【EP3547283A1】SUPPORTOFAHEARINGIMPAIREDVEHICLEOPERA
2023年高考真题英语(全国乙卷)含解析
8. What is the man doing?
A. He’s making a phone call.
B. He’s chairing a meeting.
C. He’s hosting a program.
9. What makes Mrs. Johnson worried about her daughter in Africa?
A Jacqueline Felice de Almania.B.Tan Yunxian.
C.James Barry.D.Rebecca Lee Crumpler.
【答案】1. C 2. A 3. D
【解析】
【导语】本文是一篇说明文。文章主要介绍了四位从医人员的生平与事迹。
【1题详解】
细节理解题。通过文章第一部分中的“Born to a Jewish family in Florence, she moved to Paris where she worked as a physician and performed surgery. (她出生于佛罗伦萨的一个犹太家庭，搬到巴黎当医生并做外科手术)”以及第二部分中的“She qualified as a surgeon in 1813 (她获得了做外科医生的资格)”和“Barry retired in 1859, having practiced her entire medical profession living and working as a man. (Barry于1859年退休，她以男人的身份生活和工作，从事了整个医学职业)”可知，Jacqueline和James的共同点是都有资格进行外科手术。故选C。
2. What is the weather like now?
2020年12月英语六级真题及参考答案完整版
2020年12月英语六级真题及参考答案完整版四六级试卷采用多题多卷形式，大家核对答案时，请找具体选项内容，忽略套数。
无忧考网搜集整理了各个版本(有文字也有图片，图片可以自由拉伸)，仅供大家参考。
【网络综合版】听力Conversation 1M: Good morning, safe house insurance. My name is Paul. How can I help you today? W: Morning. I wouldn’t say that it’s good from where I am standing. This is Miss Wilson, and this is the third time I’ve called this week since receiving your letter about our insurance claim. (1) I’m getting a little fed up with my calls about my claim being completely disregarded.M: Miss Wilson, thank you for calling back. Can I take some details to help me look at your claim?W: It’s Miss May Wilson, a 15 south sea road in Cornwall.And the details are that our village was extensively flooded 2 months ago. (2) The entire ground floor of our cottage was submerged in water. And five of us have been living in a caravan ever since. You people are still withholding the money we are entitled to overa bizarre, technical detail. And it’s not acceptable, Paul.M: Miss Wilson, according to the notes on your account, (3) the bizarre, technical detail that you mentioned refers to the fact that you hadn’t paid house insurance the month before the incident.W: That money left our account and wow that you should be paying out. You are suddenly saying that you di dn’t receive it on time. I’m really skeptical about this claim.M: The contract does say that any miss payment in a year will affect the terms and conditions of the insurance contract and may affect claims. Of course, I can pass you on to my manager to talk to you more about this.W: I’ve already spoken to him and you can tell him I’m furious now. And that your company has a lawsuit on its hands.(4) You will be hearing from my lawyer, good bye.Questions 1 to 4 are based on the conversation you have just heard.Question 1: What is the woman complaining about?1. B) Her claim has been completely disregarded.Question 2: What is the problem the woman’s family encountered?2. B) The ground floor of their cottage was flooded.Question 3: What has caused the so called bizarre, technical detail according to the man?3. A) The woman’s failure to pay her house insurance in time.Question 4: What does the woman say she will do at the end of the conversation?4. D) File a lawsuit against the insurance company.Conversation 2W: (5) How do you feel about the future of artificial intelligence? Personally, I feel quite optimistic about it.M: (5) AI? I’m not so optimistic actually. In fact it's, something we should be concerned about.W: Well, it will help us humans understand ourselves better and when we have a better understanding of ourselves, we can improve the world.M: Well, one thing is for sure, technology is evolving faster than our ability to understand it, and in the future AI will make jobs kind of pointless.W: (6) I think artificial intelligence will actually help create new kinds of jobs, which would require less of our time and allow us to be centered on creative tasks. M: I doubt that very much. Probably the last job that will be writing AI software and then eventually AI will just write his own software.W: At that time, we are going to have a lot of jobs which nobody will want to do.So we won’t need artificial intelligence for the robots to take care of the old guys like us.M: I don't know. (7) There's a risk that human civilization could be replaced bya superior type of digital life. AI will be able to completely simulate a personin every way possible. In fact, some people think we're in a simulation right now.W: That's impossible. Humans can't even make a mosquito. Computers only have chips, people have brains, and that's where the wisdom comes from.M: (8) Once it's fully developed, AI will become tired of trying to communicate withhumans as we would be much slower thinkers in comparison.W: I'm not so sure. A computer is a computer and a computer is just a toy.M: Computers can easily communicate incredibly fast, so the computer will just get impatient talking to humans. It'll be barely getting any information out. W: Well, I believe there's a benevolent future with AI. I also think you watch too many science fiction films.Questions 5 to 8 are based on the conversation you have just heard.Q5 What do we learn about the speakers from the conversation?5. C) They disagree about the future of AI technology.Q6 What will new kinds of jobs be like according to the woman?6. D) Less time-consuming and focusing on creation.Q7 What is the risk the man anticipates?7. C) Digital life could replace human civilization.Q8 What is the man's concern about AI technology?8. A) It will be smarter than human beings.Passage OneTo achieve financial security. How much you save is always more important. Then the amount you earn or how shrewdly you invest.(9) If you're under 30 years old, your goal should be to save 20% of your monthly income after tax deductions. This is irrespective of how much you earn. Approximately 50% should be reserved foressentials, like food and accommodation. The remaining 30% is for recreation and entertainment. But for many young people, it'll be difficult to designate such a large proportion of their income for savings. (10) If you find it hard to save any money at all start by cutting all unnecessary spending, allocate a tiny amount of 1 or 2% for savings, and gradually increase that amount. (11)Always keep that 20% goal in mind, prevent yourself from becoming complacent. It can be challenging to stick to such a strict plan. But if you adopt the right mindset, you should be able to make it work for you. So what should you be doing with the money that you are saving? Some must be kept easily accessible. In case you need some cash in an emergency, the largest proportion should be invested in retirement plans, either for your employer, all privately, you can keep some money for high risk, but potentially lucrative investments. Dividends can be reinvested or used to purchase something you like. By following this plan, you should hopefully be able to enjoy your life now, and still be financially secure in the future.Questions, 9 to 11 are based on the passage you have just heard.Q 9. What are people under 30 advised to do to achieve financial security?9. C) Save one-fifth of their net monthly income.Q10. What should people do if they find it difficult to follow the speaker's advice on their financial plan?10. D) Start by doing something small.Q 11. What does the speaker think is important for achieving financial security?11. A) A proper mindset.Passage TwoI work in advertising and I like to keep up with current trends, mainly because I'm aware that we live in an image obsessed world.(12)However, when I first started my job, occasionally I’d catch a glimpse of myself in the lifts and find myself thinking that I looked a total mess. Was I being held back by my choice of clothing? The short answer is “Yes”, especially when clients are quick to judge you on your style rather than your work.(13) But no one can be unique with her outfit every day. I mean that's why uniforms were invented. So here's what I did. I created my own uniform. To do this, I chose an appropriate outfit. Then I bought multiple items of the same style in different shades.Now, I never worry about what I'm wearing in the morning. Even if I do get a bit tired of just wearing the same classic pieces. (14)Overall, when it comes to work, you have to ask yourself with looking smarter can enhance my ability to do my job.For some, this question may not be an issue at all, especially if you work remotely and rarely see your colleagues or clients face to face. But if your job involves interacting with other people, the answer to this is often “yes”. (15) So rather than fighting the system, I think we should just do whatever helps us toachieve our goals at work. If that means playing it safe with your image, then let's face it. It's probably worth it.Questions 12 to 15 are based on the passage you have just heard.Q 12. What do we learn about the speaker when she first started her job?12. A) She found her outfit inappropriate.Q 13. Why were uniforms invented according to the speaker?13. D) To save the trouble of choosing a unique outfit every day.Q 14. What does the speakers say about looking smarter?14. B) It matters a lot in jobs involving interactions with others.Q 15. What does the speaker advise people to do in an image obsessed world? 15. C) Do whatever is possible to look smart.Recording OneDid you know that Americans have approximately 3 times the amount of space we had 50 years ago? Therefore, you'd think would have sufficient room for all of our possessions. On the contrary, the personal storage business is now a growing industry. We've got triple the space, but we've become such enthusiastic consumers that we require even more. (16) This phenomenon has resulted in significant credit card debt, enormous environmental footprints, and perhaps not coincidentally our happiness levels have failed to increase over the same half century.I'm here to suggest an alternative. They’re having less might actually be a preferable decision. Many of us have experienced at some stage, the pleasure of possessing less. (17) I propose that less stuff and less space can not only help you economize, but also simplify your life. I recently started an innovative project to discover some creative solutions that offered me everything I required. By purchasing an apartment. There was 40 square meters instead of 60. I immediately saved $200,000. Smaller space leads to reduced utility bills and also a smaller carbon footprint, because it's designed around an edited collection of possessions, limited to my favorite stuff. I'm really excited to live there.How can we live more basically? Firstly, we must briefly cut the unnecessary objects out of our lives to stem consumption. We should think before we buy and ask ourselves: Will it truly make me happier? Obviously, we should possess some great stuff but we want belongings that we’re going to love for years. Secondly, we require space efficiency. We want appliances that are designed for use most of the time, not for occasional use. Why own a six burner when you really use even three burners?Finally, we need multifunctional spaces and housewares. I combined a movable wall with transforming furniture to get more out of my limited space. Consider my coffee table. It increases in size to accommodate ten. My office is tucked away, easily hidden. My bed simply pops out of the wall. For gas, I can relocate the movable wall and utilize the foldable guest beds I installed. I’m not saying we should all live in tiny apartments, but consider the benefits of an edited life. When you returnhome and walk through your front door, take a moment to ask yourselves. Could I do with a little life editing? Would that give me more freedom and more time? Question 16 to 18 are based on the recording you have just heard.Question 16. What has prevented American's happiness levels from increasing? 16. B) Their obsession with consumption.Question 17. What things should we possess according to the speaker?17. A) Things that we cherish most.Question 18. What do we learn about the items in the speaker’s home?18. C) They serve multiple purposes.Recording TwoNow, believe it or not, (19) people sometimes lie in order to maintain a good, honest reputation, even if it hurts them to do so. At least, this is what a team of scientists is suggesting with evidence to prove it.Picture this scenario—you often drive for work and can be compensated for up to 400 miles per month. Most people at your company drive about 300 miles each month. But th is month you drove 400 miles. How many miles do you think you’d claim in your expense report? The scientists asked this exact question as part of the study we’re discussing today. With surprising results, they found that 12% of respondents reported the distance they drove as less than the actual figure, giving an average answer of 384 miles. In other words, they lied about the number of miles, even though they would forfeit money they were owed. The researchers believe this was to seemhonest with the assumption being that others would be suspicious of a high expense claim.But why would people fabricate numbers to their own detriment? (20) The researchers explained that many people care a great deal about their reputation and how they’ll be judged by other s. If they care enough, they’re concerned about appearing honest and not losing the respect of others—maybe greater than their desire to actually be honest. The researchers assert that the findings suggest that when people obtain very favorable outcomes, t hey anticipate other people’s suspicious reactions and prefer lying and appearing honest to telling the truth and appearing as selfish liars.So why is this research important? Well, experts generally agree there are two main types of lie—selfish lies and lies that are meant to benefit others. The first, as you may predict, is for selfish gain, such as submitting a fraudulent claim to an insurance company, while the second involves lying to help others or not offend others. For example, telling a friend wh ose outfit you don’t like that they look great. But the researchers are suggesting a third type of lying: lying to maintain a good reputation.Now this hypothesis is new, and some skeptics argue that this isn’t a whole new category of lie. (21) But the findings seem intuitive to me. After all, one of the main motivations for lying is to increase our worth in the eyes of others. So it seems highly likely that people will lie to seem honest.Questions 19 to 21 are based on the recording you have just heard.Question 19: What did a team of scientists find in their study?19. D) Over 10% of the respondents lied about the distance they drove.Question 20: why would people fabricate numbers to their own detriment according to the researchers?20. B) They want to protect their reputation.Question 21: What does the speaker think of the researchers findings?21. C) They seem intuitive.Recording Three(22) Why do old people dislike new music? As I’ve grown older, I often hear people my age say things like, “T hey just don’t make good music like they used to.” (22) Why does this happen? Luckily, psychology can give us some insights into this puzzle. Musical taste begins crystallized as early as age 13 or 14. By the time we’re in our early 20s, these tastes get l ocked into place pretty firmly.(23) In fact, studies have found that by the time we turn 33, most of us have stopped listening to new music. Meanwhile, popular songs released when you in the early teens are likely to remain quite popular among your age group for the rest of your life. There could be a biological explanation for this. As there’s evidence that the brain’s ability to make subtle distinctions between different chords,rhythms, and melodies deteriorate rates with age, so to older people, newer, less familiar songs might all sound the same.But there may be some simpler reasons for older people’s aversion to new music.(24) One of the most researched laws of social psychology is something called the “mere exposure effect”, which, in essence, means that the more we’re exposed to something, the more we tend to like it. This happens with people we know, the advertisements we see, and the songs we listen to.When you’re in your early teens, you probably spend a fair amount of time listening to music or watching music videos. Your favorite songs and artists become familiar, comforting parts of your routine. For many people over 30, job and family obligations increase. So there’s less time to spend discovering new music. Instead, many will simply listen to old familiar favorites from that period of their lives when they had more free time.Of course, those teen years weren’t necessarily care f ree. They’re famously confusing, which is why so many TV shows and movies revolve around high school turmoil. Psychology research has shown that (25) the emotions that we experience as teens seem more intense than those that come later. And we also know that intense emotions are associated with stronger memories and preferences. Both of these might explain why the songs we listen to during this period become so memorable and beloved. So t here’s nothing wrong with your parents because t hey don’t like your music. Rather, it’s all part of the natural order of things.Questions 22 to 25 are based on the recording you have just heard.Question 22. What does the speaker mainly discuss in this talk?22. A) Older people’ s aversion to new music.Question 23. What have studies found about most people by the time they turn 33?23. C) They find all music sounds the same.Question 24. What do we learn from one of the most researched laws of social psychology?24. A) The more you experience something, the better you’ll appreciate it. Question 25. What might explain the fact that songs people listen to in their teen years are memorable and beloved?25. D) Teenagers’ emotions are more intense.听力参考答案：1.B)Her claim has been completely disregarded2.B) The groundfloor of their cottage was flooded3.A)Thewoman's failure to pay her house insurance intime4.D)Filea lawsuit against the insurance company .5.C) They disagree about the future of Al technology .6.D)Lesstime- consuming and focusing on creation7.C) Digitallife could replace human civilization8.A)It will be smarter than human beings9.C)Saveone-ffth of their net monthly income10.D) Start by doing something small11.A)A proper mindset12.A)She found her outfit inappropriate13.D) To save the trouble of choosing a unique outfit everyday14.B)It matters alot in jobs involving interactions withothers15.C)Do whatever is possible to looksmart .16.B) Their obession with consumption17.A) Things that we cherish most18.C) They serve multiple purposes19.D) Over 10%of the respondents lied about the distancethe drove20.B) They want to protect their reputation21.C)Theyseemintuitive.22.A)Olderpeople'sa version to new music .23.C) They find all music sounds the same .24.A) The more you experience something ， the better youllappreciate it.25.D)Teenagers' emotions are more intense .翻译第一套港珠澳大桥（Hong Kong- Zhuhai-Macau Bridge)全长55公里，是我国一项不同寻常的工程壮举。
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
星火英语试卷电子版中考
一、听力（共25分）听力部分共分为两节，每节10题。
第一节：短文理解（共10题，每题2分）1. What is the main idea of the passage?2. How does the author feel about the topic?3. What does the speaker suggest?4. What is the reason for the event?5. How did the character feel?6. What is the speaker's opinion on the issue?7. What is the author's purpose in writing this passage?8. What is the best title for the passage?9. How does the speaker describe the character?10. What is the result of the event?第二节：对话理解（共10题，每题2分）11. What is the man's purpose in calling?12. What is the woman's problem?13. How does the man suggest solving the problem?14. What is the woman's concern?15. How does the man respond to the woman's concern?16. What is the man's plan?17. What is the woman's suggestion?18. How does the man feel about the suggestion?19. What is the woman's final decision?20. What is the man's advice?二、阅读理解（共40分）阅读理解部分共分为三节，每节10题。
上外中级笔译第三版听力教程原文及讲解--ST1
上外中级笔译第三版听力教程原文及讲解--ST 1 Sample test one. Part A. Spot dictation. Directions. In this part of the test you will hear a passage and read the same passage with blanksin it. Fill in each of the blanks with the words you have heard on the tape. Write your answer in the corresponding space in your answer booklet. Remember you will hear the passage only once.The parents set the rules and the children obey. Right? Wrong? In a growing number of North American families adults have let their children take over. Parents want to be nurturing a love and make their small children happy. But many have become confused about the best way to achieve this, explains a noted child psychologist. Large number of parents are being controlled by their children to the point that the entire families end up organizing themselves around a small child’s emotions. The problem is that many mothers and fathers try to be afriend to their children. However parenting is not a popularity contest. Challenging authority is a normal part of child development, and the strongest between the ages of 4 and 6. Setting rules and enforcing them teaches the child that he or she is equal in worth but not equal in authority. Then the child feel sage and secure and can be a kid again. Believe it or not, it’s frightening for children to realize they are in charge of a situation. In up-side-down families when parents back down from rules they set, children become very insecure, anxious, and out of control. They don’t trust their parents to protect them. Paren ts shouldfollow these tips to avoid the situation and keep control. Be a leader. Parents cannot guide a child and seek his or her approval of their decisions at the same time. Don’t say it’s time for bed. OK? Instead say it’s time for bed kids. Don’t make rules quickly and then change them. It’s very important to be consistent. Once you make a rule stick to it. Pay less attention to your children when their behavior is bad, and more when it is good. Do not reward bad behavior by giving extra attention to it. Instead save your attention for when the child acts appropriately. Don’t allow your kids to call you by your first name. This removes the authority figure in a child’s life. Children need parents not another friend.Part B. Listening comprehension.1. Statements. Directions. In this part of the test you will hear several short statements. These statements will be spoken only once, and you will not find them written on the paper. So you must listen carefully. When you hear a statement read the answer choices and decide which one is closest in meaning to the statement you have heard. Then write the letter of the answer you have chosen in the corresponding space in your answer booklet. Now let’s begin with question number one.1) Do you think I could borrow your car to go grocery shopping? The supermarkets outside the city are so much cheaper than the one by the school.2) I got lost on my waited hotel in Boston last Sunday morning. I don’t know how I did it. I have been there a million times.3) Professor Avril sure was acting strangely in his morning class. He was talking so quietly and then not giving us any home work.4) I am sorry sir. But you are allowed only one piece of luggage on the plane. You will have to check one of the suit cases at the luggage counter.5) You weren’t in class this morning. So you probably haven’theard that the deadline has been extended a week.6) Are you going to the store? Well, I am low on laundry detergent,I forgot to buy some when I was at the supermarket yesterday afternoon.7) I just called the travel agent. It’s all set. In the first week of next month, I am heading for the beach for an entire week.8) I worked very hard on my research paper. But the professor said that I made many broad claims that won’t supp ort it enough.9) You say you really like those abstract paintings we saw in ourart history class today, but I guess it’s something I haven’t acquireda taste for yet.10) You will be staying at the Hilton, right across the street from the conference center. But I am at the Royal Hotel 6 miles away.中级口译听力教程第三版8AAn intermediate course of English listening. Third edition.Sample test one.Part B. Listening comprehension. 2. Talks and conversations. Directions: In this part of the test you will hear several short talks and conversations. After each of these you will hear a few questions.Listen carefully because you will hear the talk or conversation and the questions only once. When you hear a question, read the four answer choices and choose the best answer to that question. Then write the letter of the answer you have chosen in the corresponding space in your answer booklet.Questions 11 to 14 are based on the following talk.Community service is an important component of education here at our university. We encourage all students to volunteer for at least one community activity before they graduate. A new community program called one-on-one helps elementary students who fallen behind. You education majors might be especially interested in it, because it offers the opportunity to do some teaching, that is tutoring in math and English. You’d have to volunteer 2 hours aweek for one semester. You can choose to help a child with math, English, or both. Half hour lessons are fine, so you could do a half hour of each subject 2 days a week. Professor Doge will act as mentor to the tutors. He will be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. You can sign up for the program with him and begin the tutoring next week. I am sure you will enjoy this community service and you will gain valuable experience at the same time. It looks good on your resume too, showing that you had experience with children, and that you care about your community. If you like to sign up or if you have any questions stop by professor Doge’s office this week.Questions:11) What is the purpose of this talk?12) What is the purpose of the program described by the man?13) What does professor Doge do?14) What should students interested in the tutorial do?Questions 15 to 21 are based on the following 2 talks.W: Well, I went away to college when I was 17. I had never lived away from my parents before. And I was really looking forward to it. But I was also scared because I was leaving my friends behind. And I didn’t know anyone when I first arrived. I lived in a really big dormitory and shared a room with 2 other girls. I guess the thing I learn the most was how to get long with others. You know how to respect other people’s opinions and properties,stuff like that. At home I don’t always have my own room. This was the first time I’d have to live with other people in the same room. We were all really different. I mean our personalities and life styles were completely opposite in some ways. Anyway, at first it really caused problems, but we learned how to get along living in those tight cordors, three 17 years olds live in one room. Can you imagine? I am surprised we survived at all. M: I think for myself. The hardest thing was learning how to manage my own time better. I used to stay up late watching TV a lot, didn’t eat well, often went to class unprepared, and things like that. My grades were really suffering, and I could hardly keep my eyes open in class. It was a drag. Somehow, midway through the semester, Ichanged and started to do well. Organizing my time was a real challenge. In high school I didn’t have to worry. I had the same schedule everyday. And at night my parents were pushing me to study. But it’s different when you go away to college. You have to learn to take responsibilityfor your actions. No one is going to tell you what to do. You have to figure it out for yourself. Questions:15) How old was the woman when she went away to college?16) Why did she feel scared when she first arrived at the college?17) The women mentions that she learned several things at college, which of the following is not one of these things?18) Which was the most difficult thing for the man when he went away to college? 19) Which of the following statements is not true as to his performance when he first arrived at college?20) When did he change and start to improve?21) According to the man what’s the thing you have to learn whenyou go away to college?Questions 22 to 26 are based on the following conversation.M: I just found out that my parents are moving.W: Mm, are you surprised?M: Well, not really. They’ve been trying to sell their house for 6 months to a year now.W: Oh, well, I thought they liked where they were.M: They do. They love it. But they are getting older. Dad wants tolive in a smaller town. And mom says she is sick and tired of the fastpace and taking care of the house, you know. W: Mm. So where are they going to move?M: I can not believe this.W: What?M: They are going to Mexico. Can you believe it?W: Oh, my Gosh. You are kidding.M: Nope. They are going to San Miguel De Olanda. It’s a gorgeous little town in mountains.W: Wow, I have never heard of it.M: It’s about 115 miles northwest of Mexico city.W: Wow, do your parents speak Spanish?M: No, but they are going to learn.W: Wow, that is a big change. Why don’t they stay in the US?M: Well, they always want to live abroad. Now that they are retired they finally get to do it. And my dad, he adores Mexico. He has been there 6 or 7 times at least.W: Wow, sounds like this is going to be quite an adventure.M: It should be. In San Miguel it is stunning. The government has made sure that there are no new buildings ever built there. So that the traditional feeling of the town. Wow, it’s been preserved. Oh, and they made pottery there, which is perfect for my mother, because she collects the stuff.W: Oh, that’s great for her. So I guess now you are going to have a place to stay in Mexico.M: Yeah.W: And a place for your friends to come and visit in Mexico.M: Well, if my friends are nice to me, I suppose something could be arranged. Did you have anybody in particular in mind?W: Oh, very funny. So when exactly are they moving?M: In a couple of months. They have to pack up and take care of all the business here. I am going to help them with the move. I may even try to stay a couple of months if I can swing the time.Questions:22) Why is the man not r eally surprised at his parents’ moving?23) The man mentions several reasons to explain why his parents are moving, which of the following is not one of the reasons?24) Where his parents planning to move?25) According to the conversation which of the following statementis not true? 26) When exactly are they moving?Questions 27 to 30 are based on the following talk.OK. Let’s talk a little bit today about Steve Jobs, founder ofApple Computer. Jobs, a college drop out, a drop out who then goes on to start a revolutionary computer company, that changed the way the world perceive the computer and its role in society. Steve jobs believed, I should say strongly believed that the computer should and would become a tool for the everyday person. In his own words, he says, quote, we started it out to get a computer in the hands of everyday people. And we succeeded beyond the wildest dreams. And succeed he did, in 1977 theworld’s first mass marketed personal computer, the apple two, came out. Hundreds and hundreds of thousands were sold. Other companies sprang up. And by 1985 there were 38 million computers in the world. In the year 2000, that number climbed to 557 million. In millions of homes acrossthe globe, we communicate by computer, we play games, we get and give information, we shop, we work, we organize our personal finances, all done on a personal everyday home computer. Now behind Jobs’ belief that the computer should made available to the everyday person, was a true underlined belief in technology, that technology could be used to better our lives. The seventies saw real revolution in technology, but people like Steve Jobs were motivated by more than just the need to be involved in the technological revolution. He wanted to shape it. Jobs believedth at it’s important to combine technology and art to be creative. With this kind of thinking it’s not too surprising to see whythe macintosh has become a favorite among artists, graphic designers, professionals in the publishing and video and animation industries. Jobs says, quote, the macintosh turned out so well because the people working on it were musicians, artists, poets, and historians, who also happen to be excellent computer scientists. So Jobs believed in technology. He believed it could be made available to everyone, and he believed that it could be used as a tool for creativity. He was certainly a pioneer.Questions:27) Which of the following statements is not true about Steve Jobs?28) In which year was the first mass marketed personal computer produced? 29) How many computers were there in the world in the year of 2000?30) What was Steve Jobs true underlined belief?Part C. Listening and translation.1. Sentence translation. Directions: Listen and translate each sentence you have heard into Chinese. Then write it in the space given below.1) It’s very difficult to quit smoking, which is why it is better not to start smoking in the firstplace. Doctors often say smoking kills.2) Most of the people I know are interested in the proposed tax reform being debated in the congress. Because they hope it will lower taxes for them.3) If more companies provide child’s care facilities at work, they will really help motherswho had to work outside of their homes.4) You shouldn’t be worried abo ut making new friends. It will happen gradually. By this time next year I am sure you will have made many new friends5) There are more high school drop outs than before. Thus there are more unqualified young people looking for jobs than there used to be.2. Passage translation. Directions: Listen and translate each passage you have heard into Chinese. Then write it in the space givenbelow. You may take notes while you are listening. 1) You know the one issue that I feel the strongest about is the environment. Well, maybeit’s a little bit expensive to change our ways, but we have to try. We need to take care of the world we live in. So I think we can all dosmall things like recycle plastics and be careful not to waste water and electricity. You know what they say. We only have one world so we shouldn’t mess it up.2) For me freedom speech is very important. We should always be allowed to say what we believe, especially now. You know that peoplewant to send to the internet, they want to limit what we have access to our computers. Well, I don’t agree with that at all. Of course I know it’s a tricky question, where do you draw the line on what should be controlled? What limit should be placed on our freedom of speech? I suppose there have to be some limits set, but I say the fewer the better. Maybe the best thing is just set aside everything on a case by case bases.。
百年孤独 英语听力
百年孤独英语听力One Hundred Years of Solitude: English ListeningIntroduction:One Hundred Years of Solitude, written by Gabriel Garcia Marquez, is a novel that captivates readers with its intricate storytelling and rich symbolism. This masterpiece has become not only a classic of Latin American literature but also a widely studied work in English literature classrooms around the world. In this article, we will delve into the importance of incorporating English listening skills while exploring the fascinating world of One Hundred Years of Solitude.1. The Power of Listening:In today's globalized world, English has emerged as the lingua franca, making it essential for individuals to possess excellent listening skills in order to communicate effectively. Listening to English audio content can significantly enhance language proficiency, allowing learners to improve their comprehension, vocabulary, and pronunciation. Engaging with English listening materials, such as audiobooks or podcasts related to One Hundred Years of Solitude, can aid in unlocking the beauty and depth of the novel for non-native English speakers.2. Enhancing Comprehension and Interpretation:Active listening strengthens comprehension skills, enabling readers to understand the underlying themes and intricate plotlines of One Hundred Years of Solitude. Listening to the novel being narrated in English providesa unique perspective, as it helps learners pay close attention to the rhythmic patterns, tone, and emotion embedded within the author's words. Through attentive listening, one can grasp the nuanced details and fully appreciate the metaphorical language that Garcia Marquez employs.3. Vocabulary Expansion:Exposure to spoken English in the context of One Hundred Years of Solitude aids in expanding learners' vocabulary. By listening to the novel's narration, readers encounter a wide array of new words and phrases, allowing for an enhanced understanding of the English language. Hearing these words in context helps learners grasp their meanings and usage, which can then be applied in their own speaking and writing endeavors.4. Improving Pronunciation and Intonation:Listening to the audio version of One Hundred Years of Solitude allows learners to develop a native-like pronunciation and intonation. Accurate pronunciation is crucial for effective communication and can be challenging for non-native English speakers. Through regular exposure to well-articulated English audio content, learners can improve their pronunciation, intonation, and overall oral fluency, enabling them to communicate more confidently and expressively in English.5. Cultural Awareness and Appreciation:One of the benefits of listening to English audio content related to One Hundred Years of Solitude is the exposure to various cultural aspects found within the novel. Through listening, learners gain insight into the history, traditions, and cultural nuances that shape the characters and theirmotivations. This deepened understanding not only enriches the reading experience but also fosters a broader appreciation for diverse cultures and their impact on literature.Conclusion:As readers embark on the journey of One Hundred Years of Solitude, incorporating English listening skills can significantly enhance their understanding and appreciation of the novel. The power of listening lies in its ability to improve comprehension, expand vocabulary, refine pronunciation, and foster cultural awareness. By immersing oneself in the English audio version of this beloved novel, readers can embark on a truly transformative and enriching reading experience.。
考研英语(一201)研究生考试试题与参考答案(2025年)
2025年研究生考试考研英语(一201)复习试题与参考答案一、完型填空（10分）Part A: Cloze TestFor each blank in the following passage, choose the best answer from the given options. Read the passage carefully before making your choices.The internet has become an integral part of our daily lives, transforming the way we communicate, work, and access information. Its impact on society is immense, and it continues to evolve at a rapid pace. The following passage discusses some of the challenges and opportunities that arise from this digital revolution.1.The internet has revolutionized the way we communicate, making it possible to connect with people all around the world 1_____.a) within secondsb) through traditional mailc) with the help of telephonesd) by using ancient means2.Social media platforms have 2_____ the number of online interactions and have become a powerful tool for social networking.a) diminishedb) increasedc) remained stabled) decreased3.One of the primary challenges of the digital age is the 3_____ of information overload.a) abundanceb) scarcityc) diversityd) precisionpanies are using big data analytics to 4_____ customer preferences and improve their services.a) predictb) ignorec) eliminated) overlook5.The rise of e-commerce has 5_____ the way we shop, offering convenience and a wider variety of products.a) transformedb) complicatedc) simplifiedd) eliminated6.While the internet has brought numerous benefits, it has also given riseto issues such as 6_____.a) improved educationb) increased job opportunitiesc) cybersecurity threatsd) better healthcare7.Online learning platforms have made education more accessible, allowing students to 7_____ courses from the comfort of their homes.a) submitb) participate inc) purchased) donate8.The rapid development of artificial intelligence has sparked 8_____ about the future of work and the potential displacement of jobs.a) excitementb) optimismc) concernd) indifference9.Internet privacy is a growing concern, with many users feeling that their personal data is not 9_____.a) secureb) accessiblec) sharedernments around the world are working to 10_____ internet regulations to ensure a safe and secure online environment.a) establishb) dismantlec) modifyd) ignore11.The internet has 11_____ the way we consume news, with many people relying on social media for updates.a) enrichedb) diminishedc) diversifiedd) consolidated12.One of the biggest advantages of the internet is its 12_____ in terms of information sharing and collaboration.a) limitationsb) benefitsc) challengesd) costs13.Online communication can sometimes lead to misunderstandings due to a lack of 13_____.a) clarityc) privacyd) access14.Cybersecurity experts are constantly working to 14_____ new threats and vulnerabilities.a) addressb) createc) ignored) eliminate15.The internet has 15_____ the global economy, facilitating international trade and business operations.a) boostedb) weakenedc) stabilizedd) diversified16.One of the challenges of the digital age is the 16_____ of digital literacy skills.a) shortageb) abundancec) diversityd) uniformity17.The internet has 17_____ the boundaries of traditional education,allowing for more personalized learning experiences.a) expandedb) narrowedc) maintainedd) eliminated18.While the internet offers numerous benefits, it also presents 18_____ in terms of mental health and well-being.a) opportunitiesb) challengesc) distractionsd) advancements19.Many people argue that the internet has 19_____ our attention spans, making us more prone to multitasking and shorter attention spans.a) extendedb) decreasedc) maintainedd) diversified20.Despite its challenges, the internet remains a powerful tool that has the potential to 20_____ our lives in countless ways.a) enrichb) degradec) isolated) confineAnswers:1.a) within seconds2.b) increased3.a) abundance4.a) predict5.a) transformed二、传统阅读理解（本部分有4大题，每大题10分，共40分）First QuestionPassage:“The Evolution of the English Language”The history of the English language is typically divided into three periods: Old English (approximately 450 to 1100 AD), Middle English (1100 to 1500), and Modern English (from 1500 to the present day). The language spoken during the Old English period was very different from the English we use today; it was heavily influenced by Germanic languages due to the Anglo-Saxon invasions. After the Norman Conquest in 1066, French became the language of the royal court and the ruling classes, which led to a significant number of French words being incorporated into the English vocabulary.During the Middle English period, the language began to take on a more familiar form as the influence of Latin and French from the Church and the Normansblended with the existing Germanic base. This period also saw the Great Vowel Shift, a major change in pronunciation that started around the 15th century and continued through the 17th century, transforming the sound system of the English language.Modern English emerged as a result of various linguistic changes and innovations, including the invention of the printing press, which standardized spelling, and the Renaissance, which introduced many Greek and Latin terms into the language. Today, English continues to evolve, absorbing new words from cultures all over the world, reflecting the globalized nature of our society.1、What were the main influences on Old English?A) Latin and FrenchB) French and ItalianC) Germanic languages and LatinD) Germanic languages and French2、When did the English language begin to shift significantly towards its modern form?A) After the Norman ConquestB) Around the 15th centuryC) During the RenaissanceD) In the 18th century3、Which event is credited with standardizing English spelling?A) The Norman ConquestB) The Great Vowel ShiftC) The invention of the printing pressD) The Renaissance4、What does the passage suggest about the current state of the English language?A) It is no longer evolving.B) It has stopped borrowing words from other languages.C) It remains static and unchanged since the Middle English period.D) It is continuing to evolve and incorporate new words from various cultures.5、Which of the following best describes the impact of the Great Vowel Shift?A) It introduced French vocabulary into English.B) It led to changes in the pronunciation of English vowels.C) It standardized the spelling of English words.D) It marked the beginning of the Old English period.Answers:1、D2、B3、C4、D5、B第二题Read the following passage and answer the questions that follow.The advent of the internet has revolutionized the way we access information and communicate with others. From the early days of dial-up modems to the lightning-fast speeds of today’s 5G n etworks, the internet has grown exponentially. This rapid expansion has not only brought about convenience but also raised concerns about privacy and security.1.The passage discusses the impact of the internet on:a)Educationb)Communicationc)Entertainmentd)Transportation2.The phrase “revolutions the way we access information” suggests that the internet has:a)Made information less accessibleb)Had no impact on information accessc)Made information more accessibled)Brought about confusion in information access3.The term “exponentially” implies that the growth of the internet has been:a)Slow and steadyb)Unpredictablec)Very fast and intensed)Gradual and consistent4.The passage mentions that the internet has brought about both convenience and concerns. Which of the following is NOT mentioned as a concern?a)Privacy issuesb)Security breachesc)Increased traffic congestiond)Loss of face-to-face interactions5.The author’s tone towards the internet can be described as:a)Highly criticalb)Indifferentc)Positive and optimisticd)Negative and skepticalAnswers:1.b) Communication2.c) Made information more accessible3.c) Very fast and intense4.c) Increased traffic congestion5.c) Positive and optimisticThird QuestionPassage:In today’s fast-paced world, technology has become an indispensable part of our lives. It shapes how we communicate, learn, and even entertain ourselves. One area where technology has made significant strides is in education. The advent of e-learning platforms has revolutionized traditional classroom settings, making education more accessible and flexible than ever before.However, the integration of technology into education is not without its challenges. Critics argue that excessive reliance on technology could lead toa decrease in face-to-face interaction among students, potentially weakening their social skills. Moreover, there is concern about the digital divide, which refers to the gap between those who have ready access to digital technology and those who do not. This disparity can exacerbate existing educational inequalities if not properly addressed.Despite these concerns, proponents of educational technology believe that the benefits far outweigh the drawbacks. With the right policies in place to ensure equitable access and usage, technology can serve as a powerful tool to enhance learning experiences and outcomes.Questions:1、What is one major benefit of integrating technology into education according to the passage?Answer: The major benefit mentioned is that technology makes education more accessible and flexible through e-learning platforms.2、What potential drawback of technological integration into education is mentioned?Answer: A potential drawback is the decrease in face-to-face interactions among students, which might weaken their social skills.3、How does the passage define the term “digital divide”?Answer: The “digital divide” is defined as the gap between those who have ready access to digital technology and those who do not.4、What concern is raised regarding the digital divide in the context ofeducation?Answer: The concern is that the digital divide could exacerbate existing educational inequalities.5、According to the passage, what condition must be met to harness the full benefits of educational technology?Answer: The condition stated is that there need to be right policies in place to ensure equitable access and usage of technology.第四题Reading Passage:In the era of digital technology, the importance of traditional reading skills has often been overlooked. However, reading traditional books offers numerous benefits that cannot be replicated by digital devices. This passage discusses the advantages of reading traditional books over digital ones.The benefits of reading traditional books are multifaceted. Firstly, it enhances cognitive development. The physical act of turning pages and holding a book requires more engagement from the reader, which leads to better concentration and comprehension. Secondly, reading traditional books promotes relaxation and reduces stress. The tactile experience of holding a book and the soothing sound of pages turning create a calming atmosphere that is conducive to relaxation. Thirdly, traditional books offer a unique sense of ownership and connection. Collecting books and having them on a shelf creates a personal library that is a reflection of one’s personality and interests. Lastly,traditional books have a longer lifespan than digital devices, making them a more sustainable choice.Despite the numerous benefits of reading traditional books, the rise of digital technology has led to a decline in book reading. Many people now prefer to read on e-readers or smartphones, which are more convenient and portable. However, this convenience comes at a cost. E-readers and smartphones can be addictive, leading to shorter attention spans and reduced concentration. Additionally, the screen glare and blue light emitted by digital devices can be harmful to one’s eyes and overall health.The importance of traditional reading skills cannot be overstated. Reading traditional books offers numerous benefits that contribute to cognitive development, relaxation, personal connection, and sustainability. While digital technology has its advantages, it is crucial to maintain the habit of reading traditional books to reap these benefits.Questions:1、What is the main advantage of reading traditional books mentioned in the passage?A. They are more portable.B. They enhance cognitive development.C. They are more convenient.D. They are more sustainable.2、According to the passage, how does reading traditional books contributeto relaxation?A. It provides a soothing sound of pages turning.B. It enhances cognitive development.C. It promotes social interaction.D. It helps in reducing stress.3、What is one of the unique benefits of traditional books mentioned in the passage?A. They have a longer lifespan than digital devices.B. They can be easily shared with others.C. They are more durable than digital devices.D. They offer a personal sense of connection.4、Why does the passage mention the decline in book reading?A. Because digital technology is more convenient.B. Because traditional books are more expensive.C. Because people prefer to read on e-readers.D. Because traditional books are less accessible.5、What is the author’s main argument in the passage?A. Traditional books are better than digital devices.B. Digital technology is more beneficial for reading.C. Traditional reading skills are important to maintain.D. Digital devices are more sustainable than traditional books.Answers:1、B2、A3、D4、A5、C三、阅读理解新题型（10分）Section III Reading Comprehension (New Type)Part ADirections: There is a passage in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C), and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage:The rise of the Internet and the spread of social media have dramatically changed the way we communicate and interact with each other. One of the most significant impacts of these technologies is the transformation of traditional media, which has led to the emergence of new forms of media and communication. This shift has not only altered the way we consume information but also the way we create and share it.The traditional media landscape, dominated by newspapers, television, and radio, has been rapidly reshaped by the digital age. These platforms have adaptedto the digital environment, offering users more personalized and interactive experiences. However, the rise of digital media has also brought challenges, such as the spread of misinformation and the decline in the quality of content.One of the most notable developments in digital media is the rise of influencers. Influencers are individuals who have established a significant online presence and have gained a loyal following. They often use their platforms to promote products, services, or ideas, and their influence can be significant. The power of influencers lies in their ability to reach a large audience quickly and effectively.Despite the benefits, the influence of digital media and influencers raises important ethical and social questions. The spread of fake news, for instance, is a direct consequence of the rapid dissemination of information online. Moreover, the influence of influencers can sometimes lead to harmful behaviors, such as the promotion of unrealistic body image or the encouragement of materialism.The impact of digital media on society is multifaceted. It has democratized information, allowing individuals to access and share knowledge more easily than ever before. However, it has also created new forms of inequality, such as the digital divide, where individuals without access to the internet are left behind.Questions:1.What is the main topic of the passage?A) The rise of digital mediaB) The decline of traditional mediaC) The rise of influencersD) The impact of digital media on society2.According to the passage, what is one of the challenges brought by the rise of digital media?A) The increase in the quality of contentB) The spread of misinformationC) The decrease in the number of traditional media platformsD) The increase in the number of influencers3.Which of the following is NOT mentioned as an ethical or social question raised by the influence of digital media?A) The spread of fake newsB) The promotion of unrealistic body imageC) The increase in the number of newspapersD) The encouragement of materialism4.What is the author’s attitude towards the democratization of information by digital media?A) SkepticalB) NeutralC) SupportiveD) Critical5.The passage suggests that the digital divide can result in:A) More people having access to informationB) Less people having access to informationC) No change in the access to informationD) A more equal distribution of informationAnswers:1.D) The impact of digital media on society2.B) The spread of misinformation3.C) The increase in the number of newspapers4.C) Supportive5.B) Less people having access to information四、翻译（本大题有5小题，每小题2分，共10分）第一题Translate the following Chinese paragraph into English.中文段落：“近年来，随着科技的飞速发展，人们的生活方式发生了翻天覆地的变化。
2023年大学英语六级真题卷听力原文答案详解
2023年6月大学英语六级真题Part Ⅰ Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.1．目前许多人热衷于各类证书考试2．其目旳各不相似3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2023 the small, elite liberal arts school in Brunswick, Maine,has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2023 the University of Wisconsin-Madison– one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally –but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2023 and 25 points in 2023. Middlebury College in Vermont, another top school, had a 19-point gap in 2023 and a 22-point gap in 2023. The most selective private schools –Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action –studentsadmitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill – knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2023 the net cost of attending a four-year public university – after financial aid – equaled 28% of median (中间旳)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格规定)and fasterpace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepara tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2023. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not justenrolling them.注意：此部分试题请在答题卡1上作答。
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Printed by Jouve, 75001 PARIS (FR)(19)E P 3 547 283A 1TEPZZ¥547 8¥A_T(11)EP 3 547 283A1(12)EUROPÄISCHE PATENTANMELDUNG(43)Veröffentlichungstag:02.10.2019Patentblatt 2019/40(21)Anmeldenummer: 19157635.4(22)Anmeldetag: 18.02.2019(51)Int Cl.:G08G 1/16(2006.01)G08G 1/0965(2006.01)(84)Benannte Vertragsstaaten:AL AT BE BG CH CY CZ DE DK EE ES FI FR GB GR HR HU IE IS IT LI LT LU LV MC MK MT NL NO PL PT RO RS SE SI SK SM TR Benannte Erstreckungsstaaten: BA MEBenannte Validierungsstaaten: KH MA MD TN(30)Priorität:20.03.2018DE 102018204258(71)Anmelder: ZF Friedrichshafen AG88046 Friedrichshafen (DE)(72)Erfinder:•Hanson, Lucas88045 Friedrichshafen (DE)•Loi, Andrea97422 Schweinfurt (DE)•Petrich, Anja88079 Kressbronn-Gohren (DE)•Lovison, Debora88046 Friedrichshafen (DE)•Fieres, Julian97422 Schweinfurt (DE)•Ade, Florian88085 Langenargen (DE)(54)UNTERSTÜTZUNG EINES HÖRGESCHÄDIGTEN FAHRZEUGFÜHRERS(57)Auswerteeinrichtung (10) für ein Fahrzeug (1)zur Unterstützung eines hörgeschädigten Fahrzeugfüh-rers (2) umfassend eine Eingangsschnittstelle (11), um wenigstens ein Umgebungsgeräusch zu erhalten, wobei die Auswerteeinrichtung (10) ausgeführt ist, in Abhän-gigkeit des Umgebungsgeräusches wenigstens eine Po-sition der Geräuschquelle relativ zu dem Fahrzeug (1)zu bestimmen, in Abhängigkeit einer Bewegung des Fahrzeuges (1) relativ zu der Geräuschquelle eine Ge-fahrensituation vorherzubestimmen, und für die Gefah-rensituation ein Signal zu erzeugen, und eine erste Aus-gangsschnittstelle (12), die ausgeführt ist, das Signal zur Wahrnehmung durch den hörgeschädigten Fahrzeug-führer (2) auszugeben, um den Fahrzeugführer (2) für eine Reaktion auf die Gefahrensituation zu unterstützen.Ferner bezieht sich die Erfindung auf ein Unterstützungs-system (20), ein Verfahren und ein Computerprogramm-produkt (30) zur Unterstützung eines hörgeschädigten Fahrzeugführers (2).EP 3 547 283A12510152025303540455055Beschreibung[0001]Die Erfindung bezieht sich auf eine Auswerte-einrichtung für ein Fahrzeug zur Unterstützung eines hör-geschädigten Fahrzeugführers nach Anspruch 1. Ferner bezieht sich die Erfindung auf ein Unterstützungssystem für hörgeschädigte Fahrzeugführer nach Anspruch 8.Außerdem bezieht sich die Erfindung auf eine Verwen-dung des erfindungsgemäßen Unterstützungssystems nach Anspruch 10. Des Weiteren bezieht sich die Erfin-dung auf ein Verfahren zur Unterstützung eines hörge-schädigten Fahrzeugführers während einer Fahrt mit ei-nem Fahrzeug nach Anspruch 11. Die Erfindung bezieht sich auch auf ein Computerprogrammprodukt zur Unter-stützung eines hörgeschädigten Fahrzeugführers nach Anspruch 15.[0002]Hörgeschädigte Menschen dürfen nicht ohne weiteres ein Fahrzeug, insbesondere ein Straßenfahr-zeug, führen. Aufgrund der Hörschädigung besteht die Gefahr, dass Hörgeschädigte Umgebungsgeräusche,insbesondere verkehrsrelevante, mit Gefahrensituatio-nen verbundene Umgebungsgeräusche, wie zum Bei-spiel Fahrzeughupen, Sondersignaltöne von Hilfs- und Rettungsfahrzeugen und Laute von nicht automobilen Verkehrsteilnehmern, nicht wahrnehmen. Folglich sind Hörgeschädigte in der Wahrnehmung von Gefahrensitu-ationen im Straßenverkehr eingeschränkt.[0003]Aus dem Stand der Technik sind zwar Hör-Hilfs-mittel für schwerhörige Menschen, beispielsweise Hör-geräte, bekannt. Dennoch muss in Deutschland ein Ge-hörloser eine Bescheinigung vorlegen, zum Beispiel ein Gutachten eines Hals-N asen-Ohrenarztes, die seine Verkehrssicherheit bestätigt, um einen Fahrzeugführer-schein anzustreben. In anderen Ländern sind die Vorga-ben einschränkender. Selbst wenn einem Hörgeschä-digten eine Fahrerlaubnis erteilt wird, besteht die Gefahr,dass er nicht alle Umgebungsgeräusche wahrnimmt.[0004]Der Erfindung hat die Aufgabe zugrunde gele-gen, hörgeschädigte Fahrzeugführer in der Wahrneh-mung von Umgebungsgeräuschen zu unterstützen, um auf Gefahrensituationen reagieren zu können.[0005]Die Aufgabe wird gelöst von einer Auswerteein-richtung für ein Fahrzeug zur Unterstützung eines hör-geschädigten Fahrzeugführers mit den Merkmalen des Anspruchs 1. Ferner wir die Aufgabe gelöst von einem Unterstützungssystem für hörgeschädigte Fahrzeugfüh-rer mit den Merkmalen des Anspruchs 8. Außerdem wir die Aufgabe gelöst mittels einer Verwendung des erfin-dungsgemäßen Unterstützungssystems gemäße An-spruch 10. Des Weiteren wird die Aufgabe gelöst durch ein Verfahren zur Unterstützung eines hörgeschädigten Fahrzeugführers während einer Fahrt mit einem Fahr-zeug mit den Merkmalen des Anspruchs 11. Die Aufgabe wird auch gelöst mittels eines Computerprogrammpro-duktes zur Unterstützung eines hörgeschädigten Fahr-zeugführers mit den Merkmalen des Anspruchs 15.[0006]Weiterbildungen und vorteilhafte Ausgestaltun-gen sind in den Unteransprüchen angegeben.[0007]Die erfindungsgemäße Auswerteeinrichtung für ein Fahrzeug zur Unterstützung eines hörgeschädig-ten Fahrzeugführers umfasst eine erste Eingangsschnitt-stelle, um wenigstens ein Umgebungsgeräusch zu er-halten. Die Auswerteeinrichtung ist ausgeführt, in Abhän-gigkeit des Umgebungsgeräusches wenigstens eine Po-sition der Geräuschquelle relativ zu dem Fahrzeug zu bestimmen. Ferner ist die Auswerteeinrichtung ausge-führt, um in Abhängigkeit einer Bewegung des Fahrzeu-ges relativ zu der Geräuschquelle eine Gefahrensituation vorherzubestimmen und für die Gefahrensituation ein Si-gnal zu erzeugen. Die Auswerteeinrichtung weist des Weiteren eine erste Ausgangsschnittstelle, die ausge-führt ist, das Signal zur Wahrnehmung durch den hörge-schädigten Fahrzeugführer auszugeben, um den Fahr-zeugführer für eine Reaktion auf die Gefahrensituation zu unter-stützen.[0008]Eine Auswerteeinrichtung ist eine Vorrichtung,die eingehende Informationen verarbeitet und ein aus dieser Verarbeitung resultierendes Ergebnis ausgibt.Insbesondere ist eine Auswerteeinrichtung eine elektro-nische Schaltung, wie z.B. eine zentrale Prozessorein-heit.[0009]Fahrzeuge sind insbesondere Landfahrzeuge.[0010]Hörschädigung bezeichnet eine Beeinträchti-gung der akustischen Wahrnehmung durch einen Men-schen. Hörschädigung umfasst die Beeinträchtigung in Bezug auf bestimmte Lautstärken, und die Beeinträchti-gung in Bezug auf bestimmte Frequenzbereiche. Grade der Hörschädigung sind •Schwerhörigkeit, das heißt ein Hörverlust bei einer Lautstärke von im Wesentlichen 50 Dezibel,•Resthörigkeit, definiert über einen Hörverlust ab Lautstärken von im Wesentlichen 90 Dezibel und •Gehörlosigkeit oder Taubheit, das heißt ein Hörver-lust von Lautstärken von mehr als 120 Dezibel.[0011]Eine Schnittstelle ist eine Einrichtung zwischen wenigstens zwei Funktionseinheiten, an der ein Aus-tausch von logischen Größen, z.B. Daten oder physika-lischen Größen, z.B. elektrischen Signalen erfolgt, ent-weder nur unidirektional oder bidirektional. Der Aus-tausch kann analog oder digital erfolgen. Der Austausch kann ferner drahtgebunden oder drahtlos erfolgen.[0012]Umgebungsgeräusche sind Geräusche aus ei-ner Umgebung des Fahrzeuges. Verkehrsgeräusche,beispielsweise Fahrzeughupen, Sondersignaltöne von Hilfs- und Rettungsfahrzeugen und Laute von nicht au-tomobilen Verkehrsteilnehmern, sind Verkehrsgeräu-sche. Geräusche sind wahrnehmbare Schallereignisse durch Menschen und/oder Sensoren, zum Beispiel Schallwandlern, insbesondere Mikrofonen. Die Umge-bung des Fahrzeuges ist der Bereich des Raumes, in-nerhalb dem Objekte in dem Raum auf das Fahrzeug einwirken und den Zustand des Fahrzeuges beeinflus-sen können. Vereinfacht ist die Umgebung ein Kreis, des-sen Mittelpunkt das Fahrzeug ist. Der Radius dieses Krei-12。