摩西英语第48周--360决斗QQ
360 决斗 QQprivacy 隐私（星期一） 2010-11-29privacy [ ] n. 隐私；秘密；隐居，来自单词private+ 表示特性，品质和等级的抽象名词后缀（a）cy ，而单词private 的词根是priv ，表示个人的，私人的，私有的，而后缀cy 则是来自拉丁语的tia 和cia 后缀。
再进一步说，cia 或者tia 可以拆分为抽象结尾ia+词干结尾的c或者t ，总体大致相当于英语词汇中的本土后缀ship 和hood，如friendship 和brotherhood 。
哦，本末倒置了，以后再详细说这个后缀吧，今天还是看几个衍生自priv 这个词根的单词吧！privy [ ] adj. 私人的；不公开的；秘密参与的，n.[ 律] 有利害关系的人；厕所，如词组Privy Council 枢密院，但这个枢密院是有不同含义的，一可以指中国唐宋元时代主管军事的官署机构，二可以是君主制度国家中君主的咨询机构，如英国枢密院，the Privy Council of the United Kindom 和日本的枢密院（也成为枢府）；private [ ] adj. 私人的；私有的；私下的，n. 列兵；二等兵，在这里ate 可以是形容词后缀，也是名词后缀，当然了，更常见的情况下是动词后缀。
至于作为士兵的意思，可以记忆美国经典战争电影《Saving Private Ryan 拯救大兵瑞恩》；privilege [ ] n. 特权；优待；基本权利，vt. 给与⋯特权；特免，单词后半部分的leg 词根表示法律，特权就是说这些人有法律赋予的特殊的私人权利，不做解释；deprive [ ] vt. 使丧失；剥夺，前缀de=off,away ，嘿嘿，不管你有多少privilege 特权，如果罪不可赦，一样会被deprive off some rights 或者deprive someone of something ；privateer [ ] privateer n. 私掠船；武装民船；私掠船船长；私掠船船员，vi. 私掠巡航，就像engineer n. 工程师的结尾一样，eer 后缀多表人。
16-19 世纪期间，西欧很多国家都出台过类似英国政府颁布的《Letters of Marque私掠许可证》，允许船只的私有者可以针对本国以外的违法人士、船队进行追捕、摧毁等私掠行为。
除了上述权力之外，私掠许可证常常还允许攻击、掠夺敌国的商船，而拥有私掠许可证的船队称为私掠船，即今天的单词privateer 。
嘿嘿，这不就是pirate 海盗吗?今日名言Happiness consists in the attainment of our desires,and in our having only right desires---Buddha,founder of Buddhism.幸福在于愿望的实现，而且只存在于正当的愿望中--- 佛陀，佛教创始人。
duel 决斗（星期二） 2010-11-30今日单词duel [ ] n. 决斗；斗争，抗争，vi. 决斗，嘿嘿，虽然看起来很像，但是这个单词和拉丁词根duo,du=two 并没有词源上的联系，倒是与拉丁词根bel=war 紧密联系。
它来自拉丁语duellum ，表示战争，最早的形式是bellum 。
也许是因为两个人之间的战斗和duo,du 这个词根太容易联想到一起吧，所以单词的拼写也最终变作了duel 。
那好吧，过去摩西都是一本正经的讲正确的etymology 词源，今天咱们也来一些folk etymology 流俗词源，也把这个duel 看做来自词根duo,du=two 吧。
怎么记呢？duo 记作中文的“对儿”好了。
几个衍生单词有：deuce [ ] n. 平手；两点；恶运，法语中的two 就是deux；doublet [ ] n. 紧身上衣；成对物；一对中的一个，相当于double+ 指小后缀et ，但这里就不是“小二”了。
从词源上讲，doublet 可以称作“对词”，比如单词regal adj. 帝王的和royal adj. 皇家的，前者由拉丁语直接进入英语，而后者则经历了一个拉丁语到法语再随着诺曼征服而进入英语的一个过程，路线不同，所以单词的拼写也出现了区别，但单词的根本思想还是基本一致的；duarchy [ ] n. 二头政治，二人政治，后缀archy 指统治，字面意思就是“两个人共同管理”，比如电影《The 300 Spartans 斯巴达300 勇士》中英勇无敌的Leonidas 列奥尼达斯就是两个斯巴达王之一，战时则为军队统帅，平时则是祭司长和裁判长等身份；duplicate [ ] v. 复制；使加倍，adj. 复制的，n. 复制品；副本，词根plic=to fold 折叠和合拢等，一张纸折叠一次，层数就变成了原来的“两倍”，也比较好理解；duet [ ] n. 二重奏，后缀et 不得不说，还是指小后缀，所以duet的字面意思就是“ short musical composition for two voices ”，两个声音共用的一首曲子。
哈，不出意外，这个单词又是意大利语词源，这个热情洋溢的民族踢个球呀，唱个歌呀还有演奏个乐器啥的水平确实不是盖的，以后还真有必要弄几个关于来自意大利语的音乐词汇的主题了，请期待。
今日名言One who knows when to speak will also know when to be silent---Solomon ibn Gabirol,Jewish philosopher.知道什么时候说话的人也知道什么时候应该保持沉默--- 所罗门. 伊比恩. 加比罗尔--- 犹太哲学家。
compatible 兼容的（星期三） 2010-12-01今日单词compatible [ ] adj. 兼容的；能共处的；可并立的，单词可以拆分为三个部分，即com+pat+ible ，前缀com表示with ，词根pat,pass=suffering ，后缀ible 嘛，则是我们很熟悉的后缀able 的异体。
顾名思义，able 后缀主要加在及物动词后，表示that can be ...ed （能被... 的）或able to be ...ed （可以被...的），而与able 能加在单独的词汇如exchangeable adj. 可兑换的不同的是，ible 这个后缀只能加在拉丁词根或词干上，表达同样的概念。
来看几个例子吧：audible [ ] adj. 听得见的，词根aud=to hear ，单词的字面意思就是“ that can be heard 听得见的”。
例句：His voice was barely audible above the noise of the machinery. 机器的噪声很响，他的声音几乎听不见；credible [] adj. 可信的；值得信的，词根cred=to believe,totrust ，字面意思就是“ that can be trusted 值得信任的”。
例句：So far, there is only one credible proposal. 到目前为止，只有一个可靠的建议；permissible [ ] adj. 可允许的；获得准许的，词根mis=to send送，前缀per 表示彻底的。
当然了，这就组成了单词permit v. 允许了，所以permissible 这个单词的字面意思就是“ that may be permitted 可允许的”。
例句：There are occasions when joking is not permissible. 有的场合开玩笑是不适合的；visible [ ] adj. 明显的；可见的；现有的，词根vis=to see ，所以单词的字面意思就是“ able to be seen 可被看见的”。
例句：Goods such as cloth and televisions are visible. 像衣料、电视等商品是有形的；flexible [ ] adj. 灵活的；柔韧的；易弯曲的，词根flex=to bend 弯曲，所以单词的字面意思就是“ able to be bended 能被弯曲的”。
例句：We need a more flexible decision-making system. 我们需要一个更灵活的决策体系。
好，今天的课就上到这里，让我们站起来，flex your body 伸伸腰活动一下吧！今日名言Every kind of peaceful cooperation among meni s primarily based on mutual trust and only secondly on institutions such as courts of justice and police---Albert Einstein,Amreican scientist.人类一切和平合作的基础首先是相互信任，其次才是法庭这样的机构和警察--- 阿尔伯特. 爱因斯坦，美国科学家。
intervention 调停（星期四） 2010-12-02今日单词intervention [ ] n. 调停；妨碍；介入，来自三个部分的组成，前缀inter 表示between 在... 之间，词根ven=to come 来，tion 是名词后缀，通常加在动词性词根后，表行为和情况，其中t 是拉丁动词过去分词表现形式的残留。
所以intervention 就是“to come between two people ”然后进行的行为。
实际上ven=to come这个词根的孳生能力非常强，但今天还是仅仅六个例子：venue [ ] n. 审判地；犯罪地点；发生地点；集合地点，就是要人to come 来”的地方，如olympic venue 奥运比赛场馆；avenue [ ] n. 大街；林荫大道，这里a=ad=to,at ，是个前缀，与上的单词相比，就算是come to the venue ，嘿嘿，到比赛场馆看比赛，就要从宽阔的大街上经过；convene [ ] vt. 召集，集合；传唤，vi. 聚集，集合，前缀con=com，表示with,together ，所以单词convene 的字面意思就是“ to come together 走到一起”。
例句：The club will convene in October. 俱乐部将于十月开会；convention [ ] n. 大会；协定；惯例；习俗；约定，今天刚学了tion 这个后缀的意思，那就趁热打铁，convention 就是convene 这个动作的行为结果呗；conventional [ ] adj. 常见的；惯例的；符合习俗的；传统的，与上个单词相比，仅仅多了一个al 后缀，在这里，al 后缀是加在名词convention 后边，表示related to ，所以conventional=related to convention ，所以就有了惯例的；传统的这样的形容词含义。
魔法英语词汇掌中宝(八年级全册)
until conj.(=till) 直到……之时；在……之前
【重点词组】not...until 直到……才
improve v. 改善；改良；提高
【助记魔咒】im+prove→improve
八年级·上册(文中音标略)Unit 3 What are you doing for vacation?
at home 在家 Tibet 西藏 Hong Kong 香港
how long 多久
get back 回来
San Francisco （美国加利福尼亚州西部港市）旧金山
Hawaii （美国州名）夏威夷
Sightseeing n. 观光；游览
Greece 希腊
Decide v. 决定；选定
decide on 决定；选定
lake n. 湖；湖泊
Great Lakes 五大湖 （加拿大与美国之间的五个大湖的总称）
Countryside n. 乡下；农村；乡村
【助记魔咒】kilo(千)＋meter(米)→kilometer(n.公里；千米)
【重点词组】kilometer post里程标；kilometer stone里程碑
how far 多远
quick adj. 快的；迅速的
mile n. 英里
illness n. 疾病；生病
【助记魔咒】ill（adj.生病的）＋ness(名词后缀)→illness(n.疾病)
advice n. 劝告；忠告；建议
thirsty adj. 渴的；口渴的【助记魔链】thirsty(渴的)－thirty（三十）
although conj. (=though)虽然；即使；纵然
扫题出答案软件
扫题出答案软件【篇一：软件工程试题和答案】软件开发的各种资源中，（b ）是最重要的资源。
a开发工具b方法 c硬件环境d人员2、软件的复杂性是（ a ），它引起人员通信困难、开发费用超支、开发时间超时等问题。
a固有的b人为的 c可消除的d不可降低的3、原型化方法是用户和软件开发人员之间进行的一种交互过程，适用于（ a ）系统。
a需求不确定的b需求确定的 c管理信息d决策支持4、单元测试的测试用例主要根据（ d ）的结果来设计。
a需求分析b源程序 c概要设计d详细设计5、（a）是软件生存期中的一系列相关软件工程活动的集合，它由软件规格说明、软件设计与开发、软件确认、软件改进等活动组成。
a软件过程b软件工具 c软件生存周质量保证d软件工程6、（ a ）意味着一个操作在不同的类中可以有不同的实现方式。
a多态性b类的复用c封装7、软件测试计划开始于需求分析阶段，完成于（ d ）阶段。
a需求分析b软件设计 c软件实现d软件测试8、在软件生存周期的瀑布模型中一般包括计划、（ c ）、设计、编码、测试、维护等阶段。
a可行性分析 b需求采集 c需求分析 d问题定义9. 软件需求分析阶段的测试手段一般采用（ c ）。
a总结b阶段性报告 c需求分析评审d不测试10. （ c ）是把对象的属性和操作结合在一起，构成一个独立的对象，其内部信息对外界是隐蔽的，外界只能通过有限的接口与对象发生联系。
a多态性b继承 c封装d消息11. 软件测试是为了（ b ）而执行程序的过程。
a纠正错误b发现错误 c避免错误d证明正确12. 在结构化分析方法中，（c）表达系统内部数据运动的图形化技术。
a数据字典b实体关系图 c数据流图d状态转换图13. 软件工程的基本要素包括方法、工具和（ a ）。
a过程b软件系统 c硬件环境d人员14. turbo pascal是（ a）软件。
a、系统软件b、人工智能c、事务软件d、应用软件15、选择结构的复杂性比顺序结构的复杂性要（b ）。
新概念英语第一册48课讲解
新概念英语第一册48课讲解
新概念英语第一册第48课是关于"An unknown goddess"的。
这
节课主要讲述了一位名叫阿波罗尼亚的女神的故事。
她是一个古老
的希腊女神，但是在历史上并没有太多关于她的记载。
故事讲述了
一个考古学家在希腊发现了一尊阿波罗尼亚女神的雕像，这尊雕像
非常美丽，但是却没有被人们所熟知。
考古学家对这尊雕像的发现
非常感到惊讶，并且对这位女神的身份和故事产生了浓厚的兴趣。
在这节课中，学生将学习到一些关于希腊神话和考古学的知识，同时也能够通过阅读理解提高自己的英语阅读能力。
课文中使用了
一些较为复杂的句子结构和词汇，对学生的语法和词汇积累也提出
了一定的要求。
此外，教材还提供了一些课后练习和词汇解释，以帮助学生更
好地理解课文内容，并且巩固所学的知识。
通过这些练习，学生可
以加深对课文的理解，提高自己的语言运用能力。
总的来说，新概念英语第一册第48课通过讲述一个古老女神的
故事，既能够拓展学生的文化知识，又能够提高学生的英语阅读能
力和语言运用能力。
这对于学生的综合英语水平提升都有一定的帮助。
震撼世界的审判中英互译
The Trial That Rocked the WorldJohn Scopes1、A buzz ran through the crowd as I took my place in the packed court on that sweltering July day in 1925. The counsel for my defence was the famous criminal lawyer Clarence Darrow. Leading counsel for the prosecution was William Jennings Bryan, the silver-tongued orator , three times Democratic nominee for President of the United States, and leader of the fundamentalist movement that had brought about my trial.2、A few weeks before I had been an unknown school-teacher in Dayton,a little town in the mountains of Tennessee. Now I was involved in a trial reported the world over. Seated in court, ready to testify on my behalf, were a dozen distinguished professors and scientists, led by Professor Kirtley Mather of Harvard University. More than 100 reporters were on hand, and even radio announcers, who for the first time in history were to broadcast a jury trial. "Don't worry, son, we'll show them a few tricks," Darrow had whispered, throwing a reassuring arm round my shoulder as we were waiting for the court to open.3、The case had erupted round my head not long after I arrived in Dayton as science master and football coach at the secondary school. For a number of years a clash had been building up between the fundamentalists and the modernists. The fundamentalists adhered to a literal interpretation of the Old Testament. The modernists, on the otherhand, accepted the theory advanced by Charles Darwin -- that all animal life, including monkeys and men, had evolved from a common ancestor.4、Fundamentalism was strong in Tennessee, and the state legislature had recently passed a law prohibiting the teaching of "any theory that denies the story of creation as taught in the Bible." The new law was aimed squarely at Darwin's theory of evolution. An engineer, George Rappelyea, used to argue with the local people against the law. During one such argument, Rappelyea said that nobody could teach biology without teaching evolution. Since I had been teaching biology, I was sent for.5、"Rappelyea is right," I told them.6、"Then you have been violating the law," one of them Said.7、"So has every other teacher," I replied. "Evolution is explained in Hunter's Civic Biology, and that's our textbook."8、Rappelyea then made a suggestion. "Let's take this thing to court," he said, "and test the legalityof it."9、When I was indicted on May 7, no one, least of all I, anticipated that my case would snowball into one of the most famous trials in U. S. history. The American Civil Liberties Union announced that it would take my case to the U. S Supreme Court if necessary to “establish that a teacher may tell the truth without being sent to jail." Then Bryan volunteered to assist the state in prosecuting me. Immediately therenownedlawyer Clarence Darrow offered his services to defend me. Ironically, I had not known Darrow before my trial but I had met Bryan when he had given a talk at my university. I admired him, although I did not agree with his views.10、By the time the trial began on July 10, our town of 1,500 people had taken on a circusatmosphere. The buildings along the main street were festoonedwith banners. The streets around the three-storey red brick law court sproutedwith rickety stands selling hot dogs, religious books and watermelons. Evangelists set up tents to exhortthe passersby. People from the surrounding hills, mostly fundamentalists, arrived to cheer Bryan against the " infidel outsiders." Among them was John Butler, who had drawn up the anti-evolution law. Butler was a 49-year-old farmer who before his election had never been out of his native county.11、The presiding judge was John Raulston, a florid-faced man who announced: "I'm just a reg’lar mountaineer jedge." Bryan, ageing and paunchy , was assisted in his prosecution by his son, also a lawyer, and Tennessee's brilliant young attorney-general, Tom Stewart. Besides the shrewd 68-year-old Darrow, my counsel included the handsome and magnetic Dudley Field Malone, 43, and Arthur Garfield Hays, quiet, scholarly and steeped in the law. In a trial in which religion played a key role, Darrow was an agnostic, Malone a Catholic and Hays a Jew. My father had come from Kentucky to be with me for the trial.12、The judge called for a local minister to open the session with prayer, and the trial got under way. Of the 12 jurors, three had never read any book except the Bible. One couldn't read. As my father growled, "That's one hell of a jury!"13、After the preliminary sparring over legalities, Darrow got up to make his opening statement. "My friend the attorney-general says that John Scopes knows what he is here for," Darrow drawled. "I know what he is here for, too. He is here because ignorance and bigotryare rampant, and it is a mighty strong combination."14、Darrow walked slowly round the baking court. "Today it is the teachers, "he continued, "and tomorrow the magazines, the books, the newspapers. After a while, it is the setting of man against man and creed against creed until we are marching backwards to the glorious age of the sixteenth century when bigots lighted faggots to burn the men who dared to bring any intelligence and enlightenment and Culture to the human mind. "15、"That damned infidel," a woman whispered loudly as he finished his address.16、The following day the prosecution began calling witnesses against me. Two of my pupils testified, grinning shyly at me, that I had taught them evolution, but added that they had not been contaminated by theexperience. Howard Morgan, a bright lad of 14, testified that I had taught that man was a mammal like cows, horses, dogs and cats.17、"He didn't say a cat was the same as a man?" Darrow asked.18、"No, sir," the youngster said. "He said man had reasoning power."19、"There is some doubt about that," Darrow snorted.20、After the evidence was completed, Bryan rose to address the jury. The issue was simple, he declared "The Christian believes that man came from above. The evolutionist believes that he must have come from below." The spectators chuckled and Bryan warmed to his work. In one hand he brandished a biology text as he denounced the scientists who had come to Dayton to testify for the defence.21、"The Bible," he thundered in his sonorous organ tones, " is not going to be driven out of this court by experts who come hundreds of miles to testify that they can reconcile evolution, with its ancestors in the jungle, with man made by God in His image and put here for His purpose as par t of a divine plan."22、As he finished, jaw out-thrust, eyes flashing, the audience burst into applauseand shouts of "Amen". Yet something was lacking. Gone was the fierce fervor of the days when Bryan had swept the political arena like a prairie fire. The crowd seemed to feel that their champion had not scorched the infidels with the hot breath of his oratory as he should have.23、Dudley Field Malone popped up to reply. "Mr. Bryan is not the only one who has the right to speak for the Bible,”he observed. "There are other people in this country who have given up their whole lives to God and religion. Mr. Bryan, with passionate spirit and enthusiasm, has given most of his life to politics." Bryan sipped from a jug of water as Malone's voice grew in volume. He appealed for intellectual freedom, and accused Bryan of calling for a duel to the death between science and religion. 24、"There is never a duel with the truth," he roared. "The truth always wins -- and we are not afraid of it. The truth does not need Mr. Bryan. The truth is eternal, immortal and needs no human agency to support it! "25、When Malone finished there was a momentary hush. Then the court broke into a storm of applause that surpassed that for Bryan. But although Malone had won the oratorical duel with Bryan, the judge ruled against permitting the scientists to testify for the defence.26、When the court adjourned, we found Dayton's streets swarming with strangers. Hawkerscried their wares on every corner. One shop announced: DARWIN IS RIGHT –INSIDE. (This was J. R. Darwin's Everything to Wear Store.) One entrepreneur rented a shop window to display an ape. Spectators paid to gaze at it and ponderwhether they might be related.27、"The poor brute cowered in a corner with his hands over his eyes, ”a reporter noted, "afraid it might be true. "28、H. L. Mencken wrote sulphurous dispatches sitting in his pants with a fan blowing on him, and there was talk of running him out of town for referring to the local citizenry as yokels . Twenty-two telegraphists were sending out 165,000 words a day on the trial.29、Because of the heat and a fear that the old court's floor might collapse, under the weight of the throng, the trial was resumed outside under the maples. More than 2,000 spectators sat on wooden benches or squattedon the grass, perched on the tops of parked cars or gawked from windows.30、Then came the climax of the trial. Because of the wording of the anti-evolution law, the prosecution was forced to take the position that the Bible must be interpreted literally. Now Darrow sprang his trump card by calling Bryan as a witness for the defence. The judge looked startled. "We are calling him as an expert on the Bible," Darrow said. "His reputation as an authority on Scripture is recognized throughout the world."31、Bryan was suspicious of the wily Darrow, yet he could not refuse the challenge. For years he had lectured and written on the Bible. He had campaigned against Darwinism in Tennessee even before passage of theanti-evolution law. Resolutely he strode to the stand, carrying a palm fan like a sword to repel his enemies.32、Under Darrow's quiet questioning he acknowledged believing the Bible literally, and the crowd punctuated his defiant replies with fervent "Amens".33、Darrow read from Genesis: "And the evening and the morning were the first day." Then he asked Bryan if he believed that the sun was created on the fourth day. Bryan said that he did.34、"How could there have been a morning and evening without any sun?" Darrow enquired.35、Bryan mopped his bald dome in silence. There were sniggers from the crowd, even among the faithful. Darrow twirled his spectacles as he pursued the questioning. He asked if Bryan believed literally in the story of Eve. Bryan answered in the affirmative.36、"And you believe that God punished the serpent by condemning snakes for ever after to crawl upon their bellies?"37、"I believe that."38、"Well, have you any idea how the snake went before that time?"39、The crowd laughed, and Bryan turned livid. His voice rose and the fan in his hand shook in anger.40、"Your honor," he said. "I will answer all Mr. Darrow's questions at once. I want the world to know that this man who does not believe in God is using a Tennessee court to cast slurs on Him..."41、"I object to that statement,”Darrow shouted. “I am examining you on your fool ideas that no intelligent Christian on earth believes."42、The judge used his gavel to quell the hubbuband adjourned court until next day.43、Bryan stood forlornly alone. My heart went out to the old warrior as spectators pushed by him to shake Darrow's hand.44、The jury were asked to consider their verdict at noon the following day. The jurymen retired to a corner of the lawn and whispered for just nine minutes. The verdict was guilty. I was fined 100 dollars and costs.45、Dudley Field Malone called my conviction a "victorious defeat." A few southern papers, loyal to their faded champion, hailed it as a victory for Bryan. But Bryan, sad and exhausted, died in Dayton two days after the trial.46、I was offered my teaching job back but I declined. Some of the professors who had come to testify on my behalf arranged a scholarship for me at the University of Chicago so that I could pursue the study of science. Later I became a geologist for an oil company.47、Not long ago I went back to Dayton for the first time since my trial 37 years ago. The little town looked much the same to me. But now there isa William Jennings Bryan University on a hill-top over looking the valley.48、There were other changes, too. Evolution is taught in Tennessee, though the law under which I was convicted is still on the books. The oratorical storm that Clarence Darrow and Dudley Field Malone blew up in the little court in Dayton swept like a fresh wind through the schools and legislative offices of the United States, bringing in its wake a new climate of intellectual and academic freedom that has grown with the passing years.(from Reader's Digest, July, 1962)第十课震撼世界的审判约翰o司科普斯在一九二五年七月的那个酷热日子里，当我在挤得水泄不通的法庭里就位时，人群中响起一阵嘁嘁喳喳的议论声。
新概念英语电子书
新概念英语第一册电子课本Lesson 1 Excuse me!对不起!Lesson 2 Is this your... ?这是你的…吗?Lesson 3 Sorry，sir.对不起，先生。
Lesson 4 Is this your... ?这是你的…吗?Lesson 5 Nice to meet you.很高兴见到你。
Lesson 6 What make is it?它是什么牌子的?Lesson 7 Are you a teacher?你是教师吗?Lesson 8 What's your job?你是做什么工作的?Lesson 9 How are you today?你今天好吗?Lesson 10 Look at...看…Lesson 11 Is this your shirt?这是你的衬衫吗?Lesson 12 Whose is this... ? This is my/your/his/her... 这…是谁的?这是我的／你的／他的／她的…Lesson 13 A new dress一件新连衣裙Lesson 14 What colour is your... ?你的…是什么颜色的?Lesson 15 Your passports，please.请出示你们的护照。
Lesson 16 Are you... ?你是…吗?Lesson 17 How do you do?你好!Lesson 18 What are their jobs?他们是做什么工作的?Lesson 19 Tired and thirsty.又累又渴Lesson 20 Look at them!看看他们／它们!Lesson 21 Which book?哪一本书?Lesson 22 Give me/him/her/us/them a... 给我／他／她／我们／他们一…Which one? 哪一个?Lesson 23 Which glasses?哪几只杯子?Lesson 24 Give me/him/her/us/them some... 给我／他／她／我们／他们一些…Which ones? 哪些?Lesson 25 Mrs. Smith's kitchen史密斯太太的厨房Lesson 26 Where is it?它在哪里?Lesson 27 Mrs. Smith's living room史密斯太太的客厅Lesson 28 Where are they?它们在哪里?Lesson 29 Come in，Amy.进来，艾米。
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。
fenix3 中英文对照说明书
Owner’s Manual
翻译仅供参考，如有错误之处，请不吝指出，联系ＱＱ：１２５９４０６５ （ＳＵＮＧ），随时交流修正
February 2015
Printed in Taiwan
190-01840-00_0B
Table of Contents
Setting a Training Target .设...定....训...练...目...标........................................... 7 Cancelling a Training Target .取...消...训...练...目....标................................. 7
Setting up Garmin express 设...置.... Ｇ...ａ..ｒ.ｍ..ｉ.ｎ.. .ｅ..ｘ.ｐ..ｒ.ｅ..ｓ.ｓ....................... 1
Activities .运...动..................................................................... 1 Starting an Activity .开...始...活...动............................................................ 2 Stopping an Activity .停...止...活...动.......................................................... 2 Skiing .滑...雪...................................................................................... 2
历届奥斯卡获奖及提名影片
2011（83届）获奖《国王的演讲》The King's Speech提名《黑天鹅》Black Swan《盗梦空间》Inception《国王的演讲》The King's Speech 《127小时》127 Hours《斗士》The Fighter《社交网络》The Social Network《玩具总动员3》Toy Story 3《孩子们都很好》The Kids Are All Right 《大地惊雷》True Grit《冬天的骨头》Winter’s Bone2010(82届)获奖《拆弹部队》（The Hurt Locker）提名《阿凡达》Avatar《无耻的混蛋》Inglourious Basterds 《真爱》Precious《悬而未决》Up In The Air《成长教育》An Education《第九区》District 9《严肃的人》A Serious Man《飞屋环游记》Up《弱点》The Blind2009（81届）获奖《贫民窟的百万富翁》（Slumdog Millionaire），福克斯探照灯提名《贫民窟的百万富翁》（Slumdog Millionaire），福克斯探照灯《本杰明·巴顿奇事》（The Curious Case of Benjamin Button），派拉蒙《福斯特对话尼克松》(Frost/Nixon)，环球《米尔克》（Milk），焦点《朗读者》（The Reader），韦恩斯坦2008（80届）获奖《老无所依》No Country for Old Men提名《赎罪》Atonement《朱诺》Juno《迈克尔-克莱顿》Michael Clayton《老无所依》No Country for Old Men《血色将至》There Will Be Blood2007（79届)获奖The Departed(2006)无间道风云提名《阳光小美女》(Little Miss Sunshine)《硫磺岛家书》(Letters from Iwo Jima)《女王》(The Queen)《通天塔》(Babel)2006（78届）获奖《撞车》CRASH提名《断背山》BROKEBACK MOUNTAIN《卡波特》CAPOTE《撞车》CRASH《晚安，好运》GOOD NIGHT, AND GOOD LUCK.《慕尼黑》MUNICH2005（77届）获奖《百万美元宝贝》(MILLION DOLLAR BABY)提名《飞行者》(THE A VIATOR)《杯酒人生》(SIDEW AYS)《百万美元宝贝》(MILLION DOLLAR BABY)《寻找梦幻岛》(FINDING NEVERLAND)《雷》(RAY)2004 （76届）获奖《指环王3：王者回归》(THE LORD OF THE RINGS: THE RETURN OF THE KING)提名《指环王3：王者回归》(THE LORD OF THE RINGS: THE RETURN OF THE KING)《迷失东京》(LOST IN TRANSLATION)《怒海争锋》(MASTER AND COMMANDER: THE FAR SIDE OF THE WORLD)《神秘河》(MYSTIC RIVER)《奔腾年代》(SEABISCUIT)2003 （75届）获奖《芝加哥》CHICAGO提名《纽约黑帮》GANGS OF NEW YORK《时时刻刻》THE HOURS《魔戒二部曲：双城奇谋》THE LORD OF THE RINGS: THE TWO TOWERS《钢琴师》THE PIANIST《芝加哥》CHICAGO2002 （74届）获奖Beautiful Mind, A (2001) 美丽心灵提名Moulin Rouge! (2001) 红磨坊Lord of the Rings: The Fellowship of the Ring, The (2001) 魔戒首部曲：魔戒现身In the Bedroom (2001) 意外边缘Gosford Park (2001) 谜雾庄园2001（73届）获奖Gladiator (2000) 角斗士提名Wo hu cang long (2000) 卧虎藏龙Traffic (2000) 毒网Erin Brockovich (2000) 永不妥协Chocolat (2000) 浓情巧克力2000 （72届）获奖American Beauty (1999) 美国丽人提名Sixth Sense, The (1999) 灵异第六感Insider, The (1999) 局内人Green Mile, The (1999) 绿色奇迹Cider House Rules, The (1999) 总有骄阳[/cplor]1999 （71届）获奖Shakespeare in Love (1998) 恋爱中的莎士比亚提名Vita èbella, La (1997) 美丽人生Thin Red Line, The (1998) 红色警戒Saving Private Ryan (1998) 拯救大兵瑞恩Elizabeth (1998) 伊莉莎白1998 （70届）获奖Titanic (1997) 泰坦尼克提名L.A. Confidential (1997) 幕后嫌疑犯Good Will Hunting (1997) 骄阳似我Full Monty, The (1997) 一脱到底As Good As It Gets (1997) 猫屎先生1997 （69届）获奖English Patient, The (1996) 英国病人提名Shine (1996) 闪亮的风采Secrets & Lies (1996) 秘密与谎言Jerry Maguire (1996) 甜心先生Fargo (1996)-1996 （68届）获奖Braveheart (1995) 勇敢的心提名Sense and Sensibility (1995) 理智与情感Postino, Il (1994) 事先张扬的求爱事件Babe (1995) 小猪宝贝Apollo 13 (1995) 阿波罗13号1995 （67届）获奖Forrest Gump (1994) 阿甘正传提名Shawshank Redemption, The (1994) 肖申克的救赎Quiz Show (1994) 机智问答Pulp Fiction (1994) 低俗小说Four Weddings and a Funeral (1994) 四个婚礼一个葬礼1994 （66届）获奖Schindler; List (1993) 辛德勒的名单提名Remains of the Day, The (1993) 告别有情天Piano, The (1993) 钢琴别恋In the Name of the Father (1993) 因父之名Fugitive, The (1993) 亡命天涯1993 （65届）获奖Unforgiven (1992) 不可饶恕提名Scent of a Woman (1992) 闻香识女人Howards End (1992) 此情可问天Few Good Men, A (1992) 义海雄风Crying Game, The (1992) 哭泣游戏1992 （64届）获奖Silence of the Lambs, The (1991) 沉默的羔羊提名Prince of Tides, The (1991) 潮浪王子JFK (1991) 惊天大刺杀Bugsy (1991) 一代情枭毕斯Beauty and the Beast (1991) 美女与野兽1991 （63届）获奖Dances with Wolves (1990) 与狼共舞提名Goodfellas (1990) 好家伙DVDRipGodfather: Part III, The (1990) 教父第三集Ghost (1990) 人鬼情未了Awakenings (1990) 无语问苍天1990 （62届）获奖Driving Miss Daisy (1989) 为戴茜小姐开车提名My Left Foot (1989) 我的左脚Field of Dreams (1989) 梦幻之地Dead Poets Society (1989) 春风化雨Born on the Fourth of July (1989) 生于七月四日1989 （61届）获奖Rain Man (1988) 雨人提名Working Girl (1988) 上班女郎Mississippi Burning (1988) 烈血暴潮Dangerous Liaisons (1988) 危险关系Accidental Tourist, The (1988) 意外的旅客1988 （60届）获奖Last Emperor, The (1987) 末代皇帝提名Moonstruck (1987) 月色撩人Hope and Glory (1987) 希望与荣耀Fatal Attraction (1987) 致命的吸引力Broadcast News (1987) 收播新闻1987（59届）获奖Platoon (1986) 野战排提名Room with a View, A (1986) 看得见风景的房间Mission, The (1986) 教会Hannah and Her Sisters (1986) 汉娜姐妹Children of a Lesser God (1986) 悲怜上帝的女儿1986 （58届）获奖Out of Africa (1985) 走出非洲提名Witness (1985) 证人Prizzi;s Honor (1985) 普里兹家族的荣誉Kiss of the Spider Woman (1985) 蜘蛛女之吻Color Purple, The (1985) 紫色1985 （57届）获奖Amadeus (1984) 莫扎特传提名Soldier;s Story, A (1984) 大兵Places in the Heart (1984) 我心深处Passage to India, A (1984) 印度之行Killing Fields, The (1984) 战火屠城1984 （56届）获奖Terms of Endearment (1983) 母女情深提名Tender Mercies (1983) 温柔的怜悯Right Stuff, The (1983) 征空先锋Dresser, The (1983) 近身Big Chill, The (1983) 山水又相逢1983 （55届）获奖Gandhi (1982) 甘地传提名Verdict, The (1982) 大审判Tootsie (1982) 窈窕淑男Missing (1982) 失踪E.T. the Extra-Terrestrial (1982) 外星人E.T.1982 （54届）获奖Chariots of Fire (1981) 火的战车提名Reds (1981) 烽火赤焰万里情Raiders of the Lost Ark (1981) 夺宝奇兵On Golden Pond (1981) 金色池塘Atlantic City (1980) 大西洋城1981 （53届）获奖Ordinary People (1980) 普通人提名Tess (1979) 苔丝Raging Bull (1980) 愤怒的公牛Elephant Man, The (1980) 象人Coal Miner's Daughter (1980) 矿工的女儿1980 （52届）获奖Kramer vs. Kramer (1979) 克莱墨夫妇提名Norma Rae (1979) 诺玛蕊Breaking Away (1979) 突破Apocalypse Now (1979) 现代启示录All That Jazz (1979) 浮生若梦1979 （51届）获奖Deer Hunter, The (1978) 猎鹿人提名Unmarried Woman, An (1978) 不结婚的女人Midnight Express (1978) 午夜快车Heaven Can Wait (1978) 天堂可以等待Coming Home (1978) 返乡1978 （50届）获奖Annie Hall (1977) 安妮·霍尔提名Turning Point, The (1977) 转折点Star Wars (1977) 星球大战Julia (1977) 茱莉亚Goodbye Girl, The (1977) 再见女郎1977 （49届）获奖Rocky (1976) 洛奇提名Taxi Driver (1976) 的士司机Network (1976) 电视台风云Bound for Glory (1976) 奔向光荣All the President's Men (1976) 惊天大阴谋1976 （48届）获奖One Flew Over the Cuckoo's Nest (1975) 飞越疯人院提名Nashville (1975) 纳斯维尔Jaws (1975) 大白鲨Dog Day Afternoon (1975) 炎热的下午Barry Lyndon (1975) 乱世儿女1975 （47届）获奖Godfather: Part II, The (1974) 教父续集提名Towering Inferno, The (1974) 火烧摩天楼Lenny (1974) 连尼传Conversation, The (1974) 对话Chinatown (1974) 唐人街1974 （46届）获奖Sting, The (1973) 骗中骗提名Viskningar och rop (1972) 哭泣与耳语Touch of Class, A (1973) 金屋春宵Exorcist, The (1973) 驱魔人American Graffiti (1973) 美国风情画1973 （45届）获奖Godfather, The (1972) 教父提名Utvandrarna (1971) 大移民Sounder (1972) 儿子离家时Deliverance (1972) 激流四勇士Cabaret (1972) 歌厅1972（44届）获奖French Connection, The (1971) 法国贩毒网提名Nicholas and Alexandra (1971) 俄宫秘史Last Picture Show, The (1971) 最后一场电影Fiddler on the Roof (1971) 屋顶上的小提琴手Clockwork Orange, A (1971) 发条橙1971 （43届）获奖Patton (1970) 巴顿将军提名MASH (1970) 风流医生俏护士Love Story (1970) 爱情故事Five Easy Pieces (1970) 五只歌Airport (1970) 国际机场1970 （42届）获奖Midnight Cowboy (1969) 午夜牛郎提名Z (1969) 大风暴Hello, Dolly! (1969) 俏红娘Butch Cassidy and the Sundance Kid (1969) 虎豹小霸王Anne of the Thousand Days (1969) 安妮的一千日1969 （41届）获奖Oliver! (1968) 雾都孤儿提名Romeo and Juliet (1968/I) 殉情记Rachel, Rachel (1968) 巧妇怨Lion in Winter, The (1968) 冬狮Funny Girl (1968) 妙女郎1968 （40届）获奖In the Heat of the Night (1967) 炎热的夜晚提名Guess Who's Coming to Dinner (1967) 猜猜谁来吃晚餐Graduate, The (1967) 毕业生Doctor Dolittle (1967) 杜立德医生Bonnie and Clyde (1967) 雌雄大盗1967 （39届）获奖Man for All Seasons, A (1966) 日月精忠Who's Afraid of Virginia Woolf? (1966) 灵欲春宵Sand Pebbles, The (1966) 圣保罗号炮艇Russians Are Coming, the Russians Are Coming, The (1966) 俄国人来了Alfie (1966) 风流奇男子1966（38届）获奖Sound of Music, The (1965) 音乐之声提名Thousand Clowns, A (1965) 一千个小丑Ship of Fools (1965) 愚人船Doctor Zhivago (1965) 日瓦戈医生Darling (1965) 亲爱的1965（37届）获奖My Fair Lady (1964) 窈窕淑女提名Mary Poppins (1964) 欢乐满人间Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb (1964) 奇爱博士Becket (1964) 雄霸天下Alexis Zorbas (1964) 希腊人左巴1964（36届）Tom Jones (1963) 汤姆琼斯提名Lilies of the Field (1963) 野百合How the West Was Won (1962) 西部开拓史Cleopatra (1963) 埃及艳后America, America (1963) 美国、美国1963 （35届）获奖Lawrence of Arabia (1962) 阿拉伯的劳伦斯提名To Kill a Mockingbird (1962) 杀死一只知更鸟Mutiny on the Bounty (1962) 叛舰喋血记Music Man, The (1962) 欢乐音乐妙无穷Longest Day, The (1962) 最长的一天1962 （34届）获奖West Side Story (1961) 西区故事提名Judgment at Nuremberg (1961) 纽伦堡的审判Hustler, The (1961) 江湖浪子Guns of Navarone, The (1961) 纳瓦隆大炮Fanny (1961) 春宵花月夜1961 （33届）获奖Apartment, The (1960) 公寓春光提名Sundowners, The (1960) 夕阳西下Sons and Lovers (1960) 儿子与情人Elmer Gantry (1960) 灵与欲Alamo, The (1960) 边城英烈传1960（32届）获奖Ben-Hur (1959) 宾虚提名Room at the Top (1959) 金屋泪Nun's Story, The (1959) 修女传Diary of Anne Frank, The (1959) 安妮少女日记Anatomy of a Murder (1959) 桃色血案1959（31届）获奖Gigi (1958) 金粉世界提名Separate Tables (1958) 鸳鸯谱Defiant Ones, The (1958) 逃狱惊魂Cat on a Hot Tin Roof (1958) 朱门巧妇Auntie Mame (1958) 玛咪姑妈1958 （30届）获奖Bridge on the River Kwai, The (1957) 桂河大桥提名Witness for the Prosecution (1957) 控方证人Sayonara (1957) 樱花恋Peyton Place (1957) 冷暖人间12 Angry Men (1957) 十二怒汉1957（29届）获奖Around the World in Eighty Days (1956) 八十日环游世界提名Ten Commandments, The (1956) 十诫King and I, The (1956) 国王与我Giant (1956) 巨人传Friendly Persuasion (1956) 四海一家1956（28届）获奖Marty (1955) 马蒂Rose Tattoo, The (1955) 玫瑰梦Picnic (1955) 野宴Mister Roberts (1955) 罗伯茨先生Love Is a Many-Splendored Thing (1955) 爱情多么美好1955（27届）获奖On the Waterfront (1954) 码头风云提名Three Coins in the Fountain (1954) 泉水中的三枚硬币Seven Brides for Seven Brothers (1954) 七对佳偶Country Girl, The (1954) 乡下姑娘Caine Mutiny, The (1954) 凯恩舰叛变1954（26届）获奖From Here to Eternity (1953) 乱世忠魂提名Shane (1953) 原野奇侠Roman Holiday (1953) 罗马假日Robe, The (1953) 圣袍千秋Julius Caesar (1953) 恺撒大帝1953（25届）Greatest Show on Earth, The (1952) 戏王之王提名Quiet Man, The (1952) 平静的人Moulin Rouge (1952) 青楼情孽Ivanhoe (1952) 劫后英雄传High Noon (1952) 正午1952 （24届）获奖American in Paris, An (1951) 花都艳舞提名Streetcar Named Desire, A (1951) 欲望号街车Quo Vadis? (1951) 暴君焚城录Place in the Sun, A (1951) 郎心如铁Decision Before Dawn (1951) 血战莱茵河1951（23届）获奖All About Eve (1950) 彗星美人提名Sunset Blvd. (1950) 日落大道King Solomon's Mines (1950) 所罗王宝藏Father of the Bride (1950) 岳父大人Born Yesterday (1950) 绛帐海堂春1950 （22届）获奖All the King&s Men (1949) 当代奸雄提名Twelve O'Clock High (1949) 晴空血战史Letter to Three Wives, A (1949) 三妻艳史Heiress, The (1949) 千金小姐Battleground (1949) 战场1949 （21届）获奖Hamlet (1948) 王子复仇记提名Treasure of the Sierra Madre, The (1948) 碧血金沙Snake Pit, The (1948) 毒龙潭Red Shoes, The (1948) 红菱艳Johnny Belinda (1948) 心声泪影1948 （20届）获奖Gentleman's Agreement (1947) 君子协定提名Miracle on 34th Street (1947) 梦幻街奇缘Great Expectations (1946) 孤星血泪Crossfire (1947) 双雄斗智Bishop's Wife, The (1947) 主教之妻1947 （19届）获奖Best Years of Our Lives, The (1946) 黄金时代提名Yearling, The (1946) 鹿苑长春Razor Edge, The (1946) 剃刀边缘It's a Wonderful Life (1946) 风云人物Henry V (1944) 亨利五世1946（18届）获奖Lost Weekend, The (1945) 失去的周未提名Spellbound (1945) 爱德华医生Mildred Pierce (1945) 欲海情魔Bells of St. Mars, The (1945) 圣玛丽的钟声Anchors Aweigh (1945) 翠风艳曲1945（17届）获奖Going My Way (1944) 与我同行提名Wilson (1944) 威尔逊总统传Since You Went Away (1944) 自君别后Gaslight (1944) 煤气灯下Double Indemnity (1944) 双重保险1944 （16届）获奖Casablanca (1942) 卡萨布兰卡提名Watch on the Rhine (1943) 守卫莱茵河Song of Bernadette, The (1943) 圣女之歌Ox-Bow Incident, The (1943) 龙城风云More the Merrier, The (1943) 小姑居处Madame Curie (1943) 居里夫人In Which We Serve (1942) 与祖国同在Human Comedy, The (1943) 小镇的天空Heaven Can Wait (1943) 天长地久For Whom the Bell Tolls (1943) 战地钟声1943 （15届）获奖Mrs. Miniver (1942) 忠勇之家提名Yankee Doodle Dandy (1942) 胜利之歌Wake Island (1942) 复活鸟Talk of the Town, The (1942) 慈母泪Random Harvest (1942) 断肠云雨Pride of the Yankees, The (1942) 扬基的骄傲Pied Piper, The (1942) 仙笛神童Magnificent Ambersons, The (1942) 伟大的安巴逊大族Kings Row (1942)-Forty-Ninth Parallel (1941) 魔影袭人来1942（14届）获奖How Green Was My Valley (1941) 青山翠谷提名Suspicion (1941) 深闺疑云Sergeant York (1941) 约克军曹One Foot in Heaven (1941)-Maltese Falcon, The (1941) 枭巢喋血战Little Foxes, The (1941) 小狐狸Hold Back the Dawn (1941) 良宵苦短Here Comes Mr. Jordan (1941) 佐丹先生出马Citizen Kane (1941) 公民凯恩Blossoms In the Dust (1941) 落花飘零1941（13届）获奖Rebecca (1940) 蝴蝶梦提名Philadelphia Story, The (1940) 费城故事Our Town (1940) 我们的小镇Long V oyage Home, The (1940) 天涯路Letter, The (1940) 香笺泪Kitty Foyle: The Natural History of a Woman (1940) 女人万岁Great Dictator, The (1940) 大独裁者Grapes of Wrath, The (1940) 愤怒的葡萄Foreign Correspondent (1940) 海外特派员All This, and Heaven Too (1940) 卿何遵命1940（12届）获奖Gone with the Wind (1939) 乱世佳人提名Wuthering Heights (1939) 呼啸山庄Wizard of Oz, The (1939) 绿野仙踪Stagecoach (1939) 关山飞渡Of Mice and Men (1939) 人鼠之间Ninotchka (1939) 异国鸳鸯Mr. Smith Goes to Washington (1939) 史密斯游美京Love Affair (1939) 爱情事件Goodbye, Mr. Chips (1939) 万世师表Dark Victory (1939) 黑暗的胜利1939 （11届）获奖You Can't Take It with You (1938) 浮生若梦提名Test Pilot (1938) 试验飞行员Pygmalion (1938) 窈窕淑女Jezebel (1938) 红衫泪痕Grande illusion, La (1937) 大幻影Four Daughters (1938) 四千金Citadel, The (1938) 卫城记Boys Town (1938) 孤儿乐园Alexander's Ragtime Band (1938) 亚历山大的爵士乐队Adventures of Robin Hood, The (1938) 罗宾汉历险记1938 （10届）获奖Life of Emile Zola, The (1937) 左拉传提名Star Is Born, A (1937) 一个明星的诞生Stage Door (1937) 摘星梦难圆One Hundred Men and a Girl (1937)-Lost Horizon (1937) 消失在地平线In Old Chicago (1937) 芝加哥大火记Good Earth, The (1937) 大地Dead End (1937) 死角Captains Courageous (1937) 怒海余生Awful Truth, The (1937) 春闺风月1937 （9届）获奖Great Ziegfeld, The (1936) 歌舞大王齐格飞提名Three Smart Girls (1936) 春闺三凤Tale of Two Cities, A (1935) 双城记Story of Louis Pasteur, The (1936) 万世流芳San Francisco (1936) 火烧旧金山Romeo and Juliet (1936) 铸情Mr. Deeds Goes to Town (1936) 迪兹先生进城Libeled Lady (1936) 假戏真做Dodsworth (1936) 孔雀夫人Anthony Adverse (1936) 风流世家1936 （8届）获奖Mutiny on the Bounty (1935) 叛舰喋血记提名Top Hat (1935) 礼帽Ruggles of Red Gap (1935) 风雨血痕Personal History, Adventures, Experience, & Observation of David Copperfield the Younger, The (1935) 大卫．科伯菲尔德Naughty Marietta (1935) 淘气的玛丽达Misérables, Les (1935) 悲惨世界Midsummer Night's Dream, A (1935) 仲夏夜之梦Lives of a Bengal Lancer, The (1935) 抗敌英雄Informer, The (1935) 告密者Captain Blood (1935) 船长血Broadway Melody of 1936 (1935)-Alice Adams (1935) 寂寞芳心1935 （7届）获奖It Happened One Night (1934) 一夜风流提名White Parade, The (1934)-Viva Villa! (1934) 自由万岁Thin Man, The (1934) 瘦子One Night of Love (1934) 一夜爱情Imitation of Life (1934)-House of Rothschild, The (1934)-Here Comes the Navy (1934)-Gay Divorcee, The (1934) 柳暗花明Flirtation Walk (1934)-Cleopatra (1934) 埃及艳后Barretts of Wimpole Street, The (1934) 红楼春怨1934 （6届）获奖Cavalcade (1933) 乱世春秋提名State Fair (1933) 爱州博览会Smilin' Through (1932)-She Done Him Wrong (1933) 侬本多情Private Life of Henry VIII, The (1933) 亨利八世的私生活Little Women (1933) 小妇人Lady for a Day (1933) 一日贵妇I Am a Fugitive from a Chain Gang (1932) 逃亡Farewell to Arms, A (1932) 告别武器42nd Street (1933) 第四十二街1932 （5届）获奖Grand Hotel (1932) 大饭店提名Smiling Lieutenant, The (1931)-Shanghai Express (1932) 上海快车One Hour with You (1932)-Five Star Final (1931)-Champ, The (1931/I) 舐犊情深Bad Girl (1931) 坏女郎Arrowsmith (1931)-1931 （4届）获奖Cimarron (1931) 壮志千秋提名Trader Horn (1931) 大探险Skippy (1931) 淘哥儿Front Page, The (1931) 犯罪的都市East Lynne (1931)-1930 （3届）获奖All Quiet on the Western Front (1930) 西线无战事提名Love Parade, The (1929) 璇宫艳史Divorcee, The (1930) 弃妇怨Disraeli (1929) 英宫外史Big House, The (1930) 牢狱鸳1929 （2届）获奖Broadway Melody, The (1929) 百老汇歌舞提名Patriot, The (1928) 爱国者In Old Arizona (1929) 亚利桑纳奇侠Hollywood Revue of 1929, The (1929)-Alibi (1929)-1928 （1届）获奖Sunrise (1927) 日出Wings (1927) 翼提名Seventh Heaven (1927) 七重天Crowd, The (1928) 群众Racket, The (1928)-Chang (1927) -。
scenario-planning
Scenario Planning/tools/scenario-planningScenario PlanningContentsWhat is Scenario Planning? .............................................................................................................................. 3 The Evolution of Scenario Planning .................................................................................................................. 3 Potential Uses.................................................................................................................................................... 5 Successful Scenario Planning ........................................................................................................................... 7 Scenario Sets .................................................................................................................................................... 7 'How To...': A Step-by-Step Guide ..................................................................................................................... 9 Scoping .............................................................................................................................................................. 9 Trend Analysis ................................................................................................................................................. 10 Building Scenarios ........................................................................................................................................... 10 Generate Options ............................................................................................................................................ 11 Test Options .................................................................................................................................................... 13 Action Plan ....................................................................................................................................................... 15 Applying Creativity to the Scenario Process ................................................................................................... 16 Brainstorming................................................................................................................................................... 17 Brainwriting ...................................................................................................................................................... 17 News Headlines ............................................................................................................................................... 18 Metaphors and Stories..................................................................................................................................... 20 Sources of Inspiration ...................................................................................................................................... 21 'Personal lives': Profiling target groups............................................................................................................ 22 Timeline ........................................................................................................................................................... 23 Moving Forward ............................................................................................................................................... 24 Further links ..................................................................................................................................................... 25 Bibliography and References .......................................................................................................................... 25 /tools/scenario-planningPage | 2Scenario PlanningWhat is Scenario Planning?Scenario planning or scenario thinking is a strategic planning tool used to make flexible long-term plans. It is a method for learning about the future by understanding the nature and impact of the most uncertain and important driving forces affecting our world. Many of the regular methods for strategy development assume that the world in three to ten years' time will not significantly differ from that of today and that an organisation will have a large impact on its environment: they assume we can mould the future. Scenario planning however assumes that the future can differ greatly from what we know today. The method is based on creating a series of 'different futures' generated from a combination of known factors, such as demographics, with plausible alternative political, economic, social, technical, legal and environmental (PESTLE) trends which are key driving forces. The goal is to craft diverging worlds by extrapolating these heavily-influencing driving forces. The technique can also include anticipatory thinking elements that are difficult to formalise, such as subjective interpretations of facts, shifts in values, new regulations or inventions. Predicting is difficult! Future-gazing and making accurate predictions is notoriously fraught with difficulty. Scenario planning, by using trend analysis as its base, keeping a focus and reigning in the prediction period to somewhere around the 10-year mark, helps build tests of plausibility into the process. Some Predictions • 1901 The world market for cars is 1 million 1943 There is a world market for maybe 5 computers Chairman, IBM 1968 There is no market for Japanese cars in the USA 1977 There is no reason why everyone should have a computer - CEO, DEC•••It is a group process which encourages knowledge exchange and development of mutual deeper understanding of central issues important to the future of your organisation. Although the method is most widely used as a strategic management tool, it can also be used for enabling other types of group discussion about a common future. The thought processes involved in getting to the scenarios have the dual purpose of increasing knowledge of the environment in which you operate and widening the participant's perception of possible future events encouraging them to 'think the unthinkable'. For each of these worlds, appropriate action plans can be considered. Asking the key question, 'what do we need to do (now) to be ready for all scenarios?', can then inform the formulation of strategies to cope with these differing pictures of the future (or at least to address the maximum number of possibilities). Scenarios provide alternative views of the future. They identify some significant events, main actors and their motivations, and they convey how the world functions. Building and using scenarios can help us explore what the future might look like and the likely changes of living in it.The Evolution of Scenario PlanningScenario Thinking has a long history. Back in the 16th Century a Spanish Jesuit theologist and scholar, Luis de Molina, was credited with introducing the concept of 'conditional future contingents' or 'futuribilia' as an explanation for free will, foreknowledge and predestination (Molina 1589, in Malaska & Virtanen, 2005 pg 12). More recently, in 1960s France, the Futurist Gaston Berger reflected in his work 'Phénoménologies du Temps et Prospectives' (trans. Prospective methodologies) on contextualising past and present events with /tools/scenario-planning Page | 3Scenario Planninga view to making choices in alternative futures (Berger, 1964). Referring to Molina, the French political philosopher Bertrand de Jouvenel, took the idea of 'futuribilia' and combined 'future' and 'possible' into a new term called 'futurible' (de Jouvenel, 1967 in Malaska & Virtanen, 2005 pg 12). He defined 'futuribles' as 'a fan of possible futures', explaining that 'the mind cannot grasp with certainty... but it can conjecture possible alternatives' (de Jouvenel, 1967 in Malaska & Virtanen, 2005 pg 12). According to Fahey and Randall (1998 pg 17) the notion of scenario development is commonly attributed to Herman Kahn during his tenure in the 1950s at RAND Corporation (a non-profit research and development organisation) for the US Government, and his formation of the Hudson Foundation in the 1960s. Kahn, described variously as a military strategist and systems theorist, is also known as the most celebrated and controversial nuclear strategist. He encouraged people to 'think the unthinkable', first about the consequences of nuclear war and then about every manner of future condition (Bishop, et al 2007 pg 10). Kahn's insights into the benefits of using futures or indeed scenarios as strategic planning tools stretched further than military matters and Scenario Thinking began to emerge everywhere from politics and economics to public policy. These techniques were also gaining credence in the corporate world and in the 1970s both Royal Dutch Shell and the Consulting Firm SRI International contributed to the creation of a more formalised approach to Scenario Thinking that could be more readily linked with strategic planning (Fahey & Randall, 1998 pg 17). Pierre Wack, head of Corporate Planning for Royal Dutch Shell, discovered that the oil industry was running on two very volatile assumptions; firstly that oil would remain plentiful and secondly that prices would remain low. He presented the Shell senior management with stories or scenarios that would change their perception of the need to plan for many different possible futures. In one scenario, an accident in Saudi Arabia led to the severing of an oil pipeline, which in turn, decreased production and thus supply, creating a market reaction that increased oil prices, allowing OPEC nations to pump less oil but make more money. When confronted with this possible view of the oil industry's future the senior managers decided to change their approach to strategic planning and re-think those initial assumptions that oil was plentiful and prices would remain low. On further investigation it was discovered that OPEC were in fact intending to increase their oil prices and when the Oil Shock of 1973 hit Shell was the only major Western company (or nation for that matter) that was prepared. Within two years, Shell moved from the eighth biggest oil company to the second (Willmore, 2001). Faced with a multi-billion dollar decision about building a natural gas platform in the North Sea, Wack's protégé, Peter Schwartz, continued the Scenario Thinking campaign at Shell. At the time most natural gas came from the Soviet Union and it was with great foresight that the scenario planners at Shell established 'the Greening of Russia' scenario that investigated the possible effect on natural gas prices if communism fell and democracy and a free and opening unthreatening natural gas marketplace prevailed. While the world was shocked by the fall of communism in 1988, Shell had in fact been planning for it years before (Willmore, 2001). Further Reading It is not surprising then that Shell began to lead the commercial world in Scenario Thinking and by the 1980s Shell site on Scenario Planning most large organisations were beginning to take a more /home/content/aboutshellen/our_strategy/shell_global_scenarios/what_are strategic approach to planning for the future (Diffenbach, _scenarios/what_are_scenarios_30102006.html 1983). Large corporations began to take notice of Schwartz's techniques and the apparent success of Scenario Thinking in a business context and in recent years scenario planning techniques have been emerging in every sphere from industry to academia./tools/scenario-planningPage | 4Scenario PlanningPotential UsesScenario thinking can be used at several levels within an organisation, and in many different contexts, whether for specific projects or for overall strategic management. Some of the approaches are outlined here. Create a stimulating, joint context Discussing scenarios with colleagues within your organisation or in the wider sector can lead to new insights on strategy or direction and can also flag up possible constraints that might be encountered. The scenarios included in this resource can be used to answer questions about: • Scenario Planning: Key Characteristics A methodology for strategy development useful for organisations, programmes or projects acting in a highly dynamic environment taking complex and often risky decisions Provides rigour as well as opportunities to draw upon the creativity of those involved, resulting in new views and interpretations on important external developments Typically involves the development of visual representations of possible futures Creative yet structured approach is popular with marketing managers, programme managers and product developers that are looking for new markets, ideas, services or projectsNeeds and added value of the programme (from the perspective of each scenario) • Programme goals and organisations • Constraints and obstacles For this use you need to concentrate on the 'Generate Options' step. Risk analysisGeneric and specific scenarios can be used to identify risks at a project, service or technology level. The risk analysis can start with generating comments from a diverse set of stakeholders in the different scenarios. If the stakeholders do not participate in the workshop a separate brainstorm on their profile and a warming up exercise living through new beliefs and values should be incorporated into the workshop. In order to secure a broad holistic analysis the workshop facilitator should prepare a list with potential problem categories. A proper (full-blown) risk analysis combines elements of the workshop generate option (risks from the perspective of several stakeholders and identifying potential actions to minimise risks) and test options (impact analysis of the risks and wind-tunnelling action). Generate ideas For some projects and services the 'Generate Options' step will lead to more creative ideas. Other projects/services might need a more focused programme working on a scenario specific design of the educational process and scenario specific profiles of future user groups (staff and students). Based on these processes and profiles they will identify (select, model) scenario-based requirements for services, software, technologies etc (scenario-based design). Testing or 'wind-tunnelling' Project results can take several forms - they can be ideas, requirements, solutions. Results can be tested using generic or specific HE scenarios. In a test workshop project members use the scenarios to identify possible improvements, new possibilities and constraints (risks). The most valuable insights are used to improve the project results. In order to run a successful test it is essential to have a list with specific and clearly defined options. (Again, for rough generic ideas we recommend the use of generic, Level 0 scenarios. For specific ideas we prefer the use of one of the sets Level 1-3). This process can grow to a formative evaluation of projects. Scenarios can be used as:/tools/scenario-planningPage | 5Scenario Planning• • 'containers' or receptacles for the topics/issues (or drivers) and the 'string' or groups of related activities tests for consistency - making iterations to ensure contents are viable and that they are internally consistent. The scenarios can be refined over a period of time as participants in the process develop their ideasThere are a number of benefits that can be gained from scenarios including the additional insight they can offer as well as the variety of perspectives on what the future could be./tools/scenario-planningPage | 6Scenario PlanningSuccessful Scenario PlanningScenario Planning sits alongside a number of other tools that can be useful in the strategic management process and some of these are featured in our Tools and Techniques library. Other core infoKits that can usefully use this technique include Risk Management (the scenarios being used to identify possible risks), Portfolio Management (the scenarios being used to shape your portfolio) and Change Management. Our Change Management workshops include a rich computer simulation model which can be used to investigate different scenarios for a specified problem. Scenario Planning can also be used to complement other approaches such as contingency planning and sensitivity analysis. Ten Tips for Successful Scenarios 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Related resources Tools & Techniques Library/toolsRisk Management infoKit/InfoKits/risk-managementChange Management infoKit/infokits/change-managementPortfolio Management infoKit/infokits/portfolio-managementContingency Planning/infokits/projectmanagement/contingency-planningSensitivity Analysis (Wikipedia entry)/wiki/Sensitivity_analysisStay focused Change Management workshops Keep it simple /events/change-managementKeep it interactive workshops Plan to plan and allow enough time Don't settle for a simple high, medium and low Avoid probabilities or 'most likely' plots Avoid drafting too many scenarios Invent catchy names for the scenarios Make the decision makers own the scenarios Budget sufficient resources for communicating the scenarios(from 'Plotting your Scenarios', Ogilvy and Schwartz) ...and some traps to avoid • • • • • • • • Don't treat scenarios as forecasts Don't construct scenarios based on too simplistic a difference - such as optimistic and pessimistic Make the scenarios global enough in scope Ensure you focus the scenarios in areas of potential impact on the enterprise Treat scenarios as an informational or instructional tool rather than for participative learning and/or direct strategy formation Ensure adequate process for engaging management teams in the scenario planning process Don't stint on the imaginative stimulus in the scenario design Use experienced, or at least well-briefed, facilitator(s)Scenario SetsIn 2007, JISC contracted CIBIT (/) to develop a scenario toolkit based on their existing work across European business, adding an education and more specifically IT perspective to their generic scenarios by running a series of pilot workshops and synthesising participants' contributions. The outputs from this pilot work have been further synthesised and are presented here to download and use. In addition, JISC infoNet ran their own event to provide a final detailed layer in narrative/story format which further detailed thoughts on the wider learning landscape (as opposed to just considering Higher Education) and what services might look like in each of the four futures. The various collated 'scenario sets' are /tools/scenario-planning Page | 7Scenario Planningavailable to download here, as are packs for each quadrant (covering all levels) (packs comprise zip files containing PDF format documents). You can take whichever level of detail you want as a starting point, depending on the scope and scale of the problem you're looking to address. The 'Level 0' outputs are derived from the material collated by CIBIT from a range of European business, and these form the generic foundations of the other scenario sets. Level 1 synthesises thoughts from the JISC pilot workshops on the characteristics of the Higher Education environment in each of the generic scenarios, and Level 2 further drills down to consider the nature of IT in each of these HE worlds. The final detailed narrative, Level 3: 'The Tanfield Scenarios' documents the output of the JISC infoNet event, which was held in June 2007 on the world's oldest railway at Tanfield in County Durham. You can download a pack of summary slides (/tools/scenarioplanning/summaries.zip) providing a high-level overview of each quadrant at each of the four levels. By way of example as to the further use of these scenario 'beds', JISC infoNet subsequently used the Tanfield outputs as the basis for a workshop (/workshops/ecdl2007/index.html) at the European Conference on Research and Advanced Technology for Digital Libraries, using the technique to consider the strategic implications of emerging technologies and pedagogic approaches for the library community. The Scenario Sets Level 0 | Four Futures For Europe: Generic scenarios compiled from a 2004 European scenario study/tools/scenarioplanning/set0.zipLevel 1 | HE Scenario Skeleton: Synthesis from the JISC pilot workshops/tools/scenarioplanning/set1.zipLevel 2 | IT in the HE Scenarios: Further exploration of the role and nature of IT in the HE scenarios/tools/scenarioplanning/set2.zipLevel 3 | The Tanfield Scenarios: Narrative outputs encompassing the wider role of learning providers and the nature of lifelong learning/tools/scenarioplanning/set3.zipYou can also download the resources by quadrant/tools/scenarioplanning/quadrantsHowever you use these materials, or even if creating your own scenarios from scratch, bear in mind these outputs are not forecasts but simply a sketch of a possible future, the intention being to get you to 'think outside the box' and consider the fit of your strategy into these future possibilities. As with any future-gazing, factors in the present can radically change future possibilities - so make sure you keep reappraised of your trend analysis to verify the plausibility of your scenarios./tools/scenario-planningPage | 8Scenario Planning'How To...': A Step-by-Step GuideThere are a number of approaches to scenario planning and the wide range of literature available covers a range of suggested steps which vary in number and priority but there is a high degree of commonality which we've incorporated into this step-by-step guide. There are a range of activities and techniques referred to that you can apply to the tasks, and we've covered some of the best ones in the subsequent 'Applying Creativity' section. Some steps also include downloadable workshop structures for you to take away, tailor and use.ScopingWhat is the question/issue you want to answer/address? Before you launch into a scenario planning exercise it is vital that you scope the situation first. By going through a scoping exercise you will be able to ascertain whether or not your situation and what you are trying to achieve are best suited to being applied to a scenario planning activity. You may discover, for instance, that your issue involves only small changes or a few elements in which case it may be useful to apply a method other than scenario planning - which traditionally considers situations on a larger scale. The core issues and problems to be addressed can be identified at this stage. Identify the key decision factors (what would you like to know about the future in order to make a decision?). You will also be able to identify the emphasis of the process on the testing of existing ideas, the generating of new ideas, or the integrating of elements into a coherent strategy. Spending time from the outset on identifying where you are and what you are hoping to get out of an exercise such as this can bring benefits at later stages. You may find it useful to stage a 'mini' workshop or conduct a small number of interviews within your organisation in order to define what you want out of the situation and what your ambition is for it. You can also identify what your playing field or solution space is going to be and set out the quality aims of the project. It is also useful to agree on the overall assumptions that will be made for the basing of the scenarios./tools/scenario-planningPage | 9Scenario PlanningTrend AnalysisIn order to make any kind of prediction of what might happen in the future it is important to have an understanding of what is happening now - within the sector, the country or globally. The best way to do this is to monitor and analyse trends and scan the current environment. There are a number of tools available to support you in this activity - a particularly useful one is PESTLE (Political, Economic, Social, Technological, Legal and Environmental) analysis to help you to identify the different forces in play in a particular situation. We use PESTLE analysis in a number of our resources and further background is available in the tools catalogue. Related ResourcePESTLE Analysis The PESTLE approach can be known by a number of different /tools/pestle-swot acronyms including PEST, STEP and SEPTED (socio-cultural, economy, politics, technology, ecology, demographics) but generally they all follow a similar framework and identify similar issues. The analysis can prove to be a very useful tool as it offers a wide ranging framework from which to build the scenarios. It is important that the analysis and scanning activities are as thorough as possible in order to identify and measure the impacting factors that need to be considered and to provide the best possible conditions in which to generate the scenarios. Hold comprehensive interviews/workshops about how participants see big shifts coming in society, economics, politics, technology, etc. Assess to what degree these trends will affect your situation. Describe each trend and how and why it will affect the organisation. You may find that using a technique such as brainstorming works well in recording group thinking and generating quantities of ideas in this type of analysis exercise. Once the forces have been identified it is useful to rate them in order to gauge their potential influence and impact - it may be that your organisation cannot influence what is happening but it may well feel the impact when it does.Building ScenariosOnce you have undergone all of the preparatory work you are in a position to begin to build the scenarios. In this case, you may want to use one of the various levels of detail already presented here as the Scenario Sets, given they build from a generic, well-accepted set of global scenarios, up through higher education and ICT to lifelong learning and learning providers. You can use them either as they stand or add further refinement or a particular topical slant to them. If you are refining these, or building your own scenario set, you can at this stage produce several examples of worst case and best case scenarios - it's often quantity rather than quality that is useful at the initial stage as you can refine, amend and reduce as a result of discussions in your group as you go along. You may find that a brainstorming or similar technique can help at this stage. There are several approaches to scenario building available; we find the following approach useful. Workshop Plan We recommend running a workshoptype event if you are developing or enhancing existing scenario sets. A suggested workshop plan is included here./tools/scenarioplanning/develop-scenarios-workshop.docThe scenarios are constructed by identifying the main driving forces behind the trends identified during the trend analysis stage. Each driving force has an opposing force, therefore effectively forming a pair. The two most important pairs become the axes that carve out the scenarios resulting in 4 scenarios. The trends are then mapped onto the scenarios. In order to give a realistic dimension to the scenarios, and help the participants feel actively engaged, you can apply a mix of storytelling, visualisation and enactment /tools/scenario-planning Page | 10。
AESOP_Fables
Aesop's Fables Translated by George Fyler TownsendAesop's Fables (1)Translated by George Fyler Townsend (1)Preface (7)The Wolf and the Lamb (11)The Bat and the Weasels (11)The Ass and the Grasshopper (12)The Lion and the Mouse (12)The Charcoal−Burner and the Fuller (12)The Father and His Sons (12)The Boy Hunting Locusts (12)The Cock and the Jewel (12)The Kingdom of the Lion (13)The Wolf and the Crane (13)The Fisherman Piping (13)Hercules and the Wagoner (13)The Ants and the Grasshopper (13)The Traveler and His Dog (13)The Dog and the Shadow (14)The Mole and His Mother (14)The Herdsman and the Lost Bull (14)The Hare and the Tortoise (14)The Pomegranate, Apple−Tree, and Bramble (14)The Farmer and the Stork (15)The Farmer and the Snake (15)The Fawn and His Mother (15)The Bear and the Fox (15)The Swallow and the Crow (15)The Mountain in Labor (15)The Ass, the Fox, and the Lion (16)The Tortoise and the Eagle (16)The Flies and the Honey−Pot (16)The Man and the Lion (16)The Farmer and the Cranes (16)The Dog in the Manger (17)The Fox and the Goat (17)The Bear and the Two Travelers (17)The Oxen and the Axle−Trees (17)The Thirsty Pigeon (18)The Raven and the Swan (18)The Goat and the Goatherd (18)The Miser (18)The Sick Lion (18)The Horse and Groom (19)The Ass and the Lapdog (19)The Lioness (19)The Boasting Traveler (19)The Cat and the Cock (19)The Boy and the Filberts (20)The Lion in Love (20)The Laborer and the Snake (20)The Wolf in Sheep's Clothing (20)The Ass and the Mule (21)The Frogs Asking for a King (21)The Boys and the Frogs (21)The Sick Stag (21)The Salt Merchant and His Ass (21)The Oxen and the Butchers (22)The Lion, the Mouse, and the Fox (22)The Vain Jackdaw (22)The Goatherd and the Wild Goats (22)The Mischievous Dog (23)The Fox Who Had Lost His Tail (23)The Boy and the Nettles (23)The Man and His Two Sweethearts (23)The Astronomer (23)The Wolves and the Sheep (24)The Old Woman and the Physician (24)The Fighting Cocks and the Eagle (24)The Charger and the Miller (24)The Fox and the Monkey (24)The Horse and His Rider (25)The Belly and the Members (25)The Vine and the Goat (25)Jupiter and the Monkey (25)The Widow and Her Little Maidens (25)The Shepherd's Boy and the Wolf (25)The Cat and the Birds (26)The Kid and the Wolf (26)The Ox and the Frog (26)The Shepherd and the Wolf (26)The Father and His Two Daughters (26)The Farmer and His Sons (27)The Crab and Its Mother (27)The Heifer and the Ox (27)The Swallow, the Serpent, and the Court of Justice (27)The Thief and His Mother (27)The Old Man and Death (27)The Fir−Tree and the Bramble (28)The Mouse, the Frog, and the Hawk (28)The Man Bitten by a Dog (28)The Two Pots (28)The Wolf and the Sheep (28)The Aethiop (29)The Fisherman and His Nets (29)The Old Woman and the Wine−Jar (29)The Fox and the Crow (29)The Two Dogs (30)The Stag in the Ox−Stall (30)The Hawk, the Kite, and the Pigeons (30)The Widow and the Sheep (30)The Wild Ass and the Lion (31)The Eagle and the Arrow (31)The Sick Kite (31)The Lion and the Dolphin (31)The Lion and the Boar (31)The One−Eyed Doe (32)The Shepherd and the Sea (32)The Ass, the Cock, and the Lion (32)The Mice and the Weasels (32)The Mice in Council (32)The Wolf and the Housedog (33)The Rivers and the Sea (33)The Playful Ass (33)The Three Tradesmen (33)The Master and His Dogs (33)The Wolf and the Shepherds (33)The Dolphins, the Whales, and the Sprat (34)The Ass Carrying the Image (34)The Two Travelers and the Axe (34)The Old Lion (34)The Old Hound (34)The Bee and Jupiter (34)The Milk−Woman and Her Pail (35)The Seaside Travelers (35)The Brazier and His Dog (35)The Ass and His Shadow (35)The Ass and His Masters (36)The Oak and the Reeds (36)The Fisherman and the Little Fish (36)The Hunter and the Woodman (36)The Wild Boar and the Fox (36)The Lion in a Farmyard (37)Mercury and the Sculptor (37)The Swan and the Goose (37)The Swollen Fox (37)The Fox and the Woodcutter (37)The Birdcatcher, the Partridge, and the Cock (38)The Monkey and the Fishermen (38)The Flea and the Wrestler (38)The Two Frogs (38)The Cat and the Mice (38)The Doe and the Lion (39)The Farmer and the Fox (39)The Seagull and the Kite (39)The Philosopher, the Ants, and Mercury (39)The Mouse and the Bull (39)The Lion and the Hare (40)The Peasant and the Eagle (40)The Image of Mercury and the Carpenter (40)The Bull and the Goat (40)The Dancing Monkeys (40)The Monkeys and Their Mother (41)The Oaks and Jupiter (41)The Hare and the Hound (41)The Traveler and Fortune (41)The Bald Knight (41)The Shepherd and the Dog (41)The Lamp (42)The Lion, the Fox, and the Ass (42)The Bull, the Lioness, and the Wild−Boar Hunter (42)The Oak and the Woodcutters (42)The Hen and the Golden Eggs (42)The Ass and the Frogs (42)The Crow and the Raven (43)The Trees and the Axe (43)The Crab and the Fox (43)The Woman and Her Hen (43)The Ass and the Old Shepherd (43)The Kites and the Swans (44)The Wolves and the Sheepdogs (44)The Hares and the Foxes (44)The Bowman and Lion (44)The Camel (44)The Wasp and the Snake (44)The Dog and the Hare (45)The Bull and the Calf (45)The Stag, the Wolf, and the Sheep (45)The Peacock and the Crane (45)The Fox and the Hedgehog (45)The Eagle, the Cat, and the Wild Sow (46)The Thief and the Innkeeper (46)The Mule (46)The Hart and the Vine (46)The Serpent and the Eagle (47)The Crow and the Pitcher (47)The Two Frogs (47)The Wolf and the Fox (47)The Walnut−Tree (47)The Monkey and the Dolphin (48)The Jackdaw and the Doves (48)The Horse and the Stag (48)The Kid and the Wolf (48)The Prophet (48)The Fox and the Monkey (49)The Thief and the Housedog (49)The Man, the Horse, the Ox, and the Dog (49)The Apes and the Two Travelers (49)The Wolf and the Shepherd (50)The Hares and the Lions (50)The Lark and Her Young Ones (50)The Fox and the Lion (50)The Weasel and the Mice (50)The Boy Bathing (51)The Ass and the Wolf (51)The Seller of Images (51)The Fox and the Grapes (51)The Man and His Wife (51)The Peacock and Juno (52)The Hawk and the Nightingale (52)The Dog, the Cock, and the Fox (52)The Wolf and the Goat (52)The Lion and the Bull (52)The Goat and the Ass (53)The Town Mouse and the Country Mouse (53)The Wolf, the Fox, and the Ape (53)The Fly and the Draught−Mule (53)The Fishermen (53)The Lion and the Three Bulls (54)The Fowler and the Viper (54)The Horse and the Ass (54)The Fox and the Mask (54)The Geese and the Cranes (54)The Blind Man and the Whelp (54)The Dogs and the Fox (55)The Cobbler Turned Doctor (55)The Wolf and the Horse (55)The Brother and the Sister (55)The Wasps, the Partridges, and the Farmer (55)The Crow and Mercury (56)The North Wind and the Sun (56)The Two Men Who Were Enemies (56)The Gamecocks and the Partridge (56)The Quack Frog (56)The Lion, the Wolf, and the Fox (57)The Dog's House (57)The Birds, the Beasts, and the Bat (57)The Spendthrift and the Swallow (57)The Fox and the Lion (57)The Owl and the Birds (58)The Trumpeter Taken Prisoner (58)The Ass in the Lion's Skin (58)The Sparrow and the Hare (58)The Flea and the Ox (58)The Goods and the Ills (58)The Dove and the Crow (59)Mercury and the Workmen (59)The Eagle and the Jackdaw (59)The Fox and the Crane (59)Jupiter, Neptune, Minerva, and Momus (60)The Eagle and the Fox (60)The Man and the Satyr (60)The Ass and His Purchaser (60)The Two Bags (61)The Stag at the Pool (61)The Jackdaw and the Fox (61)The Lark Burying Her Father (61)The Gnat and the Bull (61)The Bitch and Her Whelps (61)The Dogs and the Hides (62)The Shepherd and the Sheep (62)The Grasshopper and the Owl (62)The Monkey and the Camel (62)The Peasant and the Apple−Tree (62)The Two Soldiers and the Robber (63)The Trees Under the Protection of the Gods (63)The Mother and the Wolf (63)The Ass and the Horse (63)Truth and the Traveler (63)The Cat and Venus (65)The She−Goats and Their Beards (65)The Camel and the Arab (66)The Miller, His Son, and Their Ass (66)The Crow and the Sheep (66)The Fox and the Bramble (66)The Wolf and the Lion (66)The Dog and the Oyster (67)The Ant and the Dove (67)The Partridge and the Fowler (67)The Flea and the Man (67)The Thieves and the Cock (67)The Dog and the Cook (67)The Travelers and the Plane−Tree (68)The Lion, Jupiter, and the Elephant (68)The Lamb and the Wolf (68)The Rich Man and the Tanner (69)The Shipwrecked Man and the Sea (69)The Mules and the Robbers (69)The Viper and the File (69)The Lion and the Shepherd (69)The Camel and Jupiter (69)The Panther and the Shepherds (70)The Ass and the Charger (70)The Eagle and His Captor (70)The Bald Man and the Fly (70)The Olive−Tree and the Fig−Tree (70)The Eagle and the Kite (71)The Ass and His Driver (71)The Thrush and the Fowler (71)The Rose and the Amaranth (71)The Frogs' Complaint Against the Sun (71)LIFE OF AESOP (71)Aesop's FablesTranslated by George Fyler Townsend This page copyright © 2001 Blackmask Online.•PrefaceThe Wolf and the Lamb••The Bat and the Weasels•The Ass and the Grasshopper•The Lion and the Mouse•The Charcoal−Burner and the Fuller•The Father and His Sons•The Boy Hunting Locusts•The Cock and the Jewel•The Kingdom of the Lion•The Wolf and the Crane•The Fisherman Piping•Hercules and the Wagoner•The Ants and the Grasshopper•The Traveler and His Dog•The Dog and the ShadowThe Mole and His Mother••The Herdsman and the Lost Bull•The Hare and the Tortoise•The Pomegranate, Apple−Tree, and Bramble•The Farmer and the Stork•The Farmer and the Snake•The Fawn and His Mother•The Bear and the Fox•The Swallow and the Crow•The Mountain in Labor•The Ass, the Fox, and the Lion•The Tortoise and the Eagle•The Flies and the Honey−Pot•The Man and the Lion•The Farmer and the Cranes•The Dog in the Manger•The Fox and the Goat•The Bear and the Two Travelers•The Oxen and the Axle−Trees•The Thirsty Pigeon•The Raven and the SwanThe Goat and the Goatherd••The Miser•Aesop's Fables The Ass and the Lapdog••The Lioness•The Boasting TravelerThe Cat and the Cock•The Piglet, the Sheep, and the Goat•The Boy and the Filberts•The Lion in Love•The Laborer and the Snake•The Wolf in Sheep's Clothing••The Ass and the MuleThe Frogs Asking for a King•The Boys and the Frogs•The Sick Stag•The Salt Merchant and His Ass•The Oxen and the Butchers••The Lion, the Mouse, and the FoxThe Vain Jackdaw•The Goatherd and the Wild Goats••The Mischievous DogThe Fox Who Had Lost His Tail•The Boy and the Nettles••The Man and His Two SweetheartsThe Astronomer•The Wolves and the Sheep••The Old Woman and the PhysicianThe Fighting Cocks and the Eagle••The Charger and the Miller•The Fox and the MonkeyThe Horse and His Rider•The Belly and the Members•The Vine and the Goat•Jupiter and the Monkey•The Widow and Her Little Maidens•The Shepherd's Boy and the Wolf••The Cat and the BirdsThe Kid and the Wolf•The Ox and the Frog•The Shepherd and the Wolf•The Father and His Two Daughters•The Farmer and His Sons••The Crab and Its MotherThe Heifer and the Ox•The Swallow, the Serpent, and the Court of Justice••The Thief and His MotherThe Old Man and Death•The Fir−Tree and the Bramble••The Mouse, the Frog, and the HawkThe Man Bitten by a Dog•The Two Pots••The Fisherman and His Nets••The Huntsman and the Fisherman•The Old Woman and the Wine−Jar•The Fox and the Crow•The Two Dogs•The Stag in the Ox−StallThe Hawk, the Kite, and the Pigeons••The Widow and the Sheep•The Wild Ass and the LionThe Eagle and the Arrow••The Sick Kite•The Lion and the Dolphin•The Lion and the Boar•The One−Eyed Doe•The Shepherd and the SeaThe Ass, the Cock, and the Lion••The Mice and the Weasels•The Mice in Council•The Wolf and the Housedog•The Rivers and the Sea•The Playful Ass•The Three Tradesmen•The Master and His Dogs•The Wolf and the Shepherds•The Dolphins, the Whales, and the Sprat •The Ass Carrying the Image•The Two Travelers and the Axe•The Old LionThe Old Hound••The Bee and Jupiter•The Milk−Woman and Her Pail•The Seaside Travelers•The Brazier and His Dog•The Ass and His Shadow•The Ass and His Masters•The Oak and the ReedsThe Fisherman and the Little Fish••The Hunter and the WoodmanThe Wild Boar and the Fox••The Lion in a Farmyard•Mercury and the SculptorThe Swan and the Goose••The Swollen Fox•The Fox and the Woodcutter•The Birdcatcher, the Partridge, and the Cock •The Monkey and the Fishermen•The Flea and the Wrestler•The Two Frogs•The Cat and the Mice•The Lion, the Bear, and the FoxThe Farmer and the Fox••The Seagull and the Kite•The Philosopher, the Ants, and Mercury•The Mouse and the Bull•The Lion and the Hare•The Peasant and the EagleThe Image of Mercury and the Carpenter••The Bull and the Goat•The Dancing MonkeysThe Monkeys and Their Mother••The Oaks and Jupiter•The Hare and the Hound•The Traveler and Fortune•The Bald Knight•The Shepherd and the DogThe Lamp••The Lion, the Fox, and the Ass•The Bull, the Lioness, and the Wild−Boar Hunter •The Oak and the Woodcutters•The Hen and the Golden Eggs•The Ass and the Frogs•The Crow and the Raven•The Trees and the Axe•The Crab and the Fox•The Woman and Her Hen•The Ass and the Old Shepherd•The Kites and the Swans•The Wolves and the SheepdogsThe Hares and the Foxes••The Bowman and Lion•The Camel•The Wasp and the Snake•The Dog and the Hare•The Bull and the Calf•The Stag, the Wolf, and the Sheep•The Peacock and the CraneThe Fox and the Hedgehog••The Eagle, the Cat, and the Wild SowThe Thief and the Innkeeper••The Mule•The Hart and the VineThe Serpent and the Eagle••The Crow and the Pitcher•The Two Frogs•The Wolf and the Fox•The Walnut−Tree•The Gnat and the Lion•The Monkey and the Dolphin•The Jackdaw and the Doves•The Horse and the StagThe Prophet••The Fox and the Monkey•The Thief and the Housedog•The Man, the Horse, the Ox, and the Dog •The Apes and the Two Travelers•The Wolf and the ShepherdThe Hares and the Lions••The Lark and Her Young Ones•The Fox and the LionThe Weasel and the Mice••The Boy Bathing•The Ass and the Wolf•The Seller of Images•The Fox and the Grapes•The Man and His WifeThe Peacock and Juno••The Hawk and the Nightingale•The Dog, the Cock, and the Fox•The Wolf and the Goat•The Lion and the Bull•The Goat and the Ass•The Town Mouse and the Country Mouse •The Wolf, the Fox, and the Ape•The Fly and the Draught−Mule•The Fishermen•The Lion and the Three Bulls•The Fowler and the Viper•The Horse and the AssThe Fox and the Mask••The Geese and the Cranes•The Blind Man and the Whelp•The Dogs and the Fox•The Cobbler Turned Doctor•The Wolf and the Horse•The Brother and the Sister•The Wasps, the Partridges, and the Farmer The Crow and Mercury••The North Wind and the SunThe Two Men Who Were Enemies••The Gamecocks and the Partridge•The Quack FrogThe Lion, the Wolf, and the Fox••The Dog's House•The Wolf and the Lion•The Birds, the Beasts, and the Bat•The Spendthrift and the Swallow•The Fox and the Lion•The Owl and the Birds•The Trumpeter Taken Prisoner•The Ass in the Lion's SkinThe Flea and the Ox••The Goods and the Ills•The Dove and the Crow•Mercury and the Workmen•The Eagle and the Jackdaw•The Fox and the CraneJupiter, Neptune, Minerva, and Momus ••The Eagle and the Fox•The Man and the SatyrThe Ass and His Purchaser••The Two Bags•The Stag at the Pool•The Jackdaw and the Fox•The Lark Burying Her Father•The Gnat and the BullThe Bitch and Her Whelps••The Dogs and the Hides•The Shepherd and the Sheep•The Grasshopper and the Owl•The Monkey and the Camel•The Peasant and the Apple−Tree•The Two Soldiers and the Robber•The Trees Under the Protection of the Gods •The Mother and the Wolf•The Ass and the Horse•Truth and the Traveler•The Cat and Venus•The She−Goats and Their BeardsThe Camel and the Arab••The Miller, His Son, and Their Ass•The Crow and the Sheep•The Fox and the Bramble•The Wolf and the Lion•The Dog and the Oyster•The Ant and the Dove•The Partridge and the FowlerThe Flea and the Man••The Thieves and the CockThe Dog and the Cook••The Travelers and the Plane−Tree•The Hares and the FrogsThe Lion, Jupiter, and the Elephant••The Lamb and the Wolf•The Rich Man and the Tanner•The Shipwrecked Man and the Sea•The Mules and the Robbers•The Viper and the File•The Lion and the Shepherd•The Camel and Jupiter•The Panther and the Shepherds•The Eagle and His Captor•The Bald Man and the Fly•The Olive−Tree and the Fig−Tree•The Eagle and the KiteThe Ass and His Driver••The Thrush and the Fowler•The Rose and the AmaranthThe Frogs' Complaint Against the Sun••LIFE OF AESOPPrefaceTHE TALE, the Parable, and the Fable are all common and popular modes of conveying instruction. Each is distinguished by its own special characteristics. The Tale consists simply in the narration of a story either founded on facts, or created solely by the imagination, and not necessarily associated with the teaching of any moral lesson. The Parable is the designed use of language purposely intended to convey a hidden and secret meaning other than that contained in the words themselves; and which may or may not bear a special reference to the hearer, or reader. The Fable partly agrees with, and partly differs from both of these. It will contain, like the Tale, a short but real narrative; it will seek, like the Parable, to convey a hidden meaning, and that not so much by the use of language, as by the skilful introduction of fictitious characters; and yet unlike to either Tale or Parable, it will ever keep in view, as its high prerogative, and inseparable attribute, the great purpose of instruction, and will necessarily seek to inculcate some moral maxim, social duty, or political truth. The true Fable, if it rise to its high requirements, ever aims at one great end and purpose representation of human motive, and the improvement of human conduct, and yet it so conceals its design under the disguise of fictitious characters, by clothing with speech the animals of the field, the birds of the air, the trees of the wood, or the beasts of the forest, that the reader shall receive advice without perceivingthe presence of the adviser. Thus the superiority of the counsellor, which often renders counsel unpalatable, is kept out of view, and the lesson comes with the greater acceptance when the reader is led, unconsciously to himself, to have his sympathies enlisted in behalf of what is pure, honorable, and praiseworthy, and to havehis indignation excited against what is low, ignoble, and unworthy. The true fabulist, therefore, discharges a most important function. He is neither a narrator, nor an allegorist. He is a great teacher, a corrector of morals, a censor of vice, and a commender of virtue. In this consists the superiority of the Fable over the Tale or the Parable. The fabulist is to create a laugh, but yet, under a merry guise, to convey instruction. Phaedrus, the great imitator of Aesop, plainly indicates this double purpose to be the true office of the writer of fables.Duplex libelli dos est: quod risum movet,Et quod prudenti vitam consilio monet.The continual observance of this twofold aim creates the charm, and accounts for the universal favor, of the fables of Aesop. "The fable," says Professor K. O. Mueller, "originated in Greece in an intentional travestieof human affairs. The 'ainos,' as its name denotes, is an admonition, or rather a reproof veiled, either from fear of an excess of frankness, or from a love of fun and jest, beneath the fiction of an occurrence happening among beasts; and wherever we have any ancient and authentic account of the Aesopian fables, we find it to be the same." lThe construction of a fable involves a minute attention to (1) the narration itself; (2) the deduction of the moral; and (3) a careful maintenance of the individual characteristics of the fictitious personages introduced into it. The narration should relate to one simple action, consistent with itself, and neither be overladen with aand so intimately interwoven with, and so necessarily dependent on, the narration, that every reader should be compelled to give to it the same undeniable interpretation. The introduction of the animals or fictitious characters should be marked with an unexceptionable care and attention to their natural attributes, and to the qualities attributed to them by universal popular consent. The Fox should be always cunning, the Hare timid, the Lion bold, the Wolf cruel, the Bull strong, the Horse proud, and the Ass patient. Many of these fables are characterized by the strictest observance of these rules. They are occupied with one short narrative, from which the moral naturally flows, and with which it is intimately associated. "'Tis the simple manner," says Dodsley, 2 "in which the morals of Aesop are interwoven with his fables that distinguishes him, and gives him the preference over all other mythologists. His 'Mountain delivered of a Mouse,' produces the moral of his fable in ridicule of pompous pretenders; and his Crow, when she drops her cheese, lets fall, as it were by accident, the strongest admonition against the power of flattery. There is no need of a separate sentence to explain it; no possibility of impressing it deeper, by that load we too often see of accumulated reflections." 3 An equal amount of praise is due for the consistency with which the characters of the animals, fictitiously introduced, are marked. While they are made to depict the motives and passions of men, they retain, in an eminent degree, their own special features of craft or counsel, of cowardice or courage, of generosity or rapacity.These terms of praise, it must be confessed, cannot be bestowed on all the fables in this collection. Many of them lack that unity of design, that close connection of the moral with the narrative, that wise choice in the introduction of the animals, which constitute the charm and excellency of true Aesopian fable. This inferiority of some to others is sufficiently accounted for in the history of the origin and descent of these fables. The great bulk of them are not the immediate work of Aesop. Many are obtained from ancient authors prior to the time in which he lived. Thus, the fable of the "Hawk and the Nightingale" is related by Hesiod; 4 the "Eagle wounded by an Arrow, winged with its own Feathers," by Aeschylus; 5 the "Fox avenging his wrongs on the Eagle," by Archilochus. 6 Many of them again are of later origin, and are to be traced to the monks of the middle ages: and yet this collection, though thus made up of fables both earlier and later than the era of Aesop, rightfully bears his name, because he composed so large a number (all framed in the same mould, and conformed to the same fashion, and stamped with the same lineaments, image, and superscription) as to secure to himself the right to be considered the father of Greek fables, and the founder of this class of writing, which has ever since borne his name, and has secured for him, through all succeeding ages, the position of the first of moralists.7The fables were in the first instance only narrated by Aesop, and for a long time were handed down by the uncertain channel of oral tradition. Socrates is mentioned by Plato 8 as having employed his time while in prison, awaiting the return of the sacred ship from Delphos which was to be the signal of his death, in turning some of these fables into verse, but he thus versified only such as he remembered. Demetrius Phalereus, a philosopher at Athens about 300 B.C., is said to have made the first collection of these fables. Phaedrus, a slave by birth or by subsequent misfortunes, and admitted by Augustus to the honors of a freedman, imitated many of these fables in Latin iambics about the commencement of the Christian era. Aphthonius, a rhetorician of Antioch, A.D. 315, wrote a treatise on, and converted into Latin prose, some of these fables. This translation is the more worthy of notice, as it illustrates a custom of common use, both in these and in later times. The rhetoricians and philosophers were accustomed to give the Fables of Aesop as an exercise to their scholars, not only inviting them to discuss the moral of the tale, but also to practice and to perfect themselves thereby in style and rules of grammar, by making for themselves new and various versions of the fables. Ausonius, 9 the friend of the Emperor Valentinian, and the latest poet of eminence in the Western Empire, has handed down some of these fables in verse, which Julianus Titianus, a contemporary writer of no great name, translated into prose. Avienus, also a contemporary of Ausonius, put some of these fables into Latin elegiacs, which are given by Nevelet (in a book we shall refer to hereafter), and are occasionally incorporated with the editions of Phaedrus.。