On the muon capture in 28^Si and extraction of g_P

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苍蝇和蜘蛛发生的事情英语作文关于琥珀的课文

苍蝇和蜘蛛发生的事情英语作文关于琥珀的课文

苍蝇和蜘蛛发生的事情英语作文关于琥珀的课文全文共3篇示例,供读者参考篇1The Fateful Encounter Between Fly and Spider: An Amber EncapsulationAs I sat in Mrs. Robinson's science class, my mind began to wander as she droned on about the fascinating properties of amber. While I tried to be an attentive student, the warm spring air wafting through the open windows made it challenging to focus on the prehistoric tree resin. Just as I was about to completely zone out, something caught my eye – a battle for survival was unfolding right before me.A rather daring housefly had boldly flown through the window, seemingly oblivious to the potential dangers that lurked within the classroom. With a loud buzz, it landed on the windowsill, cleaning its multifaceted eyes and preening its wings. Little did this foolish fly know that it had entered the domain of a formidable hunter – a spider had constructed an intricate web in the corner of the window frame.The spider, a stealthy eight-legged predator, had patiently waited for an unsuspecting insect to blunder into its trap. Upon detecting the vibrations caused by the fly's movements, it swiftly emerged from its hiding place, poised to strike. The hapless fly, still grooming itself, remained unaware of the mortal peril that was rapidly closing in.In a flash, the spider pounced, shooting out a strand of silk that instantly entangled the fly's legs. Alerted to the potential threat, the fly began to thrash about wildly, desperately attempting to free itself from the clingy fibers. However, the spider's aim was true, and with each frantic movement, the fly only became more hopelessly ensnared.As the battle raged on the windowsill, the rest of the class remained blissfully unaware, their attention firmly fixed on the lecture. Only I bore witness to this primal struggle between predator and prey unfolding mere feet away. My heart raced as I watched the spider systematically immobilize the fly, wrapping it in a cocoon of silk until only its torso remained exposed.With the fly effectively mummified, the spider began the final phase of its attack. Positioning itself above the helpless insect, it began to inject a lethal cocktail of digestive enzymes and neurotoxins into the fly's body. The fly's feeble attempts atresistance gradually ceased as the venom took hold, paralyzing and liquefying its internal organs.It was at this moment that Mrs. Robinson's voice cut through my morbid fascination. "Now, who can tell me about the remarkable properties of amber?" she queried, glancing around the classroom. Startled back to reality, I raised my hand, eager to share the incredible scene I had just witnessed."Well, Amber," she said, calling upon me, "perhaps you can enlighten us."Clearing my throat, I began, "Amber is fossilized tree resin that has the ability to preserve organisms in pristine condition for millions of years. It's like nature's time capsule." I paused, glancing back at the spider, which had already begun to consume the fly's liquefied insides. "In fact, there's a perfect example unfolding right before our eyes."Confused murmurs rippled through the classroom as my classmates followed my gaze towards the windowsill. Mrs. Robinson's eyes widened in surprise, but to her credit, she maintained her composure."Indeed, Amber, you've made an excellent observation," she remarked. "This unfortunate fly has become entrapped in thespider's web, not unlike the countless organisms that have become forever preserved in amber throughout the ages."As the spider methodically drained the fly of its vital fluids, Mrs. Robinson seamlessly wove the grisly spectacle into her lesson. She explained how the remarkable properties of amber allowed it to capture and preserve even the most delicate creatures in exquisite detail, freezing them in time likethree-dimensional photographs."The fly you see before you may one day find itself eternally encased in amber, its final moments forever immortalized," she said solemnly. "Much like the insects, plants, and even feathers that we've seen trapped in ancient amber samples, this hapless creature's struggle has been forever captured for posterity."As the class watched in rapt attention, the spider efficiently consumed the last remnants of the fly, leaving only a desiccated husk behind. It then retreated back into the depths of its web, its hunger sated for the time being."And so, the cycle of life continues," Mrs. Robinson concluded. "Predator and prey, locked in an eternal dance, with amber bearing silent witness to the timeless rhythms of nature."From that day forward, I viewed amber with a newfound appreciation and respect. Each time I gazed upon thosesemi-transparent gemstones, I was reminded of the fateful encounter between fly and spider that had unfolded before my very eyes. In those frozen droplets of resin, I saw not just the preservation of ancient life, but a poignant reminder of the fragility and resilience of existence itself.篇2The Fateful Encounter in the Amber MinesSchool textbooks often make ancient history seem dry and boring, just a bunch of names, dates, and random facts to memorize. But when Mrs. Jenkins started talking about the fascinating story behind the amber samples she passed around the classroom, the past suddenly came alive in my imagination. As my fingers traced the smooth, honey-colored gemstone, I could picture the resinous sap oozing down the bark of a massive pine tree millions of years ago."This piece of amber is incredibly old," Mrs. Jenkins explained, "Perhaps 100 million years, from the Late Cretaceous period. It acted like nature's fly paper, preserving insects andeven small reptiles or mammals with astounding detail when they became trapped."She pointed to a tiny speck suspended within the translucent depths. "You can still make out the shape of this fly's wings, legs, even its compound eyes. It's an invisible museum of the prehistoric world, frozen in time."Peering closer, I could indeed make out the delicate outline of the fly's form, almost like a photograph in 3D. My mind began to wander, imagining the drama that must have unfolded, leading to the insect's fateful entombment...The ancient pine forest seemed peaceful enough as a lumbering Edmontosaurus munched lazily on the ferns nearby. Rays of sunlight filtered through the feathery green canopy above as a small fly explored the rough grooves in the bark of a towering tree. The tiny insect's eyes detected even the faintest movements, constantly alert for any signs of danger or an easy meal.Suddenly, something stirred in a hidden crevice in the bark just ahead. The fly's receptors went haywire as a larger shape emerged - a spindly leg, bristling with sharp hairs, followed by another and another. Within seconds, a grotesque, bulbous body appeared, flanked by not six but eight outrageously long legs.Two shiny black pearls swiveled independently at the front of its revolting form, fixing directly on the hapless fly.The arachnid lunged forward, its fanged mouthparts bared menacingly. The fly took to the air in a burst of winged panic, desperately trying to evade the voracious hunter. It bobbed and weaved through the air, each breath and pulse of its wings rippling in slow motion as the life-or-death chase unfolded.Time after time, the spider's lance-like legs stabbed through empty space as its prey adroitly veered away at the last instant. The spider scrambled, adjusting its trajectory in an agile dance of death as errant strands of silk whipped from its spinning glands. For several agonizing minutes, the two combatants persisted in their lethal game of cat-and-fly.Just when it seemed the fly might slip away to safety, its luck ran out. Perhaps it misjudged the angle, or began tiring from the frantic physical exertion. But whatever the reason, its next evasive maneuver wasn't enough. Like lightning, the spider's weighted legs came together in a funneling trap, snagging the fly and pinning its wings to its struggling body.While the unfortunate insect was immobilized, the spider carefully wrapped strand after strand of sticky webbing around it, initially thin as a gossamer shroud and then layer upon layer intoa thickening cocoon. The fly's twitching movements gradually fell still as the muffling silk cut off its air supply.The spider dragged the tightly bundled prize back to its lair and began the grizzly process of injecting digestive enzymes through the protective webbing. Working methodically, it slowly liquefied the fly's body into a nutrient-rich soup that it could gradually ingest at its leisure.Meanwhile, deep underground, the warm, viscous tree sap was percolating under pressure, seeking any crack or crevice to ooze out through the surface. As the spider enjoyed its fresh meal, it remained oblivious to the spreading rivulets of sticky amber steadily creeping upwards and enveloping its entire domain in a golden tomb.Eons passed as continents drifted, climates shifted, and the great pine forests receded under the relentless march of evolution. By the time early hominids roamed the savannas, the once mighty trees were already petrified fossils entombing innumerable frozen vignettes of lives cut short. The tiny speck of a spider and its shriveled prey, cocooned in their protective amber sarcophagus, remained in pristine stasis, waiting to be uncovered and studied by curious eyes.Now here we were in Mrs. Jenkin's 8th grade science class, marveling at the wondrous fidelity of that specific snapshot in time. As she returned my sample of the solidified resin, I gazed at it in a new light, no longer an inert rock but a tantalizing portal into lost eons before the dawn of human civilization. I couldn't wait to learn what other secrets lay waiting to be deciphered inside amber's ancient embrace.篇3The Petrified PrizefightAs I slumped into my chair for Mr. Wilson's science class, I could already feel my eyelids getting heavy. I had stayed up way too late the night before watching reruns of old boxing matches. My brain was still buzzing with visions of great fighters like Muhammad Ali dodging blows and delivering powerful uppercuts. Little did I know, the lesson that day would feature a prizefight for the ages - one that had been frozen in time for millions of years."Today we'll be learning about amber," Mr. Wilson announced in his usual enthusiastic tone. "Can anyone tell me what amber is?"A few hands went up tentatively. "Yes, Jessica?" Mr. Wilson called on Jessica Robertson, who was already tiredly resting her head on her desk."Isn't it like...solidified tree sap or something?" she mumbled."Correct!" Mr. Wilson beamed. "Amber is fossilized tree resin that oozed out of ancient trees millions of years ago and then hardened into that semi-precious gemstone material."He held up a large, irregularly-shaped lump of amber about the size of a softball. Even from the back row, I could see things trapped inside - weird fossils, plant matter, and...insects?"The really fascinating thing about amber is the amazingpreservation of whatever got stuck in the resin all those eons ago," Mr. Wilson went on. "These fossils give us an incredible peek into what life was like back in prehistoric times. For example, can anyone see the insect trapped in this piece I'm holding up?"My eyes had already started glazing over, but I forced myself to take a closer look as Mr. Wilson passed the amber around. Sure enough, there was something unmistakably trapped in the clear yellow gemstone. It looked almost like a darkish blotch orblemish at first, but as the amber got closer I could make out distinct shapes and forms."That, my friends, appears to be some sort of ancient arachnid," Mr. Wilson said once the amber had made its way to the front again. "Most likely an early ancestor of modern spiders."My gaze sharpened as I studied the strange, petrified creature. It was relatively large - maybe a few inches across - with a bulbous body and thick, hairy legs contorted in an almost wrestling stance. Speaking of wrestling, there seemed to be something else tangled up with the spider. Another insect, it looked like a giant fly, was clearly locked in mortal combat with the eight-legged beast."Steve, can you describe what you see in the amber?" Mr. Wilson asked, having noticed my rapt attention. I quickly gathered my thoughts as all eyes turned towards me."Well...yeah, there's definitely a spider in there," I began. "A pretty big one too. And also some kind of freakishly huge fly or something. But the crazy thing is, it looks like the fly and spider Were kind of...fighting? When they got trapped, I mean.""Excellent observation," Mr. Wilson said with an approving nod. "From the body positions and the way their limbs are intertwined, it does seem apparent that these two very different species were engaged in some sort of hostile encounter. Some paleontologists have speculated it could representpredator-prey behavior, with the spider trying to capture the fly. Or perhaps it was an exceptional example of territorial aggression between competing insect species. Regardless of the circumstances, we've been gifted with anincredible snapshot of life-or-death drama from the prehistoric past."As I studied the frozen clash more closely, my mind's eye couldn't help reconstructing the epic battle that must have played out inside that tiny, sticky tomb of resin. I could practically see the monstrous, hairy arachnid lurking in the shadows, waiting patiently to ambush any passers-by foolish enough to stray into its web. Then the hapless fly - in reality a gigantic, grotesque mutation; basically a living nightmare - blundered into the trap.The spider surged forwards with unnatural quickness, its hooked feet allowing it to scamper across the strands of silk with eerie ease. But the fly was no easy meal. Those massive, jagged wings of leathery chitin slashed out with bayonet-like precision,forcing the spider to recoil or risk being sliced in two by the vicious cutting edges. Pivoting on its hind legs with a boxer's dexterity, the spider countered with a rapid-fire fusillade from its own armory - twin jets of paralyzing venom spraying from wickedly curved fangs.Perhaps sensing its impending doom, the fly entered a berserker frenzy. With a guttural, clicks-and-buzzes warcry, it launched itself at the spider in a brain-clouds of sticky saliva. Whether by accident or desperation tactic, one of those slashing wings must have struck the fatal blow - severing the spider's primary heart vessel and sending gobbets of viscous haemolymph spraying in all directions.Crippled but not yet beaten, the spider resorted to its trump card - the silken thread, streaming continuously from its spiked belly. With one deft flick of its nimble pedipalps, it released a dense cloud of silken filaments that billowed around the fly's wildly thrashing form. In mere seconds, the fly was encased in a downy shroud, smothering and strangling it until only a frenzied quivering of its wings betrayed any signs of life. With its foe neutralized at last, the spider could indulge in its hard-won victory feast.But that was when the second, crueller trap was sprung - the slow amber avalanche defying all attempts to flee. The fly, already hopelessly immobilized, was the first to be engulfed in the sticky golden sarcophagus. Naturally, the spider scrambled and fought with every fibre of its being, but there was no escaping its fate. One leg, then two, oozed under the surface until at last its entire body was entombed for eternity, locked in a death pose with its prey for an audience of the ages to come."Steve? Steve! Hello, are you still with us?"Mr. Wilson's voice snapped me out of my reverie. I looked around to see the whole class gaping at me like I had just recited a passage from an alien linguistics textbook."Sorry...I got a little carried away there," I muttered sheepishly. "That fly and spider thing was just...intense, you know?"To my surprise, Mr. Wilson simply chuckled and shook his head in amusement."Well, you certainly have quite the vivid imagination, Steve! Although I can't say I've ever heard the Paleozoic era's struggle for survival described in such...lurid, gladiatorial terms before. Still, that's not such a bad way to engage with the prehistoricworld we've been discussing. The ability to mentally reconstruct and empathize with the harsh realities of ancient life is a real gift - one that could serve you well if you ever decided to pursue paleontology further. For now though, let's move on to learning about some other fascinating amber specimens..."As the lesson continued, my mind could barely focus. I was still stuck in that phantasmagoric vision of primordial armageddon - the aeons-old prizefight frozen eternally in sparkling amber. Part of me was almost glad to escape from that alien world of gargantuan insects and life-or-death savagery. And yet, there was something undeniably awe-inspiring about having witnessed - even through the lens of imagination - such a primal battle between two of nature's most enduring gladiators.To this day, whenever I look at amber jewelry or ornaments, I can't help envisioning the miniature colosseums lurking inside, where the desperation duels from Earth's deep prehistory are preserved forever in crystalline stasis. And sometimes, just sometimes, I can even convince myself I hear the ghostly chittering and buzzing of ancient champions still locked in immortal struggle behind those impermeable golden masks.。

tpo32三篇托福阅读TOEFL原文译文题目答案译文背景知识

tpo32三篇托福阅读TOEFL原文译文题目答案译文背景知识

tpo32三篇托福阅读TOEFL原文译文题目答案译文背景知识阅读-1 (2)原文 (2)译文 (5)题目 (7)答案 (16)背景知识 (16)阅读-2 (25)原文 (25)译文 (28)题目 (31)答案 (40)背景知识 (41)阅读-3 (49)原文 (49)译文 (53)题目 (55)答案 (63)背景知识 (64)阅读-1原文Plant Colonization①Colonization is one way in which plants can change the ecology of a site.Colonization is a process with two components:invasion and survival.The rate at which a site is colonized by plants depends on both the rate at which individual organisms(seeds,spores,immature or mature individuals)arrive at the site and their success at becoming established and surviving.Success in colonization depends to a great extent on there being a site available for colonization–a safe site where disturbance by fire or by cutting down of trees has either removed competing species or reduced levels of competition and other negative interactions to a level at which the invading species can become established.For a given rate of invasion,colonization of a moist,fertile site is likely to be much more rapid than that of a dry, infertile site because of poor survival on the latter.A fertile,plowed field is rapidly invaded by a large variety of weeds,whereas a neighboring construction site from which the soil has been compacted or removed to expose a coarse,infertile parent material may remain virtually free of vegetation for many months or even years despite receiving the same input of seeds as the plowed field.②Both the rate of invasion and the rate of extinction vary greatly among different plant species.Pioneer species-those that occur only in the earliest stages of colonization-tend to have high rates of invasion because they produce very large numbers of reproductive propagules(seeds,spores,and so on)and because they have an efficient means of dispersal(normally,wind).③If colonizers produce short-lived reproductive propagules,they must produce very large numbers unless they have an efficient means of dispersal to suitable new habitats.Many plants depend on wind for dispersal and produce abundant quantities of small,relatively short-lived seeds to compensate for the fact that wind is not always a reliable means If reaching the appropriate type of habitat.Alternative strategies have evolved in some plants,such as those that produce fewer but larger seeds that are dispersed to suitable sites by birds or small mammals or those that produce long-lived seeds.Many forest plants seem to exhibit the latter adaptation,and viable seeds of pioneer species can be found in large numbers on some forest floors. For example,as many as1,125viable seeds per square meter were found in a100-year-old Douglas fir/western hemlock forest in coastal British Columbia.Nearly all the seeds that had germinated from this seed bank were from pioneer species.The rapid colonization of such sites after disturbance is undoubtedly in part a reflection of the largeseed band on the forest floor.④An adaptation that is well developed in colonizing species is a high degree of variation in germination(the beginning of a seed’s growth). Seeds of a given species exhibit a wide range of germination dates, increasing the probability that at least some of the seeds will germinate during a period of favorable environmental conditions.This is particularly important for species that colonize an environment where there is no existing vegetation to ameliorate climatic extremes and in which there may be great climatic diversity.⑤Species succession in plant communities,i.e.,the temporal sequence of appearance and disappearance of species is dependent on events occurring at different stages in the life history of a species. Variation in rates of invasion and growth plays an important role in determining patterns of succession,especially secondary succession. The species that are first to colonize a site are those that produce abundant seed that is distributed successfully to new sites.Such species generally grow rapidly and quickly dominate new sites, excluding other species with lower invasion and growth rates.The first community that occupies a disturbed area therefore may be composed of specie with the highest rate of invasion,whereas the community of the subsequent stage may consist of plants with similar survival ratesbut lower invasion rates.译文植物定居①定居是植物改变一个地点生态环境的一种方式。

托福阅读tpo28R-2原文+译文+题目+答案+背景知识

托福阅读tpo28R-2原文+译文+题目+答案+背景知识

托福阅读tpo28R-2原文+译文+题目+答案+背景知识原文 (1)译文 (4)题目 (7)答案 (15)背景知识 (16)原文Buck Rubs and Buck Scrapes①A conspicuous sign indicating the presence of white-tailed deer in a woodlot is a buck rub. A male deer makes a buck rub by striping the bark (outer layer) of a small tree with its antlers. When completed, the buck rub is an obvious visual signal to us and presumable to other deer in the area. A rub is usually located at the shoulder height of a deer (one meter or less above the ground) on a smooth-barked, small-diameter (16-25 millimeters) tree. The smooth bark of small red maples makes this species ideal for buck rubs in the forests of the mid-eastern UnitedStates.②Adult male deer usually produce rubs in late summer or early autumn when the outer velvet layer is being shed from their antlers. Rubs are created about one to two months before the breeding season (the rut). Hence for a long time biologists believed that male deer used buck rubs not only to clean and polish antlers but also to provide practice for the ensuing male-to-male combat during the rut. However, biologists also noted deer sniff and lick an unfamiliar rub, which suggests that this visual mark on a small tree plays an important communication purpose in the social life of deer.③Buck rubs also have a scent produced by glands in the foreheads of deer that is transferred to the tree when the rub is made. These odors make buck rubs an important means of olfactory communication between deer. The importance of olfactory communication (using odors to communicate) in the way of life of deer was documented by a study of captive adult male deer a few decades ago, which noted that males rubbed their foreheads on branches and twigs, especially as autumn approached. A decade later another study reported that adult male white-tailed deer exhibited forehead rubbing just before and during the rut. It was found that when a white-tailed buck makes a rub, it moves both antlers and forehead glands along the small tree in a verticaldirection. This forehead rubbing behavior coincides with a high level of glandular activity in the modified scent glands found on the foreheads of male deer; the glandular activity causes the forehead pelage (hairy covering) of adult males to be distinctly darker than in females or younger males.④Forehead rubbing by male deer on buck rubs presumably sends a great deal of information to other members of the same species. First, the chemicals deposited on the rub provide information on the individual identity of an animal; no two mammals produce the same scent. For instance, as we all know, dogs recognize each other via smell. Second, because only male deer rub, the buck rub and its associated chemicals indicate the sex of the deer producing the rub. Third, older, more dominant bucks produce more buck rubs and probably deposit more glandular secretions on a given rub. Thus the presence of many well-marked rubs is indicative of older, higher-status males being in the general vicinity rather than simply being a crude measure of relative deer abundance in a given area. The information conveyed by the olfactory signals on a buck rub make it the social equivalent of some auditory signals in other deer species, such as trumpeting by bull elk.⑤Because both sexes of white-tailed respond to buck rubs by smelling and licking them, rubs may serve a very important additional function.Fresher buck rubs (less than two days old), in particular, are visited more frequently by adult females than older rubs. In view of this behavior it has been suggested that chemicals present in fresh buck rubs may help physiologically induce and synchronize fertility in females that visit these rubs. This would be an obvious advantage to wide-ranging deer, especially to a socially dominant buck when courting several adult females during the autumn rut. Another visual signal produced by while-tailed deer is termed a buck scrape. Scrapes consist of a clearing (about 0.5 meter in diameter) and shallow depression made by pushing aside the leaves covering the ground; after making the scrape, the deer typically urinates in the depression. Thus, like a buck rub, a scrape is both a visual and an olfactory signal. Buck scrapes are generally created after leaf-fall in autumn, which is just before or during the rut. Scrapes are usually placed in open or conspicuous places, such as along a deer trail. Most are made by older males, although females and younger males (2.5 years old or less) occasionally make scrapes.译文鹿和鹿的摩擦①一个表示白尾鹿在小树林中存在的显著标志是雄鹿擦痕。

Septuagint七十士译本

Septuagint七十士译本

Septuagint七十士译本七十士译本 Among the Greek versions of the Old T estament, says Mr. Horne, the Alexandrian or Septuagint is the most ancient and valuable, and was held in so much esteem both by the Jews as well as by the first Christians, as to be constantly read in the synagogues and churches. Hence it is uniformly cited by the early fathers, whether Greek or Latin; and from this version all the translations into other languages which were anciently approved by the Christian church were executed, with the exception of the Syriac; as the Arabic, Armenian, Ethiopic, Gothic, and old Italic or the Latin version in use before the time of Jerom; and to this day the Septuagint is exclusively read in the Greek and most other oriental churches. This version has derived its name either from the Jewish account of seventy-two persons having been employed to make it, or from its having received the approbation of the sanhedrim or great council of the Jews, which consisted of seventy, or, more correctly, of seventy-two persons. Much uncertainty, however, has prevailed concerning the real history of this ancient version; and while some have strenuously advocated its miraculous and Divine origin, other eminent philologists have laboured to prove that it must have been executed by several persons and at different times. According to one account, Ptolemy Philadelphus, king of Egypt, caused this translation to be made for the use of the library which he had founded at Alexandria at the request and with the advice of the celebrated Demetrius Phalereus, his principal librarian. For this purpose, it is reported, that he sent Aristeas and Andreas, two distinguished officers of his court, to Jerusalem, on an embassy to Eleazar, then high priest of the Jews, to request of the latter a copy of theHebrew Scriptures, and that there might also be sent to him seventy-two persons, six chosen out of each of the twelve tribes, who were equally well skilled in the Hebrew and Greek languages. These learned men were accordingly shut up in the island of Pharos; where, having agreed in a translation of each period after a mutual conference, Demetrius wrote down their version as they dictated it to him; and thus, in the space of seventy-two days, the whole was accomplished. This relation is derived from a letter ascribed to Aristeas himself, the authenticity of which has been greatly disputed. If, as there is every reason to believe is the case, this piece is a forgery, it was made at a very early period; for it was in existence in the time of Josephus, who has made use of it in his Jewish Antiquities. The veracity of Aristeas's narrative was not questioned until the seventeenth or eighteenth century, at which time, indeed, Biblical criticism was, comparatively, in its infancy. Vives, Scaliger, Van Dale, Dr. Prideaux, and, above all, Dr. Hody, were the principal writers in the seventeenth and eighteenth centuries who attacked the genuineness of the pretended narrative of Aristeas; and though it was ably vindicated by Bishop Walton, Isaac Vossius, Whiston, Brett, and other modern writers, the majority of the learned of our own time are fully agreed in considering it as fictitious. Philo, the Jew, who also notices the Septuagint version, was ignorant of most of the circumstances narrated by Aristeas; but he relates others which appear not less extraordinary.According to him, Ptolemy Philadelphus sent to Palestine for some learned Jews, whose number he does not specify; and these, going over to the island of Pharos, there executed so many distinct versions, all of which so exactly and uniformly agreed in sense, phrases, and words, as proved them to have been notcommon interpreters, but men prophetically inspired and divinely directed, who had every word dictated to them by the Spirit of God throughout the entire translation. He adds, that an annual festival was celebrated by the Alexandrian Jews in the isle of Pharos, where the version was made, until his time, to preserve the memory of it, and to thank God for so great a benefit.It is not a little remarkable that the Samaritans have traditions in favour of their version of the Pentateuch, equally extravagant with these preserved by the Jews. In the Samaritan chronicle of Abul Phatach, which was compiled in the fourteenth century from ancient and modern authors, both Hebrew and Arabic, there is a story to the following effect: that Ptolemy Philadelphus, in the tenth year of his reign, directed his attention to the difference subsisting between the Samaritans and Jews concerning the law, the former receiving only the Pentateuch, and rejecting every other work ascribed to the prophets by the Jews. In order to determine this difference, he commanded the two nations to send deputies to Alexandria. The Jews entrusted this mission to Osar, the Samaritans to Aaron, to whom several other associates were added. Separate apartments in a particular quarter of Alexandria were assigned to each of these strangers, who were prohibited from having any personal intercourse, and each of them had a Greek scribe to write his version. Thus were the law and other Scriptures translated by the Samaritans; whose version being most carefully examined, the king was convinced that their text was more complete than that of the Jews. Such is the narrative of Abul Phatach, divested, however, of numerous marvellous circumstances with which it has been decorated by the Samaritans, who are not surpassed, even by the Jews, in their partiality for idle legends.A fact, buried under such a mass of fables as the translation of the Septuagint has been by the historians who have pretended to record it, necessarily loses all its historical character, which, indeed, we are fully justified in disregarding altogether. Although there is no doubt but that some truth is concealed under this load of fables, yet it is by no means an easy task to discern the truth from what is false: the following, however, is the result of our researches concerning this celebrated version:—It is probable that the seventy interpreters, as they are called, executed their version of the Pentateuch during the joint reigns of Ptolemy Lagus and his son Philadelphus. The pseudo Aristeas, Josephus, Philo, and many other writers whom it were tedious to enumerate, relate that this version was made during the reign of Ptolemy II, or Philadelphus; Joseph Ben Gorion, however, among the rabbins, Theodoret, and many other Christian writers, refer its date to the time of Ptolemy Lagus. Now, these two traditions can be reconciled only by supposing the version to have been performed during the two years when Ptolemy Philadelphus shared the throne with his father; which date coincides with the third and fourth years of the hundred and twenty-third Olympiad, that is, about B.C. 286 and 285. Farther, this version was neither made by the command of Ptolemy, nor at the request nor under the superintendence of Demetrius Phalereus; but was voluntarily undertaken by the Jews for the use of their countrymen. It is well known, that, at the period above noticed, there was a great number of Jews settled in Egypt, particularly at Alexandria: these, being most strictly observant of the religious institutions and usages of their forefathers, had their sanhedrim or grand council composed of seventy or seventy-two members, and very numerous synagogues, in which the law was read to them onevery Sabbath; and as the bulk of the common people were no longer acquainted with Biblical Hebrew, the Greek language alone being used in their ordinary intercourse, it became necessary to translate the Pentateuch into Greek for their use. This is a far more probable account of the origin of the Alexandrian version than the traditions above stated. If this translation had been made by public authority, it would unquestionably have been performed under the direction of the sanhedrim, who would have examined and perhaps corrected it, if it had been the work of a single individual, previously to giving it the stamp of their approbation, and introducing it into their synagogues. In either case the translation would probably be denominated the Septuagint, because the sanhedrim was composed of seventy or seventy-two members. It is even possible that the sanhedrim, in order to ascertain the fidelity of the work might have sent to Palestine for some learned men of whose assistance and advice they would have availed themselves in examining the version. This fact, if it could be proved, for it is offered as a mere conjecture, would account for the story of the king of Egypt's sending an embassy to Jerusalem: there is, however, one circumstance which proves that, in executing this translation, the synagogues were originally in contemplation, namely, that all the ancient writers unanimously concur in saying that the Pentateuch was first translated. The five books of Moses, indeed, were the only books read in the synagogues until the time of Antiochus Epiphanes, king of Syria; who having forbidden that practice in Palestine, the Jews evaded his commands by substituting for the Pentateuch the reading of the prophetic books. When, afterward, the Jews were delivered from the tyranny of the kings of Syria, they read the law and the prophetsalternately in the synagogues; and the same custom was adopted by the Hellenistic or Graecising Jews.But, whatever was the real number of the authors of the version, their introduction of C optic words, such as οιφι αχι ρεμφαν , &c, as well as their rendering of ideas purely Hebrew altogether in the Egyptian manner, clearly prove that they were natives of Egypt. Thus, they express the creation of the world, not by the proper Greek word κτισι?, but by γενεσι? , a term employed by the philosophers of Alexandria to express the origin of the universe. The Hebrew word thummim, Exodus 28:30, which signifies "perfections," they render αληθεια , truth. The difference of style also indicates the version to have been the work not of one but of several translators, and to have been executed at different times. The best qualified and most able among them was the translator of the Pentateuch, who was evidently master of both Greek and Hebrew: he has religiously followed the Hebrew text, and has in various instances introduced the most suitable and best chosen s. From the very close resemblance subsisting between the text of the Greek version, and the text of the Samaritan Pentateuch, Louis De Dieu, Selden, Whiston, Hassencamp, and Bauer, are of opinion that the author of the Alexandrian version made it from the Samaritan Pentateuch. And in proportion as these two correspond, the Greek differs from the Hebrew. This opinion is farther supported by the declarations of Origen and Jerom, that the translator found the venerable name of Jehovah, not in the letters in common use, but in very ancient characters; and also by the fact that those consonants in the Septuagint are frequently confounded together, the shapes of which are similar in the Samaritan, but not in the Hebrew, alphabet. This hypothesis,however ingenious and plausible, is by no means determinate; and what militates most against it is, the inveterate enmity subsisting between the Jews and Samaritans, added to the constant and unvarying testimony of antiquity, that the Greek version of the Pentateuch was executed by Jews. There is no other way by which to reconcile these conflicting opinions than by supposing either that the manuscript used by the Egyptian Jews approximated toward the letters and text of the Samaritan Pentateuch, or that the translators of the Septuagint made use of manuscripts written in ancient characters. Next to the Pentateuch, for ability and fidelity of execution, ranks the translation of the book of Proverbs, the author of which was well skilled in the two languages: Michaelis is of opinion that, of all the books of the Septuagint, the style of the Proverbs is the best, the translator having clothed the most ingenious thoughts in as neat and elegant language as was ever used by a Pythagorean sage, to express his philosophical maxims.The Septuagint version, though originally made for the use of the Egyptian Jews, gradually acquired the highest authority among the Jews of Palestine, who were acquainted with the Greek language, and subsequently also among Christians: it appears, indeed, that the legend above confuted, of the translators having been divinely inspired, was invented in order that the LXX might be held in the greater estimation. Philo, the Jew, a native of Egypt, has evidently followed it in his allegorical expositions of the Mosaic law; and though Dr. Hody was of opinion that Josephus, who was a native of Palestine, corroborated his work on Jewish antiquities from the Hebrew text, yet Salmasius, Bochart, Bauer, and others, have shown that he has adhered to the Septuagint throughout that work. Howextensively this version was in use among the Jews, appears from the solemn sanction given to it by the inspired writers of the New Testament, who have in very many passages quoted the Greek version of the Old Testament. Their example was followed by the earlier fathers and doctors of the church, who, with the exception of Origen and Jerom, were unacquainted with the Hebrew: notwithstanding their zeal for the word of God, they did not exert themselves to learn the original language of the sacred writings, but acquiesced in the Greek representation of them, judging it, no doubt, to be fully sufficient for all the purposes of their pious labours. The Greek Scriptures were the only Scriptures known to or valued by the Greeks.This was the text commented on by Chrysostom and Theodoret; it was this which furnished topics to Athanasius, Nazianzen, and Basil. From this fountain the stream was derived to the Latin church, first by the Italic or Vulgate translation of the Scriptures, which was made from the Septuagint, and not from the Hebrew; and, secondly, by the study of the Greek fathers. It was by this borrowed light that the Latin fathers illumined the western hemisphere; and, when the age of Cyprian, Ambrose, Augustine, and Gregory, successively passed away, this was the light put into the hands of the next dynasty of theologists, the schoolmen, who carried on the work of theological disquisition by the aid of this luminary, and none other. So that, either in Greek or in Latin, it was still the Septuagint Scriptures that were read, explained, and quoted as authority, for a period of fifteen hundred years.。

Neutrino Mixing and Flavour Changing Processes

Neutrino Mixing and Flavour Changing Processes

2
2.1
Patterns of supersymmetry breaking
Yukawa couplings and scalar masses
ห้องสมุดไป่ตู้
We consider the supersymmetric standard model with right-handed neutrinos, which is described by the superpotential 1 W = µH1 H2 + heij Eic Lj H1 + hν ij Nic Lj H2 + hrij Nic Njc R 2 c H1 + huij Qi Ujc H2 . +hdij Qi Dj
DESY 99-169 December 1999
arXiv:hep-ph/9912317v1 13 Dec 1999
NEUTRINO MIXING AND FLAVOUR CHANGING PROCESSES
Wilfried Buchm¨ uller∗ , David Delepine† , Laksana Tri Handoko‡ Deutsches Elektronen-Synchrotron DESY, Hamburg, Germany
mass matrices. Sec. 3 deals with quark flavour changing processes, and in Sec. 4 flavour changing radiative transitions are discussed, leading to the conlusions in Sec. 5.
Abstract We study the implications of a large νµ -ντ mixing angle on flavour changing transitions of quarks and leptons in supersymmetric extensions of the standard model. Two patterns of supersymmetry breaking are considered, models with modular invariance and the standard scenario of universal soft breaking terms at the GUT scale. The analysis is performed for two symmetry groups G ⊗ U (1)F , with G = SU (5) and G = SU (3)3 , where U (1)F is a family symmetry. Models with modular invariance are in agreement with observations only for restricted scalar 2 quark and gaugino masses, M q /m2 g ˜ ≃ 7/9 and m˜ b > 350 GeV. A characteristic feature of models with large tan β and radiatively induced flavour mixing is a large branching ratio for µ → eγ . For both symmetry groups and for the considered range of supersymmetry breaking mass parameters we find BR(µ → eγ ) > 10−14 .

01 Nu Wa Patches Up the Sky

01 Nu Wa Patches Up the Sky

Nu Wa Patches Up the SkyA long time ago, the whole world was just like a sleeping giant, original, quiet and lonely.The sun, rising in the east gradually, looked at the world up and down, intrigued.A tremendous mountain supported the sky and the earth like a huge pillar. In the space between the sky and the earth there was brightness and order. The mountain was called Mount BuZhou.At that time, only immortals lived there.Amazingly, all the immortals would rather live on Mount BuZhou than live in heaven. Perhaps, they enjoyed the towering mountain or the luxuriant plants or the murmuring flow of the water or the wild fruits that hung on plants, or even just the fresh breeze.There was also a fairy, in white clothes, going through the primeval forest, flying over the lake like a dragonfly and just like magic, green plants and blooming flowers sprang up in her wake.This fairy was named Nu Wa and was regarded as the mother of theearth.She created chickens on the first day, produced dogs on the second day, pigs on the third day, sheep on the fourth day, cattle on the fifth day, horses on the sixth day and on the seventh day, she created a large amount of little clay people based on her own figure with the use of the earth and water.Along the carm and clean lake, came up two little mud people, they walked by the lake slowly like trotties, curiously looking at Nu Wa, and looking at the clear water.Suddenly, a little dragon jumped out of the lake, causing two little clay people to be scared back several paces in panic.Nu Wa smiled, ‘don’t fear. This is a little dragon and he lives in water.’The little dragon shook its head and tail, then returned back to the water.Nu Wa peered at the clay people who were slowly retreating, the little dragon in the water and the birds flying overhead and muttered toherself, ‘I hope you can live in harmony and grow to your full potential on this earth.’This was the beginning of humankind. The clay people bred generations after generations. They were known as primitive people and usually lived in caves. They painted with stones and made tools as well. They also learned to make fire. They hunted in groups, while their little children played happlily.One day, all of a sudden, dark clouds covered the sun and deafening explosions came from the sky. People gazed up at the sky nervously and discovered meteorites were falling down continuously from Mount BuZhou. They ran way to escape the approaching meteorites.Two strong lights, red and blue, appeared in the sky, fighting each other like two magic swords overhead. These two lights also looked like two kongfu masters engaged in martial arts.People were shocked. There were screams. They had no idea what was happening and the strange sight in the sky brought on panic.In fact, it was the god of fire, ZhuRong, and the god of water,GongGong who were engaged in battle. The red light was ZhuRong and the blue light was GongGong, they were incompatible as fire and water’.The god of fire was rampant, he laughed crazily, ‘Ha haha, do not fight in vain, you can not win against me, even after ten thousand years!;The god of water was quiet but was as fierce as a flood when irritated, he said, ‘you think I am afraid of you? Come on, let us compete to see who has the upper hand!’The god of fire could harldy imagine that the god of water was any match for him ans he said, ‘it’s OK. Do not blame me when I show you no mercy’.The two lights were crashing fiercely in the sky. Mount BuZhou boomed continuously.They were equals in strength, while Nu Wa brought along another bright light across the sky.She said, ‘please stop, Mount BuZhou is is here to support the sky, if it is destroyed, the consequence would be unimaginable’.The two gods regained their original shapes but they were still angry with each other. Neither of them yielded.The god of fire said scornfully, ‘I don’t want to fight against someone like you. I am known as the strongest all over the world and I can destroy anything and everything’.The god of water flew into a greater rage, ‘That is nonsense. I am the strongest, just come and try my strength’.The god of fire became a fireball while the god of the water turned into a crystal ball. They were fighting once again.Nu Wa held back, ‘if you continue, innocent people will be the victims’.The god of the fire screamed and produced plenty of fireballs, hitting the god of water. The god of water roared, ‘I shall let all of the people see my intense power’.GongGong turned into a flood, rushing at the god of the fire. The god of fire avoided him quickly. But the flood continued to Mount BuZhou.Nu Wa cried, ‘No, don’t! This is dangerous’.The earth shook and the mountain swayed. Mount BuZhou creaked and stones began to fall.The pillar on the top of the mountain had already collapsed.Then, suddenly, a hole appeared. People ran in all directions.The flood was roaring andrushing. At the same time, a large number of tall trees were uprooted and began to be washed away by the flood with many animals emitting plaintive cries.People continued to run, scrambling as they climbed up the peak of the mountain and to escape the ravaging flood below.All men, women and children felt afraid, looking down at the flood below their feet.An elderly person amongst them suddenly said, ‘let us pray, pray for blessings from the gods’.All of them knelt down and prayed devoutly.At this time, the voice of Nu Wa could be heard by the people, she said, ‘you should be strong and be confident, I will help you’.Then, she went away to find a way to fill the gaping hole.She kept searching everywhere amongst the clouds. She suddenly found a strange mountain by the sea, called Mount TianTai. She sawauspicious light covering the peak and fog fluttering about. She believed that this place must be inhabited by some certain kind of skilled, superior people, so she decided to take a closer look.She moved into the cave, which was located at the foot of Mount TianTai. A huge legendary turtle emerged from the water and said, ‘there is only one way to fix the hole. You have to collect all of the jewels in the entire world and produce a multicolored stone by blazing them fire. Only the strength of the multicolored stone can mend the hole’.The turtle showed Nu Wa in image of the multicolored stone while he was speaking. The stones, which could be refined into the multicolored stone, could be found at the top of the mountain.Without hesitation, Nu Wa turned the peak of the mountain into a huge stone platform where she was to refine the multicolored stone.The turtle said anxiously, ‘hurry up, the sky has begun to fall!’Nu Wa waved her arms in all directions so as to absorb all the precious stones she could. Theses stones were diffusing diverse colors and were like fireflies surging up to the stone platform in succession.A rainstorm suddenly fell and put out the fire.Gong Gong smiled ferociously, ‘I will let all the people know that I am the strongest god’.At this critical moment, the god of fire landed. He screamed, ‘don’t worry, I will help you’. The n, he turned into a great fireball and attached himself to the stone platform. The stone immediately set fire and the light engulfed the earth.People on the land were attempting to block off the flood water by using stones.Nu Wa spared no time in sending the multicolored stone to the hole. Stones of all sizes were flying into the hole. As the rain stopped, Nu Wa was about to take a rest when the earth shook again.Nu Wa fell into the sea but was lifted up softly. It was the God turtle protecting the Tiantai Mountain who helped her.Nu Wa said in sorrow, ‘all of the living creatures shall lose their home when the the support from the Mountain is lost. There is no way for me to save them’.‘My four legs can support the heaven and the earth. I, however, hav eno sympathy for mankind as they are always quarrelling, and overstating themselves. Is it worth me saving them?’ asked the God turtle.Nu Wa said meaningfully but sorrowfully, ‘they are my children, please, save them’.The God turtle thought for a moment before promising Nu Wa that he would. He rebuilt the support between the sky and the earth by using his own legs.Afraid of the water and the flood, people were all unwilling to go downhill.‘Don’t be worried, my children. You don’t have to worry about t he water because it is the origin of life, that is, though it may sometimes bring disasters, it is also the key to life. You ought to learn how to get along with the water in harmoney and this will help you to live a better life’.People thought over the words carefully and then all went downhill slowly.Life originates from water and there is a close bond between people and water. However, water can also bring about disasters. People began their long journey forward from then on, and the story between peopleand water continued to write new pages in history.。

JamesandtheGiantPeach

JamesandtheGiantPeach

Two Beans ProductionsandTheatreworks/USA PresentsJames and theGiant PeachTwo Beans ProductionsRob Barron, Artistic DirectorJames and theGiant PeachStudy GuideDear Teacher:We have created the following study guide to help make your students’ theater experiencewith James and the Giant Peach as meaningful as possible. For many, it will be their first time viewing a live theatrical production. We have learned that when teachers discuss the play with their students before and after the production, the experience is more meaningful and long-lasting. Our study guide provides pre and post performance discussion topics, as well as related activity sheets. These are just suggestions… Please feel free to create your own activities and areas for discussion. We hope you and your class enjoy the show!About the AuthorRoald Dahl (1916 – 1990) was born in Wales to Norwegian parents. In 1939, at the age of 23, he joined the British Royal Air Force and flew fighter biplanes in Africa, and later, Greece. In 1942 he was transferred to the United States, and his first essay was published in The New Yorker. For the first fifteen years of his writing career, he concentrated mostly on short stories for adults (with the exception of The Gremlins, a 1943 picture book adaptation of Dahl’s script written for Walt Disney). It was not until he was a father that he attained his first notable success as an author of children’s literature with James and the Giant Peach, published in the United States in 1961, and in England in 1969. Other works include Charlie and the Chocolate Factory (1964), Fantastic Mr. Fox (1970), The BFG (1982), The Witches (1986), and Matilda (1988). Upon his death in 1990 of a rare blood disorder, The Independent wrote that “Roald Dahl is, without question, the most successful children’s book author in the world.”The StoryJames, an orphan, lives with his cruel aunts at the top of a steep hill in a rickety house with a barren peach tree in the garden. One day a mysterious man gives James a bag of crocodile tongues – if used properly, amazing, wonderful things will happen to James and he will never be sad or lonely again. James accidentally drops the bag at the roots of the old tree, and the tongues magically burrow into the ground. Soon, a peach starts to grow at the top of the tree, and continues to grow and grow until it becomes larger than the house. One night James crawls inside the peach and reaches the pit, where he meets a gargantuan Old-Green-Grasshopper, a tremendous Ladybird, an enormous Spider, and other huge insects. When the colossal Centipede chews through the stem of the peach, it detaches from the tree, and tumbles down the hill, across the countryside, and into the ocean – and the journey begins! Through shark-infested waters, into the seagull-filled sky, and across the perilous land of the Cloud Men, James and his new friends work together to overcome incredible odds and have the adventure of a lifetime!The CharactersThere are five actors in this production, who play all the roles in James and the Giant Peach. Tell your students to be on the lookout for the same actors playing multiple roles as follows: Actor 1: James/Ship CaptainActor 2: James’s Mother/Aunt Sponge/Ladybird/First Ship OfficerActor 3: James’s Father/Aunt Spiker/CentipedeActor 4: Narrator/Old-Green-GrasshopperActor 5: Little Old Man/Miss Spider/Second Ship OfficerPre-Performance Discussion1.Read Roald Dahl’s James and the Giant Peach with your students. Much of thedialogue (and many of the songs’ lyrics) are lifted directly from Dahl’s writing, andchildren will enjoy hearing the familiar words and expressions. You may also wishto watch the 1996 animated film of the story (the film is rated PG and may be toofrightening for very young or sensitive children).2.Explain that they will see a play with songs based on this book. What expectationsdo they have of a live show? For example, how do they think scenes involving thepeach’s travels across the countryside will be staged? Or the ascent into the skyand the encounters with the Cloud Men? What do they think the costumes for thevarious insects will look like?3.In our show, there are fewer actors than characters. In fact, “James” is the onlyactor who plays only one role. Tell your students to keep their eyes peeled to see ifthey can identify which roles each actor plays.4.Review proper theatre etiquette with your class. They may be seeing our show aspart of a class trip, with many other schools attending. They should carefullyfollow their teacher’s or group leader’s directions. During the show, they should bequiet, so that they do not disturb other audience members (and the actors!) duringthe performance. However, actors love cheers and applause, especially at the endof songs and when the show is over. This is a great way to thank actors for all theirhard work in performing this show for you!Post-Performance Discussion1. As soon as possible after the performance, engage your class in discussion aboutthe show. Who were their favorite characters and why? Which were their favoritemoments in the play? Compare and contrast the book and live performance, aswell as other adaptations of the story they may have seen. Did the show meettheir expectations? Why or why not?2. The mysterious little man gives James explicit instructions on how to use the magiccrystals, but James accidentally drops them, and they burrow into the ground,eventually affecting the insects and the peach. What do your students think wouldhave happened if James had been able to follow these directions? Remember, theold man told James to put them in a large jug of water, add ten of his own hairs,and drink it all down. How might have these additional directives have affectedthe outcome? Discuss what happens when you skip an ingredient in a recipe –how would sugar-less cookies turn out? Or spaghetti sauce without spices? Orlasagna without cheese? To further illustrate the importance of followingdirections, you may wish to play “Mother May I” or “Simon Says” with your youngstudents.3. James is initially frightened of the large insects, but he soon realizes that they arefriendly, and most of them are very useful to people. Review the creaturesfeatured in James and the Giant Peach, and their duties:Grasshopper an elderly insect who is also an acclaimed musicianMiss Spider catches pests in her webLadybird eats pests in farms and gardensCan your students think of any other insects that are useful to humans?Your students may be surprised to learn that by listening to crickets, they canestimate the temperature in degrees Fahrenheit. They can count the number ofcricket chirps they hear in 15 seconds and add 40 to this number. For example,if they hear 30 chirps in 15 seconds, the temperature is approximately 70 degrees.4. James and the Giant Peach takes a few liberties with animal habits. In particular,it is noted that his parents were eaten by a rhinoceros. In fact, rhinos areherbivores: they eat only plant life – they would not have eaten human beings.Also, the insects are afraid that the sharks would eat the peach while it was floatingin the ocean – sharks are actually carnivores: they eat only meat, and would nothave eaten a peach (in addition, the position of their mouth in relation to theirsnout would forbid them from biting the rounded peach). With your class,brainstorm a list of animals and discuss whether they are herbivores or carnivores.Are some animals omnivores: do they eat both plants and animals? You maywish to assign a different animal to each member of your class to do research on.Cross-Curriculum ActivitiesGeography1. The Peach’s Travels. James travels from England to New York City in theUnited States in this story. On a globe, locate England, and then find New YorkCity. Trace James’s path from Britain to the United States – what body of waterdid the peach cross over? With your students, plan other voyages for the peach –from England to Germany, Germany to India, India to China, China to Australia,etc. What countries, continents, and bodies of water are between the originatinglocation and the final destination? Have your students describe the view fromoverhead – do they see deserts? Rain forests? Any physical landmarks like theGreat Wall of China?Math1. A Centi-what (introducing the metric system) The Centipede brags thathe has one hundred legs (even though centipedes really only have 42). Yourstudents may have heard of the prefix “centi” – as in “centimeter,” which is 1/100of a meter.Your students’ rulers are likely marked with feet/inches, as well as centimeters/millimeters. Have them measure classroom objects in feet/inches. And then incentimenters/millimeters – they should note both sets of measurements. After awhile, they may be able to estimate how many centimeters something is, based onits measurement in inches, and vice versa.Language Arts1. Postcards from a Peach. Have your students pretend that they are riding ontop of the peach with James and his friends. Tell them to write a letter to theirfamily or best friends about their experiences. They should describe how they feltwhen they met the creatures, the sensation of bobbing in the sea or flying throughthe sky. You may wish to have them create a postcard, with an illustration of theirfavorite scene from the play on the back. On the front they should be sure to useproper letter-writing skills (salutation, address format, etc.)2. Bugs in a Peach Tree. Later in this study guide you’ll find a crossword puzzlefeaturing the various bugs that rode inside the peach, as well as several othercreepy-crawlies. Distribute this to your students. If you wish, you can assigneach student, or group of students, a different creature to do research on –students should report on the duties of these bugs, as well as their physicalcharacteristics as well as other interesting facts about them.3. The five senses. When James crawls inside the peach, he uses his five sensesto describe the experience: the silence of the night outside, the pink-orangemassiveness of the peach itself, the soft mouse-like fuzz on the outside and thestickiness of the inside, the sweet smell of the juice, and the luscious taste of it.Review the five senses: sound, sight, touch, smell and taste. Have your studentsdivide a piece of paper into five sections, one for each sense. Assign them anobject to describe according to each of the five senses, using adjectives. Foodwould probably work best – for sound they can describe the sensation ofunwrapping it, or the sound that happens when they bite into it. Students shouldbe as descriptive as they can – how would they describe a chocolate candy tosomeone who’s never experienced it?Science1. Will it float? (The Scientific Method) James and his friends are surprised(and relieved) to discover that the peach floats in the Atlantic Ocean. You canintroduce your class to the scientific method by testing whether other objects sinkor float.The seven parts of the scientific method, as applied to a pencil, are as follows: Observation: Examine the pencilQuestion: Will the pencil float?Hypothesis (Educated guess): I think the pencil will sink.Experiment: Drop the pencil in a bucket of water.Analysis: Observe whether the pencil sank or floated.Conclusion: The pencil sank.Your students can keep a chart of various classroom objects, writing down theobject’s name, the hypothesis, and the decision.ResourcesWebsites:Going Bug-gy: Facts and Fun about Insects (teacher and student activities) /activities/bugs/Roald Dahl Fans: Teacher Ideas (more ideas on using “James and the GiantPeach” and other Roald Dahl books in the classroom)/teachers.php#14E-Mints Educational Center (still more teacher ideas)/ethemes/resources/S0*******.shtmlRoald Dahl: T he Official Website (additional information on Roald Dahl and his books, as well as online games)/Introduction to the Scientific Method/phy_labs/appendixe/appendixe.htmlThe Science Spot: Science Classroom (Introducing the Metric System) /Pages/classmetric.htmlMichigan Peach Sponsors (What Will Happen If I Plant a Peach Pit?)/facts/pit.htmlOther books by Roald Dahl:For older students (Grades 3-6)The BFGBoy: Tales of ChildhoodCharlie & the Chocolate FactoryCharlie & the Great Glass ElevatorDanny the Champion of the WorldGeorge’s Marvelous MedicineGoing SoloRoald Dahl’s Revolting RhymesMatildaThe TwitsThe WitchesThe Wonderful Story of Henry Sugarand Six More For younger students (Grades 1-4)Dirty BeastsThe Enormous CrocodileEsio TrotFantastic Mr. FoxThe Giraffe and the Pelly and MeThe Magic FingerThe MinpinsThe Vicar of NibbleswickeFilms:You may wish to share several other films with your class that explore the insect world and the relationship between humans and insects, including:The Ant BullyAntzBee MovieA Bug’s LifeHoney We Shrunk the KidsJames and the Giant PeachTheater EtiquetteThis study guide was adapted from materials provided by Theatreworks/USA。

Simmental_Cattle

Simmental_Cattle

Simmental CattleFrom Wikipedia, the free encyclopediaSimmental are a versatile breed of cattle originating inthe valleys of the Simme river, in the Bernese Oberlandof western Switzerland.HistoryAmong the oldest and most widely distributed of allbreeds of cattle in the world, and recorded since theMiddle Ages, the Simmental breed has contributed to thecreation of several other famous European breedsincluding the Montbeliarde (France), the Razzetad'Oropa (Italy) and the Fleckvieh (Germany).CharacteristicsThe Simmental has historically been used for dairy, beefand as draught animals. They are particularly renownedfor the rapid growth of their young, if given sufficientfeed. Simmental provide more combined weaning gain(growth) and milk yield than any other breed.[1]The traditional colouration of the Simmental has beendescribed variously as "red and white spotted" or "goldand white", although there is no specific standardcolouration, and the dominant shade varies from a paleyellow-gold all the way to very dark red (the latter beingparticularly popular in the United States). The face isnormally white, and this characteristic is usually passedto cross-bred calves. The white face is geneticallydistinct from the white head of the Hereford. References1.^ Study conducted by S.P. Miller and J.W. Wilton for the Centre for Genetic Improvement of Livestsock at the University of Guelph.External links⏹Official website of the Canadian Simmental Association Simmental cow on alp pasture(Engstligenalp)English Simmental BullSimmental cross calves Contents⏹1 History ⏹2 Characteristics ⏹3 References ⏹4 External links⏹American Simmental Association—Official website of the American Simmental Association⏹Simmental New Zealand — Official website of the New Zealand Simmental Cattle BreedersAssociation⏹Simmental Breed Information — ⏹ A History of the Simmental Breed — Oklahoma State UniversityRetrieved from "/wiki/Simmental_Cattle"Categories: Cattle breeds⏹This page was last modified on 2 November 2010 at 12:06.⏹Text is available under the Creative Commons Attribution-ShareAlike License; additionalterms may apply. See Terms of Use for details.Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profitorganization.。

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gP (q ) τa qµ γ5 ] u(p) . mµ 2
(1)
The constant of the induced pseudoscalar, gP , is given by PCAC, pion-pole dominance and the Goldberger-Trieman relation as gP (q ) = 2 M mµ g (q ) , 2 A m2 π +q (2)
where M , mπ and mµ is the nucleon, pion and muon mass respectively and gA (0) = −1.2601 ± 0.0025 2 . 1
It is known that the experimental value of gP is the least known constant of the four constants (gV , gA , gW , gP ) defining the weak nucleon current. The best measurement of the ordinary muon capture by the proton 3 yields gP with an uncertainty of 42% and the world average reduces this to 22% 4 . The recent precise measurement 5 of the transition rate for the muon capture by 3 He leads to the extraction 6 of gP with an accuracy of 19%. 2 2.1 Studies of gP in A = 28 Nuclei γ − ν Correlations
Comparison of the new data for the negative muon capture in 28 Si with the recent shell model calculations using a full 1s-0d model space and the USD empirical effective interaction and the one-nucleon weak current provides the induced pseudoscalar gP substantially smaller than the value predicted by PCAC and pion-pole dominance. We find that adding the effect from the one-pion exchange axial charge density and using the same scheme of calculations does not change situation to the value of gP .
0 and it is the coefficient a0 2 which is measured. The correlation coefficient a2 is written in terms of reduced matrix elements (r.m.e.) of multipole amplitudes between initial an)
Similar equations can be obtained for other multipoles entering Eq. (6) and Eq. (7). 3
3
Exchange Charge Density
Let us remind ourselves that the spontaneous breaking of the chiral symmetry is accompanied by the appearance of pions as Goldstone bosons. The production and absorption of these bosons in the electroweak interactions on the nucleon is described by the low energy theorems 16,17 . As a consequence, the time component of the one-nucleon and of the weak axial one-pion exchange currents are of the same order in 1/M . This fact makes the weak axial one-pion exchange charge density a favourable object for studying the pionic degrees of freedom in nuclei 18 . The leading term of the weak axial one-pion exchange charge density is 19 √ ˆ ρ ˜A (exch) = −i 2 (τ1 × τ2 )−1 g 2 m2 ρ 2 ∆π (q 2 ) ∆ρ F (q1 ) × 2M gA F 2 2 2 FπN N (q2 ) FρN N (q1 ) (σ2 · q2 ) + (1 ←→ 2) , 1 , + qi2
2.2
Impulse Approximation
In order to compare the calculations with the result (8), one should write down the currents. The leading terms of the one-nucleon weak vector and axial currents in the q-space are taken from 6 gP q (σ · q ) ] , 2 M mµ gA gP ˆ ρ ˜A (q ) = τ−1 [ q 0 (σ · q ) ] , σ · (p′ + p) − 2M 2 M mµ gV ′ gV + gM ˆ ˜ V (q ) = τ−1 [ (p + p) + i(σ × q ) ] . 2M 2M ˆ ˜ A (q ) = τ−1 [ gA σ − (9) (10) (11)
a0 2 = F
1 − x2 , 2 + x2
x =
|A1, f i | , |M1, f i |
(5)
where the coefficient, F = 1, is a function of the nuclear spin sequence in the γ -transition, 1+ → 0+ . ˆ1 and M ˆ 1 can be written in terms of the standard The multipole operators A multipoles 13,14 ˆ1 = iA C ˆA ˆA (L − M 1 ), ˆf 1 J (6) (7)
α′ α
ˆ A (α′ , α) c† ′ cα . M LM α
(15)
The r.m.e. of the Coulomb multipole (15) expressed in terms of the single particle r.m.e.’s and one-body density-matrix elements as defined by Donnelly and Sick in Eq. (4.86) of Ref.14 is
1
Introduction
The four-current describing the axial part of the weak interaction of the muon and the proton consists of two parts 1
a ′ JA, ¯(p′ )[ −gA (q )γµ γ5 + i µ (p , p, q ) = iu
Here q = p′ − p and q0 = mµ − ν . The total weak current is equal to the sum of the vector and axial currents. In the configuration space, gP ∇x (∇x · σ δ (r − x)) ] , (12) 2 M mµ gA gP ρ ˆA (x) = τ−1 [ q 0 (∇x · σδ (r − x))] , (13) {(σ · p) , δ (r − x)} − i 2M 2 M mµ gV + gM gV ˆ { p , δ (r − x) } + (∇x × σ δ (r − x)) ] . (14) V (x) = τ−1 [ 2M 2M ˆ A (x) = τ−1 [ gA σ δ (r − x) + ˆ A , for the one-nucleon weak axial charge density The Coulomb multipole, M LM (13) and in the second quantized formalism 14,15 is ˆ A (1) = M LM d3 x jL (qx)YLM ρ ˆA (x) =
An interesting attempt is being made for many years, to study gP in the reaction µ− +28 Si(0+ ) → νµ +28 Al∗ (1+ ; 2201 keV ) → γ +28 Al∗ (0+ ; 972.4 keV ) , (3) by measuring the γ − ν correlation 7,8,9,10 . The formula for the γ − ν correlations is 11,12 2 0 0 ˆ·ν ˆ ˆ) + (P ˆ)(k ˆ·ν ˆµ · k + b2 ]P2 (k ˆ) , (4) W = 1 + a0 ˆ) [ α0 + c1 2 P2 (k · ν 3
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