS database. These XML elements can refer to domain-specific information (e.g. "Location"), datatypes (e.g. "Date"), data about data (e.g. "Available"), foreign keys (e.g. "AqSpecies_Text").AdministrationSubjects EcosystemStakeholdersGeography SpeciesFig. 2. Topic spaces ("worldviews") in oneFish.Finally, OneFish is a tree structure of subjects (keywords used to classify documents), with multihierarchical links, similar to Web directories like DMOZ [26]. The top subjects in OneFish are depicted in Fig. 2.The integrated schema results to include all the data types from the TDBs. On the other hand, we needed to interpret the original data types into an (onto)logically valid integrated schema. Therefore, we have created a mapping from each (domain-related) legacy data type to an ODM data type, e.g. owl:Class, to which "descriptor" and "FIGIS equivalence class" have been mapped, owl:ObjectProperty, to which "RT" and most FIGIS relations have been mapped (as instances), topic, to which OneFish "subject" has been mapped, etc.As explained below, some adjustments are needed to the original TDBs in order to preserve a correct semantics when translating some elements to the integrated schema.3.2Formalization, and Core ontology buildingAfter a common format and an integrated ontology data model have been obtained, the second phase (Fig. 3) starts by choosing an Ontology Representation Language (ORL).E.g., in FOS some tests have been performed at the beginning of the project, and we have decided to take a layered approach, maintaining the TDBs into different ontology re-positories represented into languages of increasing expressivity. RDF(S) [27] has been chosen for the basic layer, DAML+OIL [28] (currently OWL-DL [22]) for the middle layer, and KIF [29] for the expressive layer.The reason for such layering resides in a) the necessity of carrying out certain ontology learning procedures (see phase 4) with the expressive version, b) the necessity of using the standard Semantic Web ontology languages to carry out inferences with the middle layer, and c) the necessity of maintaining a lightweight ontology with the basic layer. RDF(S) can also be used to import the original TDBs without using the ODM. In fact, a preliminary decision was required when deciding how the ontologies that were obtained from the TDBs should get used.1The first choice has been to preserve the TDB elements into the original data models. In this case, no mapping has been performed from original data models to the ODM, and only an integrated (non-refined) data model has been used. The advantage of this choice is that no interpretation is performed on the legacy TDBs, but there are two disadvantages: translated TDBs are not (proto-)ontologies, but RDF models, hence no ontology inferencing can be made using them; imported TDBs cannot be aligned or merged, but only integrated.The second choice has been to translate the TDBs according to the ODM, then interpreting and mapping the original data models, and making needed refinements in order to preserve the semantics of ODM. This solution overcomes the disadvantages of the first choice at the cost of making interpretations. E.g. in FOS the maintainers of the legacy TDBs are members of the task-force, then we can expect that interpretations are not harmful. In other contexts – specially if experts are not collaborating –interpretations may be more problematic.Figure 3. The activity diagram for metadata formalization and Core ontology building.In the case study, the first choice has been easily produced through a rather economic procedure. Most efforts have then been put into translating and sometimes transforming the TDBs into proto- and then full-fledged ontologies. In particular, a translation t o1 A similar problem is discussed in the W3C SW Best Practices and Deployment Working Group wrt to wordnets and thesauri [30].ODM data types has been performed.For certain terminological data types, a refinement is performed at this stage and after alignment (see phase 3).For example, AGROVOC makes no difference between descriptors denoting owl:classes (e.g. agrovoc:River), and descriptors denoting owl:individuals (e.g. agrovoc:Amazon). Most individuals have been found in subdomains like geography and institutions. Another example concerns thesauri relations: while RT (Related Term) needs no refinement wrt ODM: it is imported as a subproperty of owl:ObjectProperty holding between individuals (and defined on classes), and UF is an owl:DatatypeProperty holding between lexical items (strings), on the contrary BT (Broader Term) is usually the rdfs:subClassOf property, but sometimes it is used as a "part of" owl:ObjectProperty. Translation and refinement have been complemented by transforming the applications of RT and of owl:ObjectProperties from FIGIS into formal owl:Restrictions.The working hypotheses in making these transformations are that:—the resulting owl:Restrictions are inheritable to all the subclasses of the rdfs:class to which the restriction pertain, and—the quantification applicable to restrictions is owl:someValuesFromBoth hypotheses result confirmed in most FOS cases, e.g. in AGROVOC, from the original record:<Fishing vessel> <RT> <Fishing gear>it is semantically correct to derive the following transform (we use OWL abstract syntax [31] for most examples in this section of the deliverable):Class(agrovoc:Fishing_vessel partial(restriction(agrovoc:RT someValuesFrom(agrovoc:Fishing_gear))))Figure 4. The DOLCE+ top level.In phase 4 we explain that RT restrictions can be refined in order to make their intended meaning more precise.A concurrent task has been performed during the translation and tranformation phase, which provides the means to fulfil the tasks in phase 3. Such task is about the construction of a Core Ontology, in this case study a Core Ontology of Fishery (COF). For the many theoretical underpinnings in core ontology construction that come from modularization and reuse wrt foundational ontologies, we refer to [18]. As an example, we only provide here a basic description of COF and of the reusable reference ontologies that have been employed.COF has been designed by specializing the DOLCE-Lite-Plus ("DOLCE+" in the following, Fig. 4 shows the most general classes) ontology[18], developed within。

英语论文题目大全

英语论文题目大全

英语论文题目大全(中英)1.《红字》中海丝特? 白兰不理智的一面(The Irrational Side of Hester Prynne of The Scarlet Letter)2. 《董贝父子》中的矛盾冲突(The Conflict in Donbey and Son)3. 论文化不同对联想意义及翻译的影响(On Influence of Cultural Differences on Associative Meanings and Translation)4. 美国教育的衰弱(The Drop of American Education)5. 19世纪欧洲移民对美国工业化的积极影响(The Positive Impacts of European Immigration on American Industrialization in the 19th Century)6. 朱丽叶之人物分析(Character Studies in Juliet)7. 主述理论在文学中的运用(The Application of the Thematic Theory in Literature)8. 语用学中的会话含义理论(Conversational Implicature Theory in Pragmatics)9. 英语语音简析及对提高初学者口语的指导(A Brief Analysis of English Phonetics as well asa Guide to Improve Learners’ Oral English)10. 比较两种对于哈姆雷特复仇的评论(Comparison on Two Kinds of Comments on Hamlet’s Revenge)11. 英语语言中的性别歧视(Sexism in English Language)12. 英语的学与教(English Learning and Teaching)13. 由美国2004年总统选举所想到的(More than 2004 Presidential Election)14. 论腐朽世界中的纯洁品质——关于《雾都孤儿》的赏析(The Purity in a Corrupt World—An Analysis of Oliver Twister)15. 论理智与情感之关系——对《理智与情感》的人物分析16. 入世对中国银行业的挑战(Challenges on Chinese Banking Sector after Entering the WTO)17. 西进运动对美国的影响(The Influences of Westward Movement on America)18. 史蒂芬?克拉申的听读假设和二语习得(Stephen Krashen’s Input Hypothesis and Second Language Acquisition)19. 艾?巴?辛格——犹太文化的守护者(L. B. Singer—the Patron of Jewish Civilization)20. 二十世纪60年代美国妇女运动的派别(The Politics of American Women’s Movement in the 1960’s)21. 论《红字》的模糊性(Ambiguity in The Scarlet Letter)22.《嘉莉姐妹》中无心的欲望(The Limitless Desires in Sister Carrie)23. 英语广告语言修辞特点(Rhetorical Features in Advertising English)24.《儿子与情人》中的恋母情结(Pau Morel’s Oedipus Complex in Sons and Lovers)25. 造成苔丝悲剧命运的原因(The Reasons for Tess’s Tragic Fate)26. 论恐怖主义的根源(On the Root of Terrorism)27. 2003: 中印关系新纪元(2003: A New Era of Sino-India Relationship)28. 希兹克利夫的复仇(The Revenge of Heathcliff)29. 弗洛伊德理论对美国现代文学的影响(The Influence of Freudian Theory on ModernAmerican Literature)30. 论萨姆一家人之“变形” (The Etamoephosis of the Samsas)31. 亚伯拉罕? 林肯的民主思想初探(A Preliminary Research on Abraham Lincoln’s Thought of Democracy)32. 评析《傲慢与偏见》的男主人公达西(Mr. Darcy in Pride and Prejudice)33.《简爱》的圣经情书(The Relationship Between Jane Eyre and the Bible)34. 库区三角浮出水面——万州、开县、云阳经济宏图(The Triangle of Reservoir Region Is Surfacing—Wanzhou, Kaixian and Yunyang Open a Great Diagram of Economy)35. 会话中的合作原则和礼貌原则(Cooperative Principle and Politeness Principle in Conversation)36. 浅析海明威笔下圣地亚哥与其它主人公之异同(Analysis of the Similarities and Differences Between Santiago and Other Heroes by Hemingway)37. 对嘉尔曼的偏见(The Prejudice Against Carmen)38. 简爱——关于简爱的性格评论(Jane Eyre—A Review of Jane Eyre’s Character in Jane Eyre)39. 《呼啸山庄》中凯瑟琳和希斯克力夫之间的苦痛恋情(The Suffering Love Between Catherine and Heathcliff in Wuthering Heights)40. 简评妥协——研究《傲慢与偏见》(A Brief Comment on the Compromise—A Study of Pride and Prejudice)41. 《傲慢与偏见》中的婚姻面面观(Analysis of the Marriages in Pride and Prejudice)42. 试论简奥斯汀生活对其小说的影响(On the Impact of Jane Austen’s Life on Her Novels)43. “真实的诺言”与传统文化的碰撞——简析“真人秀”的实质和本地化过程(When True Lies Challenge Tradition—An Analysis of the Reality and Localization of Reality TV)44. 从台湾问题看中美关系(The Sino-US Relation—The Taiwan Issue)45.《傲慢与偏见》的生命力(The Great Vitality of Pride and Prejudice)46. 平凡中的不平凡——《傲慢与偏见》(Significance in Commonplace—Pride and Prejudice)47. 萨皮尔沃夫理论(Sapir-Whorf Hypothesis)48. 论格里高尔的悲剧(An Analysis of Gregor’s Tragedy)49. 对大学生心理健康问题予更多关注(More Attention to the Psychological Health of College Students)50. 文体学: 语言学习的科学(Stylistics: A Scientific Approach)51. 佛教在西方(Buddhism in the West)52. 非语言交际(Nonverbal Communication)53. 国际反恐(International Anti-Terrorism)54. 全球资金市场近期特征与走向(The Character and Tendency of Global Capital Market in Recent Decades)55. 从《老人与海》中桑堤亚哥的性格可知——人是打不败的(A Man Cannot Be Defeated—From the Character of Santiago in The Old Man and the Sea)56. 南方的失落(The Loss of the South)57. 戏谑与幽默(Banter and Humor)58. 《嘉莉妹妹》中的现实主义和自然主义(Realist and Naturalist Factors in Sister Carrie)59. 论中国的口语教学(On Oral English Teaching in China)60. 浅析英语教育中的文化教学(The Teaching of Cultures in Foreign Language Education)61. 广告社会责任感诉求(Social Responsibility Concern of Advertising)62. 英语中的性别歧视(Sex Discrimination in English Language )63. 电影《乱世佳人》长期受到青睐的原因(Gone with the Wind – Why This Movie Has the Lasting Popularity)64. 广告英语特点分析(An Analysis of Language Features in English Advertisement)65. 美国青少年教育问题浅析(An Attempting Study of the Problems of American Adolescents)66. 简爱自我价值的实现(The Realization of Jane Eyre’s Self-Worth )67. 自由贸易与保护主义(Free Trade Versus Protectionism)68. 如何在课堂上调动学生的积极性(How to Promote Motivation in the Classroom)69. 在英语教学中运用“交际法”提高学生的交际能力(Using CLT in English Teaching to Improve Students’ Communicative Competence)70. 文化差异对跨文化交际的影响(The Influence of Cultural Difference Upon Cross-cultural Communication)71. 论基督教对中世纪早期西欧文化的影响(On Christianity’s Influence Upon European Culture in the Early-stage Middle Ages )72. 《哈克贝利费恩历险记》是一部种族主义小说吗?(The Adventures of Huckleberry Finn-a Racist Novel?)73. 第二语言学习中的文化学习(Culture Learning in Second Language Learning)74. 试论哈姆雷特的两个主题(On the Two Themes of Hamlet)75. 谚语中的文化差异(Cultural Differences in Proverbs)76. 浅谈电视暴力和儿童的关系(TV Violence and Children)77. 《建设有中国特色的大众文化》(Construction of Popular Culture with Chinese Characteristics)78. 理性视角看待当今文化多样性(Rational Perspectives toward Contemporary Culture Diversity)79. 米切尔在《飘》中的思想矛盾(Mitchell’s Ideological Contradiction in Gone With The Wind )80. 浅析马克?吐温作品之《竞选州长》(A Brief Analysis on Mark Twain’s Work Running for Governor)81. 美国霸权的文化诠释(Cultural Interpretation of American Hegemony)82. 中国人学习英语的语音问题(The Phonetic Problems of Chinese Students Learning English )83. 传统的中国文化对中国商业的影响(The Influence of Traditional Chinese Culture on ChineseBusiness)84. 《双城记》中的典型人物角色及其对主题的诠释(The Typical Characters of A Tale of Cities and Their Annotation to The Themes)85. 从儒家理论角度浅谈赡养年老父母的责任(On the Filial Obligation in the Light of the Confucian Theory)86. 消费需求与广告策略(Consumer Need and Advertising Strategies)87. 古埃及女性的地位(The Status of Women in Ancient Egypt)88. 成功的秘诀——电影《阿甘正传》的语言分析(The Secret of Success –Analysis of Forest Gump’s Language)89. 文化全球化和文化民族性(Cultural Globalization and Nationality )90. 儒家文化与现代教育(Confucianism and the Modern Education)91. 委婉语的产生与交际功能(Social Function and Origin of Euphemism)92. 对旅游市场营销的探讨(Tourism Marketing)93. 《黑暗之心》的内容与主题(The Content and Theme of Heart of Darkness)94. 诗词翻译中的4—R翻译理论(On the 4-R Theories in Poetry Translation)95. 词组记忆单词的有效性(Vocabulary Study through Phrasal-learning)96. 伊拉克战争中所体现的美国价值观(The American Values Represented in the Iraq War)97. 实践词汇教学法(Word Teaching through Practice)98. 中国加入世贸组织对于国内旅行社的影响(The Influence on Domestic Travel Agencies of China’s Entry to World Trade Organization)99. 高校校园文化及其建设(College Campus Culture and Its Construction)100. 试析《了不起的盖茨比》里的象征主义手法(Symbolism in The Great Gatsby)101. 大学英语阅读教学中的问题及对策(Reading Teaching in College English :Problems and Measures)102. 口语课堂中引入文化教学(Add Culture Into oral English Class)103. 意外结局的大师——欧?亨利(The Master of Surprising Ending—O?henry)104. 浅析中国女性传播者话语权的突破(On the Breakthrough of Discourse Analysis of Chinese)105. 浅析成都报业市场的竞争及启示(General Analysis of Chengdu Newspaper Market’s Competition and Enlightenment)106. 机遇?挑战?——试谈报纸应对网络的冲击(Opportunity ? Challenge?—The Impact of Internet on Newspaper)107. 菲茨杰拉德:“爵士乐时代”的代言人(F .Scott Fitzgerald : The Spokesman of the Jazz Age)108. 霍桑的善恶观——浅析《红字》中的四个主要人物(Howthoren’s View on Good and Evil –An Analysis of the Four Major Characters in The Scarlet)109. 中美文化差异之集体主义与个人主义(Collectivism and Individualism: Different Cultural Values in China and America)110. 通过人物分析思考《汤姆叔叔的小屋》中的基督教理念(Christianity in Uncle Tom’sCabin as Seen from Character Analysis)111. 中美商业交往文化之差异比较(A Comparative Study of Cultural Differences in Business Communication Between Chinese and Americans)112. 光荣与耻辱——英国足球文化观察(Honor and Disgrace –An Observation of the Football Culture of UK)113.《格列佛游记》中的讽刺手法(Satire in Gulliver’s Travels)114. 狄更斯小说《双城记》中人道主义思想的分析(The Analysis of Dickens’ Humanitarian Sentimentality—After Reading A Tale of Two Cities)115. 《大卫?科波菲尔》的人物分析(An Analysis of Good and Bad Characters in David Copperfield)116. 语言歧义(Language Ambiguity)117. 美国英语变体和身份(English Variety and People’s Identities in the United States)118. 哈代对传统伦理道德观的批判(Hardy’s Criticism on Traditional Ethics and Morality in Tess of the D’Urbervilles)119. 《汤姆?索亚》——对儿童心理的深入分析和充分展现(Tom Sawyer, Full Analysis and Display of Children’s Psychology)120. 从扭曲到恢复——试析《李尔王》中的人性(From Distortion to Resuscitation –An Analysis on Human Native in King Lear)121. 浅谈《美国悲剧》及物质主义的消极影响(An American Tragedy and the Negative Influence of Materialism)122. 情感与语言学习——中学英语学习中焦虑情绪(Affect in Language Learning —Anxiety in Middle-school English Learning)123. 一部反战小说——浅析《永别了,武器》(An Antiwar Novel –An Analysis of the Heroine in Gone with the Wind)124. 哈姆雷特悲剧成因探索(What Bring About the Tragedy of Hamlet)125. 透过《傲慢与偏见》看十八世纪英国绅士特点(Exploring the Traits of English Gentlemen in the 18th Century Through Pride and Prejudice)126. 论双语教育在中国的可行性——透过高新区第一实验小学的调查(The Feasibility of Bilingual Education in China—Through the Research in the NO.1 Experimental Primary School of Chongqing Hi-tech Industry Development Zone)127. 评论中国英语教学与学习(A Review of English Teaching and Learning in China)128. 从广告用语看美国价值观(Advertising Language as a Mirror of American Values)129. 跨文化交际失败的原因(Causes of Breakdowns In Intercultural Communication)130. 《傲慢与偏见》中的次要人物(Minor Characters in Pride and Prejudice)131.《印度之行》的象征意义(Symbolism in A Passage to India)132. 对《动物农庄》的思考——《动物农庄》里的人物象征意义(A Thought on Animal Farm—The Symbolism of the Characters of Animal Farm)133. 美国青少年犯罪与家庭的关系(The Relationships Between Family and JuvenileDelinquency in USA)134. 对于老师在课堂中主体作用的思考(Reflection on The Teacher As Classroom Leader)135. 两性的语言差异(Gender Difference in Language)136. 中西方饮食文化比较(A Comparison Between Chinese and Western Dietetic Cultures)137. “寻找出路,但没有出路”—美国战后青年的缩影“麦田守望者”(“Find Way Out , Yet No Way Out”—A Picture of the Postwar American Youth From The Catcher in the Rye)138. 圣经对西方文化的影响(The Influences of the Holy Bible on the Western Culture)139. 中国妇女地位的变迁(Changes of Women’s Character)140. 《了不起的盖茨比》所体现的“美国梦”的幻灭(The Collapse of the American Dream Represented in The Great Gatsby)141. 略论美国俚语(Remarks on American Slang)142. 从社会透视角度来看中美文化差异(Sino-America Culture Differences from a Social Perspective)143. 论《永别了,武器》中的死亡情绪(On theDeath in A Farewell to Arms)144. 《第二十二条军规》的艺术特色(Artistic Features in Catch-22)145. 《了不起的盖茨比》与美国梦(The Great Gatsby and the American Dream )146. 创造性与课堂中的保创造性思维(Phrase Approach to Vocabulary Learning)147. 文艺复兴发生在意大利的必然性(The Certainty of Renaissance Arising in Italy)148.中学英语中的多媒体技术(Multimedia Technologies in English Language Teaching in Middle School)149. 冲突在文学任务塑造中的运用(On Conflicts in Characterization in Literature – A Character Analysis of the Heroine in Gone with the Wind)150. 欧.亨利式结尾的艺术魅力(The Artistic Charm of O. Henry)。

EURO车辆认证标准

EURO车辆认证标准

II(Non-legislative acts)REGULATIONSCOMMISSION REGULATION (EU) No 228/2011of 7 March 2011amending Regulation (EC) No 1222/2009 of the European Parliament and of the Council with regard to the wet grip testing method for C1 tyres(Text with EEA relevance)THE EUROPEAN COMMISSION, Having regard to the Treaty on the Functioning of the European Union, Having regard to Regulation (EC) No 1222/2009 of the European Parliament and of the Council of 25 November 2009 on the labelling of tyres with respect to fuel efficiency and other essential parameters ( 1 ), and in particular Article 11(c) thereof, Whereas: (1) In accordance with Annex I, part B to Regulation (EC) No 1222/2009, the wet grip index of C1 tyres shall be determined as specified in UNECE Regulation No 117 and its subsequent amendments. However, represen ­tatives of the industry have developed a revised wet grip testing method on the basis of Annex 5 to UNECE Regulation No 117 that significantly improves the accuracy of the testing results. (2) Accuracy of testing results is a key factor for determining wet grip classes of tyres. It ensures a fair comparison between tyres from different suppliers. In addition, accurate testing prevents that a tyre may be classified into more than one class and reduces the risks that different testing results will be obtained by market surveillance authorities in comparison to the testing results declared by the suppliers only because of the uncertainty of the testing method. (3) Therefore, it is necessary to update the wet grip testing method in order to improve accuracy of the tyre testing results.(4) Regulation (EC) No 1222/2009 should therefore be amended accordingly.(5) The measures provided for in this Regulation are in accordance with the opinion of the Committee estab ­lished by Article 13 of Regulation (EC) No 1222/2009,HAS ADOPTED THIS REGULATION:Article 1Amendment to Regulation (EC) No 1222/2009Regulation (EC) No 1222/2009 is amended as follows:(1) in Annex I, part B, the first sentence is replaced by the following: ‘The wet grip class of C1 tyres must be determined on the basis of the wet grip index (G) according to the “A” to “G” scale specified in the table below and measured in accordance with Annex V.’;(2) the text set out in the Annex to this Regulation is added as Annex V. Article 2 Entry into forceThis Regulation shall enter into force on the 20th day following its publication in the Official Journal of the European Union .( 1 ) OJ L 342, 22.12.2009, p. 46.This Regulation shall be binding in its entirety and directly applicable in the Member States in accordance with the Treaties.Done at Brussels, 7 March 2011.For the CommissionThe PresidentJosé Manuel BARROSOANNEX‘ANNEX VTesting method for measuring the wet grip index (G) of C1 tyresSTANDARDS1. MANDATORYThe following documents listed apply.(1) ASTM E 303-93 (Reapproved 2008), Standard Test Method for Measuring Surface Frictional Properties Usingthe British Pendulum Tester;(2) ASTM E 501-08, Standard Specification for Standard Rib Tire for Pavement Skid-Resistance Tests;(3) ASTM E 965-96 (Reapproved 2006), Standard Test Method for Measuring Pavement Macrotexture DepthUsing a Volumetric Technique;(4) ASTM E 1136-93 (Reapproved 2003), Standard Specification for a Radial Standard Reference Test Tire(SRTT14″);(5) ASTM F 2493-08, Standard Specification for a Radial Standard Reference Test Tire (SRTT16″).2. DEFINITIONSFor the purposes of testing wet grip of C1 tyres, the following definitions apply:(1) “test run” means a single pass of a loaded tyre over a given test track surface;(2) “test tyre(s)” means a candidate tyre, a reference tyre or a control tyre or tyre set that is used in a test run;(3) “candidate tyre(s) (T)” means a tyre or a tyre set that is tested for the purpose of calculating its wet gripindex;(4) “reference tyre(s) (R)” means a tyre or a tyre set that has the characteristics indicated in ASTM F 2493-08and referred to as Standard Reference Test Tyre 16 inches (SRTT16″);(5) “control tyre(s) (C)” means an intermediate tyre or a set of intermediate tyres which is used when thecandidate tyre and the reference tyre cannot be directly compared on the same vehicle;(6) “braking force of a tyre” means the longitudinal force, expressed in newton, resulting from braking torqueapplication;(7) “braking force coefficient of a tyre (BFC)” means the ratio of the braking force to the vertical load;(8) “peak braking force coefficient of a tyre” means the maximum value of a tyre braking force coefficient thatoccurs prior to wheel lockup as the braking torque is progressively increased;(9) “lockup of a wheel” means the condition of a wheel in which its rotational velocity about the wheel spinaxis is zero and it is prevented from rotating in the presence of applied wheel torque;(10) “vertical load” means the load in newton imposed on the tyre perpendicular to the road surface;(11) “tyre test vehicle” means a dedicated special purpose vehicle which has instruments to measure the verticaland the longitudinal forces on one test tyre during braking.3. GENERAL TEST CONDITIONS3.1 Track characteristicsThe test track shall have the following characteristics:(1) The surface shall have a dense asphalt surface with a uniform gradient of not more than 2 % and shall not deviate more than 6 mm when tested with a 3 m straight edge.(2) The surface shall have a pavement of uniform age, composition, and wear. The test surface shall be free of loose material and foreign deposits.(3) The maximum chipping size shall be 10 mm (tolerances permitted from 8 mm to 13 mm).(4) The texture depth as measured by a sand patch shall be 0,7 ± 0,3 mm. It shall be measured in accordance with ASTM E 965-96 (Reapproved 2006).(5) The wetted frictional properties of the surface shall be measured with either method (a) or (b) in section 3.2.3.2 Methods to measure the wetted frictional properties of the surface(a) British Pendulum Number (BPN) methodThe British Pendulum Number method shall be as defined in ASTM E 303-93 (Reapproved in 2008).Pad rubber component formulation and physical properties shall be as specified in ASTM E 501-08.The averaged British Pendulum Number (BPN) shall be between 42 and 60 BPN after temperature correction as follows.BPN shall be corrected by the wetted road surface temperature. Unless temperature correction recommen ­dations are indicated by the British pendulum manufacturer, the following formula is used:BPN = BPN (measured value) + temperature correctiontemperature correction = – 0,0018 t 2 + 0,34 t – 6,1where t is the wetted road surface temperature in degrees Celsius.Effects of slider pad wear: The pad shall be removed for maximum wear when the wear on the striking edge of the slider reaches 3,2 mm in the plane of the slider or 1,6 mm vertical to it in accordance with section 5.2.2 and Figure 3 of ASTM E 303-93 (Reapproved 2008).For the purpose of checking track surface BPN consistency for the measurement of wet grip on an instru ­mented passenger car: the BPN values of the test track should not vary over the entire stopping distance so as to decrease the dispersion of test results. The wetted frictional properties of the surface shall be measured five times at each point of the BPN measurement every 10 meters and the coefficient of variation of the averaged BPN shall not exceed 10 %.(b) ASTM E 1136 Standard Reference Test Tyre (SRTT14″) methodBy derogation with point (4) of section 2, this method uses the reference tyre that has the characteristics indicated in ASTM E 1136-93 (Reapproved 2003) and referred to as SRTT14″ ( 1 ).The average peak braking force coefficient (μ peak,ave) of the SRTT14″ shall be 0,7 ± 0,1 at 65 km/h. The average peak braking force coefficient (μ peak,ave ) of the SRTT14″ shall be corrected by the wetted road surface temperature as follows:peak braking force coefficient (μ peak,ave ) = peak braking force coefficient (measured) + temperature correctiontemperature correction = 0,0035 × (t – 20)where t is the wetted road surface temperature in degrees Celsius.( 1 ) The size of the ASTM E 1136 SRTT is P195/75R14.3.3 AtmosphericconditionsThe wind conditions shall not interfere with wetting of the surface (wind-shields are allowed).Both the wetted surface temperature and the ambient temperature shall be between 2 °C and 20 °C for snow tyres and 5 °C and 35 °C for normal tyres.The wetted surface temperature shall not vary during the test by more than 10 °C.The ambient temperature must remain close to the wetted surface temperature; the difference between the ambient and the wetted surface temperatures must be less than 10 °C.MEASURINGGRIPWET4. TESTINGMETHODSFORFor the calculation of the wet grip index (G) of a candidate tyre, the wet grip braking performance of the candidate tyre is compared to the wet grip braking performance of the reference tyre on a vehicle travelling straight ahead on a wet, paved surface. It is measured with one of the following methods:— vehicle method consisting of testing a set of tyres mounted on an instrumented passenger car,— testing method using a trailer towed by a vehicle or a tyre test vehicle, equipped with the test tyre(s).passengercarinstrumentedanmethodusing4.1 Testing4.1.1 PrincipleThe testing method covers a procedure for measuring the deceleration performance of C1 tyres during braking, using an instrumented passenger car equipped with an Antilock Braking System (ABS), where “instrumented passenger car” means a passenger car that is fitted with the measuring equipment listed in section 4.1.2.2 for the purpose of this testing method. Starting with a defined initial speed, the brakes are applied hard enough on four wheels at the same time to activate the ABS. The average deceleration is calculated between two pre-defined speeds.4.1.2 Equipment4.1.2.1 V e h i c l ePermitted modifications on the passenger car are as follows:— those allowing the number of tyre sizes that can be mounted on the vehicle to be increased,— those permitting automatic activation of the braking device to be installed.Any other modification of the braking system is prohibited.4.1.2.2 M e a s u r i n g e q u i p m e n tThe vehicle shall be fitted with a sensor suitable for measuring speed on a wet surface and distance covered between two speeds.To measure vehicle speed, a fifth wheel or non-contact speed-measuring system shall be used.4.1.3 Conditioning of the test track and wetting conditionThe test track surface shall be watered at least half an hour prior to testing in order to equalise the surface temperature and water temperature. External watering should be supplied continuously throughout testing. For the whole testing area, the water depth shall be 1,0 ± 0,5 mm, measured from the peak of the pavement.The test track should then be conditioned by conducting at least 10 test runs with tyres not involved in the test programme at 90 km/h.4.1.4 Tyres and rims4.1.4.1 T y r e p r e p a r a t i o n a n d b r e a k - i nThe test tyres shall be trimmed to remove all protuberances on the tread surface caused by mould air vents or flashes at mould junctions.The test tyres shall be mounted on the test rim declared by the tyre manufacturer.A proper bead seat should be achieved by the use of a suitable lubricant. Excessive use of lubricant should beavoided to prevent slipping of the tyre on the wheel rim.The test tyres/rim assemblies shall be stored in a location for a minimum of two hours such that they all have the same ambient temperature prior to testing. They should be shielded from the sun to avoid excessive heating by solar radiation.For tyre break-in, two braking runs shall be performed.4.1.4.2 T y r e l o a dThe static load on each axle tyre shall lie between 60 % and 90 % of the tested tyre load capacity. Tyre loads on the same axle should not differ by more than 10 %.4.1.4.3 T y r e i n f l a t i o n p r e s s u r eOn the front and rear axles, the inflation pressures shall be 220 kPa (for standard- and extra-load tyres). The tyre pressure should be checked just prior to testing at ambient temperature and adjusted if required.4.1.5 Procedure4.1.5.1 T e s t r u nThe following test procedure applies for each test run:(1) The passenger car is driven in a straight line up to 85 ± 2 km/h.(2) Once the passenger car has reached 85 ± 2 km/h, the brakes are always activated at the same place on the testtrack referred to as “braking starting point”, with a longitudinal tolerance of 5 m and a transverse tolerance of0,5 m.(3) The brakes are activated either automatically or manually.(i) The automatic activation of the brakes is performed by means of a detection system made of two parts,one indexed to the test track and one on board the passenger car.(ii) The manual activation of the brakes depends on the type of transmission as follows. In both cases, a minimum of 600 N pedal efforts is required.For manual transmission, the driver should release the clutch and depress the brake pedal sharply, holdingit down as long as necessary to perform the measurement.For automatic transmission, the driver should select neutral gear and then depress the brake pedal sharply,holding it down as long as necessary to perform the measurement.(4) The average deceleration is calculated between 80 km/h and 20 km/h.If any of the specifications listed above (including speed tolerance, longitudinal and transverse tolerance for the braking starting point, and braking time) are not met when a test run is made, the measurement is discarded anda new test run is made.4.1.5.2 T e s t c y c l eA number of test runs are made in order to measure the wet grip index of a set of candidate tyres (T) accordingto the following procedure, whereby each test run shall be made in the same direction and up to three different sets of candidate tyres may be measured within the same test cycle:(1) First, the set of reference tyres are mounted on the instrumented passenger car.(2) After at least three valid measurements have been made in accordance with section 4.1.5.1, the set ofreference tyres is replaced by a set of candidate tyres.(3) After six valid measurements of the candidate tyres are performed, two more sets of candidate tyres may bemeasured.(4) The test cycle is closed by three more valid measurements of the same set of reference tyres as at thebeginning of the test cycle.EXAMPLES:— The run order for a test cycle of three sets of candidate tyres (T1 to T3) plus a set of reference tyres (R) would be the following:R-T1-T2-T3-R— The run order for a test cycle of five sets of candidate tyres (T1 to T5) plus a set of reference tyres (R) would be the following:R-T1-T2-T3-R-T4-T5-R4.1.6 Processing of measurement results4.1.6.1 C a l c u l a t i o n o f t h e a v e r a g e d e c e l e r a t i o n ( A D )The average deceleration (AD) is calculated for each valid test run in m·s– 2as follows:AD¼ j S2f– S2ijwhere:S f is the final speed in m·s– 1;S f= 20 km/h = 5,556 m·s– 1S i is the initial speed in m·s– 1;S i= 80 km/h = 22,222 m·s– 1d is the distance covered in m between S i and S f.4.1.6.2 V a l i d a t i o n o f r e s u l t sThe AD coefficient of variation is calculated as follows:(Standard Deviation / Average) × 100For the reference tyres (R): If the AD coefficient of variation of any two consecutive groups of three test runs of the reference tyre set is higher than 3 %, all data should be discarded and the test repeated for all test tyres (the candidate tyres and the reference tyres).For the candidate tyres (T): The AD coefficients of variation are calculated for each candidate tyre set. If one coefficient of variation is higher than 3 %, the data should be discarded and the test repeated for that candidate tyre set.4.1.6.3 C a l c u l a t i o n o f a d j u s t e d a v e r a g e d e c e l e r a t i o n ( R a )The average deceleration (AD) of the reference tyre set used for the calculation of its braking force coefficient is adjusted according to the positioning of each candidate tyre set in a given test cycle.This adjusted AD of the reference tyre (Ra) is calculated in m·s–2in accordance with table 1 where R1is the average of the AD values in the first test of the reference tyre set (R) and R2is the average of the AD values in the second test of the same reference tyre set (R).Table 14.1.6.4 C a l c u l a t i o n o f t h e b r a k i n g f o r c e c o e f f i c i e n t (BFC)The braking force coefficient (BFC) is calculated for a braking on the two axles according to Table 2 where Ta(a = 1, 2 or 3) is the average of the AD values for each candidate tyre (T) set that is part of a test cycle.Table 2g is the acceleration due to gravity,g = 9,81 m·s-24.1.6.5 C a l c u l a t i o n o f t h e w e t g r i p i n d e x o f t h e c a n d i d a t e t y r eThe wet grip index of the candidate tyre (G(T)) is calculated as follows:GðTÞ ¼"BFCðTÞÜ 125þ aÜ ðt – t0Þþ bÜA BFCðRÞ0Þ– 1; 0!#Ü 10–2 where:—t is the measured wet surface temperature in degree Celsius when the candidate tyre (T) is tested—t0is the wet surface reference temperature condition, t0=20 °C for normal tyres and t0=10 °C for snow tyres— BFC(R0) is the braking force coefficient for the reference tyre in the reference conditions, BFC(R0) = 0,68—a = – 0,4232 and b = – 8,297 for normal tyres,a = 0,7721 and b = 31,18 for snow tyres4.1.7Wet grip performance comparison between a candidate tyre and a reference tyre using a control tyre4.1.7.1 G e n e r a lWhere the candidate tyre size is significantly different from that of the reference tyre, a direct comparison on the same instrumented passenger car may not be possible. This testing method uses an intermediate tyre, hereinafter called the control tyre as defined in point 5 of section 2.4.1.7.2 P r i n c i p l e o f t h e a p p r o a c hThe principle is the use of a control tyre set and two different instrumented passenger cars for the test cycle of a candidate tyre set in comparison with a reference tyre set.One instrumented passenger car is fitted with the reference tyre set followed by the control tyre set, the other with the control tyre set followed by the candidate tyre set.The specifications listed in sections 4.1.2 to 4.1.4 apply.The first test cycle is a comparison between the control tyre set and the reference tyre set.The second test cycle is a comparison between the candidate tyre set and the control tyre set. It is done on the same test track and during the same day as the first test cycle. The wetted surface temperature shall be within ±5 °C of the temperature of the first test cycle. The same control tyre set shall be used for the first and the secondtest cycles.The wet grip index of the candidate tyre (G(T)) is calculated as follows:G(T)=G1×G2where:—G1is the relative wet grip index of the control tyre (C) compared to the reference tyre (R) calculated as follows:G1¼"BFCðCÞBFCðRÞ Ü 125þ aÜ ðt – t0Þþ bÜA BFCðRÞBFCðR0Þ– 1; 0!#Ü 10–2—G2is the relative wet grip index of the candidate tyre (T) compared to the control tyre (C) calculated as follows:G2¼BFCðTÞBFCðCÞ4.1.7.3 S t o r a g e a n d p r e s e r v a t i o nIt is necessary that all the tyres of a control tyre set have been stored in the same conditions. As soon as the control tyre set has been tested in comparison with the reference tyre, the specific storage conditions defined in ASTM E 1136-93 (Reapproved 2003) shall be applied.4.1.7.4 R e p l a c e m e n t o f r e f e r e n c e t y r e s a n d c o n t r o l t y r e sWhen irregular wear or damage results from tests, or when wear influences the test results, the use of the tyre shall be discontinued.4.2Testing method using a trailer towed by a vehicle or a tyre test vehicle4.2.1 PrincipleThe measurements are conducted on test tyres mounted on a trailer towed by a vehicle (hereafter referred to as tow vehicle) or on a tyre test vehicle. The brake in the test position is applied firmly until sufficient braking torque is generated to produce the maximum braking force that will occur prior to wheel lockup at a test speed of 65 km/h.4.2.2 Equipment4.2.2.1 T o w v e h i c l e a n d t r a i l e r o r t y r e t e s t v e h i c l e— The tow vehicle or the tyre test vehicle shall have the capability of maintaining the specified speed of 65 ±2 km/h even under the maximum braking forces.— The trailer or the tyre test vehicle shall be equipped with one place where the tyre can be fitted for measurement purposes hereafter called “test position” and the following accessories:(i) equipment to activate brakes in the test position;(ii) a water tank to store sufficient water to supply the road surface wetting system, unless external watering is used;(iii) recording equipment to record signals from transducers installed at the test position and to monitor water application rate if the self-watering option is used.— The maximum variation of toe-settings and camber angle for the test position shall be within ± 0,5 ° with maximum vertical load. Suspension arms and bushings shall have sufficient rigidity necessary to minimise freeplay and ensure compliance under application of maximum braking forces. The suspension system shall provide adequate load-carrying capacity and be of such a design as to isolate suspension resonance.— The test position shall be equipped with a typical or special automotive brake system which can apply sufficient braking torque to produce the maximum value of braking test wheel longitudinal force at the conditions specified.— The brake application system shall be able to control the time interval between initial brake application and peak longitudinal force as specified in section 4.2.7.1.— The trailer or the tyre test vehicle shall be designed to accommodate the range of candidate tyre sizes to be tested.— The trailer or the tyre test vehicle shall have provisions for adjustment of vertical load as specified in section4.2.5.2.4.2.2.2 M e a s u r i n g e q u i p m e n t— The test wheel position on the trailer or the tyre test vehicle shall be equipped with a rotational wheel velocity measuring system and with transducers to measure the braking force and vertical load at the test wheel.— General requirements for measurement system: The instrumentation system shall conform to the following overall requirements at ambient temperatures between 0 °C and 45 °C:(i) overall system accuracy, force: ± 1,5 % of the full scale of the vertical load or braking force;(ii) overall system accuracy, speed: ± 1,5 % of speed or ± 1,0 km/h, whichever is greater.— Vehicle speed: To measure vehicle speed, a fifth wheel or non-contact precision speed-measuring system should be used.— Braking forces: The braking force-measuring transducers shall measure longitudinal force generated at the tyre–road interface as a result of brake application within a range from 0 % to at least 125 % of the applied vertical load. The transducer design and location shall minimise inertial effects and vibration-induced mech­anical resonance.— Vertical load: The vertical load-measuring transducer shall measure the vertical load at the test position during brake application. The transducer shall have the same specifications as described previously.— Signal conditioning and recording system: All signal conditioning and recording equipment shall provide linear output with necessary gain and data reading resolution to meet the specified previous requirements. Inaddition, the following requirements apply:(i) The minimum frequency response shall be flat from 0 Hz to 50 Hz (100 Hz) within ± 1 % full scale.(ii) The signal-to-noise ratio shall be at least 20/1.(iii) The gain shall be sufficient to permit full-scale display for full-scale input signal level.(iv) The input impedance shall be at least 10 times larger than the output impedance of the signal source.(v) The equipment shall be insensitive to vibrations, acceleration, and changes in ambient temperature.4.2.3 Conditioning of the test trackThe test track should be conditioned by conducting at least ten test runs with tyres not involved in the test program at 65 ± 2 km/h.4.2.4 Wetting conditionsThe tow vehicle and trailer or the tyre test vehicle may be optionally equipped with a pavement-wetting system, less the storage tank, which, in the case of the trailer, is mounted on the tow vehicle. The water being applied to the pavement ahead of the test tyres shall be supplied by a nozzle suitably designed to ensure that the water layer encountered by the test tyre has a uniform cross section at the test speed with a minimum splash and overspray.The nozzle configuration and position shall ensure that the water jets are directed towards the test tyre and pointed towards the pavement at an angle of 20° to 30°.The water shall strike the pavement 0,25 m to 0,45 m ahead of the centre of tyre contact. The nozzle shall be located 25 mm above the pavement or at the minimum height required to clear obstacles which the tester is expected to encounter, but in no case more than 100 mm above the pavement.The water layer shall be at least 25 mm wider than the test tyre tread and applied so the tyre is centrally located between the edges. Water delivery rate shall ensure a water depth of 1,0 ± 0,5 mm and shall be consistent throughout the test to within ± 10 per cent. The volume of water per unit of wetted width shall be directly proportional to the test speed. The quantity of water applied at 65 km/h shall be 18 l·s-1per meter of width of wetted surface in case of a water depth of 1,0 mm.4.2.5 Tyres and rims4.2.5.1 T y r e p r e p a r a t i o n a n d b r e a k - i nThe test tyres shall be trimmed to remove all protuberances on the tread surface caused by mould air vents or flashes at mould junctions.The test tyre shall be mounted on the test rim declared by the tyre manufacturer.A proper bead seat should be achieved by the use of a suitable lubricant. Excessive use of lubricant should beavoided to prevent slipping of the tyre on the wheel rim.The test tyres/rim assemblies shall be stored in a location for a minimum of two hours such that they all have the same ambient temperature prior to testing. They should be shielded from the sun to avoid excessive heating by solar radiation.For tyre break-in, two braking runs shall be performed under the load, pressure and speed as specified in 4.2.5.2,4.2.5.3 and 4.2.7.1 respectively.4.2.5.2 T y r e l o a dThe test load on the test tyre is 75 ± 5 % of the test tyre load capacity.4.2.5.3 T y r e i n f l a t i o n p r e s s u r eThe test tyre cold inflation pressure shall be 180 kPa for standard-load tyres. For extra-load tyres, the cold inflation pressure shall be 220 kPa.The tyre pressure should be checked just prior to testing at ambient temperature and adjusted if required.4.2.6Preparation of the tow vehicle and trailer or the tyre test vehicle4.2.6.1 T r a i l e rFor one axle trailers, the hitch height and transverse position shall be adjusted once the test tyre has been loaded to the specified test load in order to avoid any disturbance of the measuring results. The longitudinal distance from the centre line of the articulation point of the coupling to the transverse centre line of the axle of the trailer shall be at least 10 times the “hitch height” or the “coupling (hitch) height”.4.2.6.2 I n s t r u m e n t a t i o n a n d e q u i p m e n tInstall the fifth wheel, when used, in accordance with the manufacturer’s specifications and locate it as near as possible to the mid-track position of the tow trailer or the tyre test vehicle.4.2.7 Procedure4.2.7.1 T e s t r u nThe following procedure applies for each test run:(1) The tow vehicle or the tyre test vehicle is driven onto the test track in a straight line at the specified testspeed 65 ± 2 km/h.(2) The recording system is launched.(3) Water is delivered to the pavement ahead of the test tyre approximately 0,5 s prior to brake application (forinternal watering system).(4) The trailer brakes are activated within 2 metres of a measurement point of the wetted frictional properties ofthe surface and sand depth in accordance with points 4 and 5 of section 3.1. The rate of braking applicationshall be such that the time interval between initial application of force and peak longitudinal force is in therange 0,2 s to 0,5 s.(5) The recording system is stopped.4.2.7.2 T e s t c y c l eA number of test runs are made in order to measure the wet grip index of the candidate tyre (T) according to thefollowing procedure, whereby each test run shall be made at the same spot on the test track and in the same direction. Up to three candidate tyres may be measured within the same test cycle, provided that the tests are completed within one day.。

欧洲人权法案

欧洲人权法案
Since the Court was established, almost all applications have been lodged by individuals who have brought their cases directly to the Court alleging one or more violations of the Convention.
▪ 法院坐落于斯特拉斯堡的人权大厦,该建筑由英国建筑设
计师Richard Rogers于1994年设计的,这一建筑的形象 为世人熟知。在这里,法院监督着对批准公约之47个欧 洲理事会成员国中8亿人口之人权的尊重。
The European convention of HRs 欧洲人权公约
The year 1959 has seen the creation in Europe of international court of justice which , to judge by the quality of its members ,is second to none in the world and whose activities in the future may have a profound effect on the development of international law. This is the European court of Human Rights, provided for in the European Convention for the protection of human rights and fundamental freedoms signed in Rome on the 4th November , 1950. it entered into force on 3 September 1953. The Convention gave effect to certain of the rights stated in the Universal Declaration of Human Rights and established an international judicial organ with jurisdiction to find against States that do not fulfil their undertakings
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About the comparison of the European Union and the United Nations
----the different organizational structure
The United Nations is composed of the following bodies :General Assembly(大会),Security Council(安全理事会),Economic and Social Council(经济及社会理事),Trusteeship CouThe General Assembly is held once a year (from the third Tuesday of September) to discuss general U.N. functions. Advice is then given to the Security Council based on these discussions. If necessary, an extraordinary general assembly is held.
The Security Council has direct responsibility in maintaining international peace and security. This means that the Council has more authority and power than the General Assembly. The Council is composed of five permanent members (the United States, England, France, China, and Russia) and ten non-permanent members. Non-permanent members are elected by the General Assembly and usually serve for two years. Half of the non-permanent members alternate every year. The permanent members have veto-power, and resolutions need unanimous consent in order to pass.
The Economic and Social Council discusses issues related to international economy, society, culture, and education.
The Trusteeship Council supervises countries under trusteeship in the U.N. trust territories.
The International Court of Justice issues rulings based on the United Nations Charter and International Court of Justice regulations. The judgment of the court is final and cannot be appealed by member states.
The Secretariat serves all administrative functions of the U.N. The Secretary General is nominated at the General Assembly based on the advice of the Security Council.
In addition to these main bodies, there are many subsidiary divisions in the U.N., including the United Nations Educational, Scientific and Cultural Operation (UNESCO) (联合国教科文组织),the International Monetary Fund (IMF)(国际货币基金组织),etc.
ncil (托管理事会),International Court of Justice(国际法院),Secretariat (秘书处)
The former EC, which formed the core of the EU, originally referred to the group of Western European nations that belonged to each of three treaty organizations—the European Coal and Steel Community(ECSC), the European Economic Community (EEC), and the European Atomic Energy Community(Euratom). In 1967 these organizations were consolidated under a comprehensive governing body composed of representatives from the member nations; further modifications since then have established the institutions of the EU as the European Parliament, the European Council, the Council of the European Union, the European Commission, and the Court of Justice of the European Union, the European Central Bank (see European Monetary System), and the Court of Auditors.
Although the EU has no single seat of government, many of its most important offices are in Brussels, Belgium. The European Commission is headquartered there, as is the European Council and the Council of the European Union; it is also where the various committees of the European Parliament generally meet to prepare for the monthly sessions in Strasbourg, France. The European Central Bank is in Frankfurt, Germany; the Court of Justice and the Court of Auditors are in Luxembourg, Luxembourg。

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