Laboratory Exercise 3

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Exercise_大学英语3考试试题

大学英语新理念综合教程3 ExercisesUnit 1.Translation Page 12。

page 19 Sentence 1—--5Unit 2.Translation Page.36 Page 61 Sentence 1—-—-5.Unit 3。

Translation Page 61 page 70. Sentence 1-——-5.Unit 4。

Translation Page 87.Page 94 Sentence 1-—--5Unit 5.Translation Page111.Page 116 Sentence 1-—--5Unit 6 Translation Page142page 135 Sentence 1—-—-5Unit 7 Translation Page158Page212 Sentence1--—-5Unit 8 Translation Page221Page 238 Sentence1————51。

I felt uneasy for the whole day as I was __________ from deep sleep by the ringing of the telephone early in the morning.A) aroused B）rose C) raised D) arose2。

__________ the lake around our university was seriously polluted.A）In time B) At no time C）In times to come D) At one time3。

This college is __________ Prof Wang。

A）at the service of B）at service of C） in charge of D） in the charge of4。

罗氏RNA提取试剂盒使用指南说明书

Step 1: Sample Preparation & Nucleic Acid IsolationFor great results, use (click product names to learn more):Roche High Pure RNA Isolation KitRoche High Pure FFPET RNA Isolation KitRoche High Pure miRNA Isolation KitRoche RealTime ready Cell Lysis KitFrom which source (animal, organ, tissue) does the examined material originally come from? Which volume or mass or cell number was used for nucleic acid preparation?My MIQE Guide*Empowering results that matter Sponsored by Roche Applied Science Experiment title:Performed by:Date:Institution:Experimental design: How did you choose and set up your study (number of treated samplesand controls)Handling: Which tools or methods were used to obtain and process the primary samples (e.g., micro-dissection, macrodissection)?Method of processing and preservation: How was the sample treated and stored?If frozen – how and how quickly?If fixed – with what, and how quickly?If stored for longer: how and how long? (especially for FFPE samples)Extraction method:Which kit or instrument was used to extract/isolate the DNA/RNA from the starting material? Roche High Pure RNA Isolation Kit, High Pure FFPET RNA Isolation Kit, High Pure miRNA Isolation Kit, RealTime ready Cell Lysis Kit, or other (Please specify)Was the vendor’s protocol modified (If Yes, when, and how? e.g. by using additives)Did you do a DNAse or RNAse treatment? (If Yes, when?)Did you check for nucleic acid purity and integrity? If Yes: By using which instrument and method? What was the resulting purity (A260/A280)? What was the resulting yield? If No: Why not?Did you check for the presence of PCR inhibitors? If Yes: By using what (e.g. Cq dilutions, spike or other (please specify)If No: Why not?Final storage solution (e.g., buffer, H2O) for the purified total RNA:Storage time and temperature of the purified total RNA before use in RT-qPCR:Step 2:Reverse TranscriptionFor optimal results, use:Roche Transcriptor First Strand cDNA Synthesis KitRoche Transcriptor Universal cDNA MasterAmount of RNA and reaction volume:Priming oligonucleotide (if using gene specific primers) and concentration: Reaction temperature and time:Manufacturer of reverse transcription reagent(s) and catalogue number(s): Reverse transcriptase type and used concentration:Storage conditions of cDNA:Step 3:PCR Amplification and AnalysisFor best results, use:LightCycler® 480 Probes MasterFastStart Essential DNA Probes MasterFastStart Universal Probe Master (Rox)Target sequence and amplicon information: Target gene database sequence accession number:Location of amplicon:Amplicon length:Result of in silico specificity screen (BLAST, etc.):Information on pseudogenes, retropseudogenes or other homologs: Secondary structure analysis of amplicon:Determined by which method?Location of each primer relative to exons or introns (if applicable): Targeted splice variants:RTPrimerDB Identification Numbers: Manufacturer of oligonucleotides: Purification method:For probe-based assays: Probe type:qPCR reaction conditionsReaction volume and amount of cDNA/DNA per reaction: Primer, (probe), Mg2+ and dNTP concentrations: Polymerase identity:Buffer/kit manufacturer and identity (e.g., catalog number)Manufacturer and catalog number of plates or tubes and catalog number:Complete thermocycling parameters:Reaction setup: Was it manual or robotic? If robotic: Using which robot?Equipment: Which Real-Time PCR instrument was used? (Which Roche LightCycler® System or other (please specify)?)Validation of qPCR runs:Are you running a multiplex assay? If yes, please describe efficiency and limit of detection foreach assay:How did you check for specificity of amplification for each target (e.g., on a gel, by sequencing, melt-ing curve analysis or digest):For SYBR Green I assays: Cq of the non-template control reaction:Standard curve characteristics (slope and y-intercept):How many replicates did you use to establish the standard curve?(xx replicates per standard concentration)What was the lower and the upper limit of the standard curve?PCR efficiency calculated from slope:Confidence interval for PCR efficiency or standard error:r2 of standard curve:Information on linear dynamic range:Cq variation at lower limit: Confidence intervals throughout range:Evidence for limit of detection:How many reactions per run were used for controls? (please specify positive and negative controls, controls without template and No RT controls, e.g. Positive controls: 3 reactions in 5 replicates per 96 well plate)Data analysis:Vendor software: Which software type, version and algorithm provided by the PCR machine supplier was used to analyze the data?Specialist software: Which (if any) additional software was used? Self-developed algorithms,or other (please specify)Normalisation: Which reference gene(s) were used to calculate the relative expression of the studied genes?What was the reason for choosing these particular genes?Which algorithm (e.g., geNorm, bestkeeper, normfinder) was used to normalize for reference gene(s)Which principle was used for Cq calling?What was the number and of biological replicates used?How was their concordance?How many technical replicates were used, and at which step (RT or qPCR)? What was the observed repeatability (intra-assay variation)?What was the observed reproducibility (inter-assay variation, %CV)The MIQE guidelines empower results that truly matter. And so does Roche.Visit to discover all the materials you need for truly remarkable research results.* modified based on the list in the original MIQE guidelines publication with permission of the MIQE authors.For life science research only. Not for use in diagnostic procedures. LIGHTCYCLER and FASTSTART are trademarks of Roche.All other product names and trademarks are the property of their respective owners. NOTICE: This product may be subject to certain use restrictions. Before using this product, please refer to the Online Technical Support page () and search under the product number or the product name, whether this product is subject to a license disclaimer containing use restrictions.Published byRoche Diagnostics GmbH Sandhofer Straße 116 68305 Mannheim Germany© 2013 Roche Diagnostics. All rights reserved.*********** 1012。

CLSI EP7-A2：2005 - Interference Testing in Clinical Chemistry

Volume 25 Number 27EP7-A2 ISBN 1-56238-584-4 ISSN 0273-3099Interference Testing in Clinical Chemistry; Approved Guideline— Second EditionRobert J. McEnroe, PhD Mary F. Burritt, PhD Donald M. Powers, PhD Douglas W. Rheinheimer, MT Brian H. Wallace, PhDAbstractClinical and Laboratory Standards Institute document EP7-A2—Interference Testing in Clinical Chemistry; Approved Guideline—Second Edition is intended to promote uniformity in the evaluation of interference characteristics of clinical laboratory measurement procedures. EP7 describes procedures for manufacturers to screen potentially interfering substances, to quantify interference effects, and to confirm interference in patient samples. This document also describes procedures for clinical laboratories to verify interference claims, and to investigate discrepant results caused by unsuspected interfering substances. Detailed examples are given. EP7 also contains background information on interference testing concepts, tables of recommended test concentrations for analytes and potential interference, and data collection and analysis worksheets. Clinical and Laboratory Standards Institute (CLSI). Interference Testing in Clinical Chemistry; Approved Guideline—Second Edition. CLSI document EP7-A2 (ISBN 1-56238-584-4). Clinical and Laboratory Standards Institute, 940 West Valley Road, Suite 1400, Wayne, Pennsylvania 19087-1898 USA, 2005.The Clinical and Laboratory Standards Institute consensus process, which is the mechanism for moving a document through two or more levels of review by the healthcare community, is an ongoing process. Users should expect revised editions of any given document. Because rapid changes in technology may affect the procedures, methods, and protocols in a standard or guideline, users should replace outdated editions with the current editions of CLSI/NCCLS documents. Current editions are listed in the CLSI catalog, which is distributed to member organizations, and to nonmembers on request. If your organization is not a member and would like to become one, and to request a copy of the catalog, contact us at: Telephone: 610.688.0100; Fax: 610.688.0700; E-Mail:customerservice@; Website: Volume 25EP7-A2ContentsAbstract ....................................................................................................................................................i Committee Membership........................................................................................................................ iii Foreword .............................................................................................................................................. vii 1 2 Scope..........................................................................................................................................1 Introduction................................................................................................................................1 2.1 2.2 3 4 5 Measurement Procedures ..............................................................................................1 Concepts and Scientific Principles................................................................................2Standard Precautions..................................................................................................................4 Definitions .................................................................................................................................5 Decision Criteria for Interference Testing .................................................................................8 5.1 5.2 5.3 5.4 5.5 Clinical Acceptability Criteria ......................................................................................9 Statistical Significance and Power................................................................................9 Analyte Test Concentrations.......................................................................................10 Potential Interfering Substances .................................................................................10 Interferent Test Concentrations...................................................................................11 Training and Familiarization.......................................................................................12 Precision Verification .................................................................................................12 Trueness Verification..................................................................................................12 Carryover Assessment ................................................................................................12 Quality Control ...........................................................................................................12 Safety and Waste Disposal..........................................................................................13 Interference Screen .....................................................................................................13 Characterization of Interference Effects .....................................................................20 Evaluating Combinations of Analyte and Interferent(s) .............................................26 Experimental Design...................................................................................................26 Comparative Measurement Procedure........................................................................27 Patient Populations .....................................................................................................27 Experimental Procedure..............................................................................................28 Data Analysis..............................................................................................................28 Interpretation of Results..............................................................................................31 Establishing Interference Claims ................................................................................32 Verifying Analytical Specificity .................................................................................34 Validating Analytical Specificity................................................................................35 Verifying Interference and Specificity Claims ...........................................................366Quality Assurance and Safety ..................................................................................................12 6.1 6.2 6.3 6.4 6.5 6.67Estimation of Interference Characteristics...............................................................................13 7.1 7.2 7.38Evaluating Interference Using Patient Specimens ...................................................................26 8.1 8.2 8.3 8.4 8.5 8.69Establishing, Validating, and Verifying Interference Claims ..................................................31 9.1 9.2 9.3 9.4vNumber 27EP7-A2Contents (Continued)10 Investigating Discrepant Patient Results..................................................................................36 10.1 10.2 10.3 10.4 10.5 10.6 Verify System Performance........................................................................................37 Evaluate Sample Quality ............................................................................................37 Confirm the Original Result........................................................................................37 Identify Potentially Interfering Substances.................................................................38 Determine the Probable Interferent.............................................................................38 Characterize the Interference ......................................................................................39References.............................................................................................................................................40 Appendix A. Guidelines for Specific Measurement Procedures .........................................................43 Appendix B. Analyte Test Concentrations ..........................................................................................46 Appendix C. Interferent Test Concentrations ......................................................................................49 Appendix D. Interference Test Concentrations for Endogenous Analytes ..........................................75 Appendix E. Worksheets .....................................................................................................................79 Appendix F. Calculation of Replicates for Dose-Response Tests .......................................................87 Appendix G. Preparation of Test Solutions for Interference Testing ..................................................90 Summary of Consensus Comments and Committee Responses ...........................................................96 Summary of Consensus/Delegate Comments and Committee Responses..........................................101 The Quality System Approach............................................................................................................104 Related CLSI/NCCLS Publications ....................................................................................................105viVolume 25EP7-A2ForewordInterfering substances can be a significant source of error in clinical laboratory measurements.1-3 Such errors may, in some cases, represent a hazard to the patient. While precision is routinely monitored by internal quality control, and accuracy can be verified by comparison to reference materials or procedures, laboratories cannot easily detect error caused by interfering substances. Therefore, manufacturers of in vitro diagnostic (IVD) analytical systems must include evaluation of the effects of the potentially interfering substances in their risk analyses at the design stage. Although continuously improving the specificity of measurement procedures is a desirable goal, compromise is sometimes necessary to meet the needs of clinical laboratories. The purpose of this document is to enable manufacturers and laboratories to evaluate interfering substances in the context of medical needs and to inform their customers of known sources of medically significant error. This guideline identifies potential hazards to be evaluated in the risk management process described in ISO 14971.4 To accommodate the variety of existing and future measurement procedures, we provided guidance instead of rigid protocols. The subcommittee struck a balance between consistency of structured protocols and flexibility to accommodate the technology being evaluated. Laboratorians and manufacturers need to understand the scientific concepts, make informed choices, and work together toward the common goal of improving patient care. Clearly, identifying an interference effect, evaluating its medical significance, determining its underlying cause, and ultimately improving the measurement procedure requires close cooperation between laboratory and manufacturer. Background information is included to explain key chemical and statistical concepts. Please note that this document focuses on interference with analytical processes. It does not address physiological effects caused by drugs and their metabolites. The IFCC has issued a series of recommendations on drug effects5-7 that have been published as a compendium.8 Comprehensive literature surveys of the analytical and physiological effects of drugs and other substances have been published.9-11 The basic substance of EP7-A2 remains unchanged. A thorough review of the exogenous and endogenous compounds recommended for testing was performed. Each drug or drug metabolite was systematically categorized into specific drug classes. This guideline was developed to inform the reader and provide a logical approach to complete the evaluation of the effects of potentially interfering compounds on the measurement procedure test results. The guideline is intended to make the decision easier by basing it on reasonable, objective criteria. We now ask the reader to give us comments and suggestions. Each comment and suggestion will be considered carefully at the next revision.A Note on TerminologyCLSI, as a global leader in standardization, is firmly committed to achieving global harmonization wherever possible. Harmonization is a process of recognizing, understanding, and explaining differences while taking steps to achieve worldwide uniformity. CLSI recognizes that medical conventions in the global metrological community have evolved differently in the United States, Europe, and elsewhere; that these differences are reflected in CLSI, ISO, and CEN documents; and that legally required use of terms, regional usage, and different consensus timelines are all obstacles to harmonization. Despite these obstacles, CLSI recognizes that harmonization of terms facilitates the global application of standards and is an area that needs immediate attention. Implementation of this policy must be an evolutionary and educational process that begins with new projects and revisions of existing documents. In order to align the usage of terminology in this document with that of ISO, the following terms are used in EP7-A2: viiNumber 27EP7-A2The term trueness has replaced the term accuracy when referring to the closeness of agreement between the average value obtained from a large series of test results and an accepted reference value. Accuracy, in its metrological sense, refers to the closeness of the agreement between the result of a single measurement and a true value of a measurand, thus comprising both random and systematic effects. The term measurement procedure has replaced the terms method, analytical method, and analytical system for a set of operations used in the performance of particular measurements according to a given method. The term assay has been replaced by method, measurement procedure, measurement, analyze, and analysis as appropriate. At this time, due to user unfamiliarity, the term examination is not used in this edition of EP7. The terms specimen and sample are both used in this document, with specimen reserved for material collected directly from the patient, and sample reserved for aliquots of the patient specimen and for processed materials (e.g., PT samples, reference materials). The term analyte is used appropriately in this document. The term analyte is used to represent the particular component of interest to the patient diagnosis, while the term measurand is used to describe the specific quantity that is measured by a particular measurement procedure (i.e., the measurand describes what is actually causing the result of the measurement). This important difference can be subtle, since it can be due to the detection of different measurands in the procedures being compared. The term precision is a measure of “closeness of agreement between independent test/measurement results obtained under stipulated conditions.”12 The terms in this document are consistent with uses defined in the ISO 3534 and ISO 5725 series of standards. At this time, due to user unfamiliarity and for the sake of the practicability of the guideline, it is important to point out that the working group has chosen not to replace the term interfering substance or interferent with the VIM (International Vocabulary of Basic and General Terms in Metrology) term influence quantity (i.e., quantity that is not the measurand but that affects the result of the measurement). The users of EP7 should understand that the fundamental meanings of the terms are identical, and to facilitate understanding, the terms are defined along with their ISO counterparts in the guideline’s Definitions section. All terms and definitions will be reviewed again for consistency with international use, and revised appropriately during the next scheduled revision of this document.Key WordsEvaluation, hazard analysis, interference, interferent, matrix effects, performance claims, risk management, specificity, validation, verificationviiiVolume 25EP7-A2Interference Testing in Clinical Chemistry; Approved Guideline—Second Edition1 ScopeThis document is intended to serve two purposes: 1) to assist manufacturers and other developers of laboratory measurement procedures in characterizing the susceptibility of measurement procedures to interfering substances, by offering scientifically valid experimental designs, by specifying the relevant substances and concentrations to be tested, and by clarifying appropriate data analysis and interpretation, so that potential hazards can be evaluated and meaningful interference claims may be provided to users; and 2) to assist clinical laboratories in investigating discrepant results due to interfering substances, by defining a systematic investigation strategy, by specifying data collection and analysis requirements, and by promoting greater cooperation between laboratory users and manufacturers, so that new interferences can be identified, disclosed, and ultimately eliminated. This guideline is intended for manufacturers of in vitro diagnostic medical devices and clinical laboratories. Manufacturers and other developers of laboratory measurement procedures are responsible for characterizing the analytical performance of their procedures and analyzing hazards to patients caused by errors due to interfering substances. Manufacturers are required to provide information about interference susceptibility to those who use their systems. NOTE: The term “manufacturer,” for the purpose of this document, is used to mean anyone that develops a measurement procedure for use in a clinical laboratory. Clinical laboratories are responsible for ensuring that measurement procedures are specific enough to meet the needs of their physician clients. Laboratories should also investigate discrepant results, identify interfering substances, and provide objective feedback to the manufacturers who supply their analysis systems.22.1IntroductionMeasurement ProceduresAny measurement procedure, quantitative or qualitative, may be subject to interference. This document is written for a broad spectrum of measurement procedures and analyzers. Modification may be necessary to accommodate the particular characteristics of the procedure being evaluated. Two specific method principles (i.e., separation techniques and immunochemical measurement procedures) are discussed in Appendix A. 2.1.1 Specimen TypeInterferences with measurement procedures that use serum, plasma, whole blood, cerebrospinal fluid, urine, and most other body fluids may be evaluated using this guideline. 2.1.2 Interfering SubstancesPotentially interfering substances may originate from the following endogenous and exogenous sources:©Clinical and Laboratory Standards Institute. All rights reserved.1Volume 25EP7-A2Related CLSI/NCCLS Publications*C3-P4 Preparation and Testing of Reagent Water in the Clinical Laboratory; Proposed Guideline—Fourth Edition (2005). This document provides guidance on water purified for clinical laboratory use; methods for monitoring water quality and testing for specific contaminants; and water system design considerations. Statistical Quality Control for Quantitative Measurements: Principles and Definitions; Approved Guideline—Second Edition (1999). This guideline provides definitions of analytical intervals, planning of quality control procedures, and guidance for quality control applications. Evaluation of Precision Performance of Quantitative Measurement Methods; Approved Second Edition (2004). This document provides guidance for designing an experiment to precision performance of quantitative measurement methods; recommendations on comparing precision estimates with manufacturers’ precision performance claims and determining comparisons are valid; as well as manufacturers’ guidelines for establishing claims. Guideline— evaluate the the resulting when suchC24-A2EP5-A2EP9-A2Method Comparison and Bias Estimation Using Patient Samples; Approved Guideline—Second Edition (2002). This document addresses procedures for determining the bias between two clinical methods, and the design of a method comparison experiment using split patient samples and data analysis. Evaluation of Matrix Effects; Approved Guideline—Second Edition (2005). This document provides guidance for evaluating the bias in analyte measurements that is due to the sample matrix (physiological or artificial) when two measurement procedures are compared. A Quality Management System Model for Health Care; Approved Guideline—Second Edition (2004). This document provides a model for providers of healthcare services that will assist with implementation and maintenance of effective quality management systems.EP14-A2HS1-A2Proposed-level documents are being advanced through the Clinical and Laboratory Standards Institute consensus process; therefore, readers should refer to the most recent editions.©*Clinical and Laboratory Standards Institute. All rights reserved.105。

大学英语写作课讲义(一)

大学英语写作课讲义（一）中国地质大学（武汉）外语学院许峰Step One Writing Correct Sentences1.The Simple Sentence (简单句)A simple sentence contains but one subject and one predicate. (一个简单句仅有一个主语和一个谓语。

)e.g. John loves Mary.The subject may consist of two or more nouns, and the predicate may consist of two or more verbs. The former is called a compound subject; the latter is called a compound predicate, Thus, a simple sentence may have many nouns or many verbs; or it may have many words or phrases modifying the subject or predicate; but it has only one subject and one predicate.(主语可包含两个或更多的名词，谓语可包含两个或多个动词，分别称为复合主语和复合谓语。

这样，一个简单名子中可有多个名词或动词，也可有修饰语，但它仅有一个主语和一个谓语。

) e.g.John and Henry love Mary.John and Henry love Mary and her sister.John and Henry love Mary and her sister and give them money.2.The Compound Sentence (并列复合句)A Compound sentence is made up of two or more independent clauses connected by a coordinating conjunction, such as and , or ,nor ,but , for, yet. Each clause in a compound sentence must have a subject and a verb, is of equal importance, and can stand alone. (并列复合句是由两个或两个以上的独立分句组成，由并列连接词如and, or ,nor ,but , for ,yet等连接。

临床实验报告_英文

Title: Efficacy and Safety of a Novel Antidepressant in Major Depressive DisorderIntroduction:Major depressive disorder (MDD) is a common mental health condition characterized by persistent feelings of sadness, loss of interest, and decreased energy. Current treatments for MDD include selective serotonin reuptake inhibitors (SSRIs), serotonin-norepinephrine reuptakeinhibitors (SNRIs), and tricyclic antidepressants (TCAs). However, some patients may not respond adequately to these treatments or experience adverse effects. This clinical trial aimed to evaluate the efficacy and safety of a novel antidepressant, known as NovelAntidepressant (NA), in the treatment of MDD.Methods:The study was a randomized, double-blind, placebo-controlled trial conducted at three academic medical centers in the United States. Participants were diagnosed with MDD according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria. Inclusion criteria were age 18-65 years, a minimum Hamilton Depression Rating Scale (HDRS) score of 17, and a history of inadequate response to at least one antidepressant treatment. Exclusion criteria included pregnancy, active substance abuse, and contraindications to the study medication.A total of 120 participants were randomly assigned to one of four treatment groups: Group A (NA 50 mg/day), GroupB (NA 100 mg/day), GroupC (NA 150 mg/day), and GroupD (placebo). Participants were treated for12 weeks, with follow-up assessments at weeks 2, 4, 6, 8, 10, and 12. The primary outcome measure was the change in HDRS score from baseline to week 12. Secondary outcome measures included the Montgomery-Asberg Depression Rating Scale (MADRS), the Sheehan Disability Scale (SDS), and the Patient Global Impression of Change (PGIC).Results:A total of 113 participants completed the study. The mean age of the participants was 38.2 ± 11.7 years, and 57.5% were female. There were no significant differences in demographic or clinical characteristics between the treatment groups at baseline.At week 12, the HDRS score improved significantly in all treatment groups compared to the placebo group (p < 0.001). The mean HDRS score change from baseline to week 12 was as follows: Group A (-14.2 ± 6.1), Group B (-15.8 ± 5.9), Group C (-16.5 ± 5.7), and Group D (-6.2 ±6.5). The between-group differences in HDRS score change were not statistically significant.Similarly, the MADRS and SDS scores also improved significantly in all treatment groups compared to the placebo group (p < 0.001). The mean change in MADRS score from baseline to week 12 was as follows: Group A (-10.5 ± 4.2), Group B (-11.8 ± 3.9), Group C (-12.2 ± 3.7), and Group D (-4.8 ± 4.5). The mean change in SDS score from baseline to week 12 was as follows: Group A (-8.3 ± 3.2), Group B (-9.1 ± 2.8), Group C (-9.8 ± 2.6), and Group D (-3.4 ± 3.1).The PGIC showed a significant improvement in all treatment groups compared to the placebo group (p < 0.001). The percentage ofparticipants with a "much improved" or "very much improved" rating was as follows: Group A (75%), Group B (80%), Group C (85%), and Group D (45%).Regarding safety, the most common adverse events reported were headache, nausea, and dry mouth. These adverse events were generally mild to moderate in severity and did not lead to discontinuation of the study medication in any of the treatment groups.Conclusion:The results of this clinical trial indicate that the novel antidepressant, NA, is effective and safe in the treatment of MDD. NA demonstrated significant improvements in HDRS, MADRS, and SDS scores, as well as PGIC, compared to placebo. The adverse event profile was consistent with the known side effects of SSRIs and SNRIs. Furtherresearch is needed to confirm the long-term efficacy and safety of NA in the treatment of MDD.Keywords: Major depressive disorder, NovelAntidepressant, efficacy, safety, randomized controlled trial, HDRS, MADRS, SDS, PGIC.。

临床实验室检查英文怎么说

临床实验室检查英文怎么说Clinical Laboratory Tests: How to Say in EnglishIntroduction:In modern healthcare, clinical laboratory tests play a crucial role in diagnosing and monitoring various medical conditions. These tests provide valuable information about a patient's health status, aiding in accurate diagnoses and effective treatment plans. While the terminology used in clinical laboratory testing is primarily in English, it is essential for healthcare professionals and patients to be familiar with the correct English terms for these tests. This article aims to provide a comprehensive guide on how to say commonly used clinical laboratory tests in English.1. Complete Blood Count (CBC):The Complete Blood Count, commonly abbreviated as CBC, is a routine laboratory test that examines the components of blood. It measures the levels of red blood cells, white blood cells, and platelets in the blood, providing essential information about a patient's overall health and potential abnormalities. It is important to know that CBC can be translated as "完全血细胞计数" in Chinese.2. Blood Chemistry:Blood chemistry tests, also known as blood serum tests, evaluate the chemical composition of the blood. These tests measure various substances, such as electrolytes, glucose, cholesterol, liver enzymes, and kidney functionmarkers. The term "血液化学检查" can be used to refer to blood chemistry tests.3. Urinalysis:Urinalysis is a laboratory test that examines the physical, chemical, and microscopic properties of urine. It provides valuable insights into kidney function, urinary tract infections, and other medical conditions. The English term for urinalysis is widely used, and it can be translated as "尿液分析" in Chinese.4. Electrocardiogram (ECG/EKG):An electrocardiogram is an essential diagnostic test that measures the electrical activity of the heart. It helps detect abnormal heart rhythms, diagnose heart diseases, and assess the overall cardiac health of a patient. In English, electrocardiogram can be abbreviated as ECG or EKG. In Chinese, it is commonly known as "心电图".5. X-ray:X-ray imaging is a widely used diagnostic technique that produces images of the internal structures of the body. It helps identify bone fractures, tumors, infections, and other abnormalities. The term "X光" is commonly used in both English and Chinese to refer to X-ray imaging.6. Magnetic Resonance Imaging (MRI):Magnetic Resonance Imaging is a non-invasive imaging technique that uses powerful magnets and radio waves to generate detailed images of organs and tissues. It is particularly useful for diagnosing conditionsaffecting the brain, spinal cord, joints, and soft tissues. The English term MRI is widely recognized and used across different languages, including Chinese.7. Computed Tomography (CT):Computed Tomography, often referred to as CT or CAT scan, utilizes X-ray beams and computer processing to create cross-sectional images of the body. CT scans provide detailed information about the internal structures, aiding in the diagnosis of various medical conditions, including tumors, injuries, and infections. In Chinese, CT scans are commonly known as "计算机断层扫描".8. Biopsy:A biopsy involves the removal of a small sample of tissue or cells from the body for further examination. It is commonly performed to diagnose cancer, identify the nature of certain diseases, or monitor treatment effectiveness. The term biopsy can be translated as "活组织检查" in Chinese.Conclusion:Having a good understanding of the English terms for clinical laboratory tests is vital for healthcare professionals and patients alike. Clear communication regarding these tests ensures accurate diagnoses, appropriate treatment plans, and effective healthcare delivery. By familiarizing ourselves with the correct English terminology, we enhance our ability to navigate the international healthcare landscape and promote better healthcare outcomes.。

大学通用学术英语视听说教程(理科)unite3 Psychology原文及答案

Unit 3 PsychologyC. Listening ExerciseListen to a conversation and choose the best answers to the questions you hear.1. What do you know about Harry’s dog Fido?A. He doesn’t like his master any more.B. He has just moved to a new place.C. He gets up late every morning.D. He has been quite nervous and restless.2. What does Jenny suggest Harry should do?A. He should take Fido to the vet.B. He should put Fido on medication.C. He should take Fido for a walk.D. He should let Fido play fetch.3. What do you think Harry will do to his dog?A. He will take his dog for a walk everyday.B. He will consult a scientist for a test on his dog.C. He will try his best to perk up his dog.D. He will put his dog on medication.4. What does the scientific research tell us?A. Dog emotions are quite similar to the emotions of humans.B. Dogs should be put on medication whenever they are ill.C. The brain of humans is more complicated than that of dogs.D. Antidepressants cannot be used as medication for dogs.5. Which of the following is NOT true according to the conversation?A. Jenny may have a different idea towards pet treatment from Harry.B. Some pet-owners may overdo the treatment when their pets are ill.C. Harry is an expert on brain science of humans and dogs.D. Magnetic Resonance Scanner can be used in analyzing dog emotions.Script:Jenny: Hello, Harry, you look pale. What’s wrong?Harry: Hi, Jenny. It’s just Fido, my beloved dog. He’s been acting kind of lazy these days. Ever since we moved, he’s just been like this.Jenny: Oh my! Do you take him for a walk everyday?Harry: I used to, but now he doesn’t even want to play fetch. He loved that so much before.Jenny: If I were you, I’d take him to the vet. Probably he’s ill.Harry: Well, I did so yesterday. The vet says the reason he’s been so down is that he’s depressed, and he recommends we put him on medication.Jenny: Are you sure you want to take his suggestion?Harry: Yeah, I think so. We’re hoping that the medication will cheer Fido up. If it doesn’t, maybe we’ll consider upping his dosage until he seems back to normal.Jenny: Oh, no! I don’t know whether it’s good or not… I have a friend who put her dog on antidepressants, but I don’t think it’s fair to make an animal take drugs when he has no say.Harry: I agree sometimes pet-owners might go overboard, but they just want their pets to be happy and healthy. Oh, if only my Fido becomes his normal playful self again!Jenny: But is it ridiculous to spend so much money on an animal when there are people going hungry everywhere?Harry: I’ll tell you what. Some scientists have been using a Magnetic Resonance Scanner to learn about dog emotions. The research shows that they are quite similar to the emotions of humans.Jenny: Really? I t’s unbelievable!Harry: Yes. They have now confirmed what many dog owners already knew. Dogs can understand our feelings! Researchers say that the finding is not just important to dogs and the people who love them, but it establishes a new type of comparative brain science and expands the possibilities for research. Jenny: Wow, seems that you know a lot about scientific research!Harry: Well, for Fido, I have made myself become an expert!Exercise 1 Global UnderstandingListen to the text for the first time, focus on the global idea of it and complete the summary.Psychology is the scientific study of the behavior of individuals and of their mental processes. Some of the personal factors are known as dispositional factors, while external things are known as situational factors. Modern psychology began in 1879 when Wilhelm Wundt founded the first experimental psychology laboratory in Germany. In 1890, William James published Principles of Psychology.Exercise 2 Listening and Note-takingListen to the first part of the text and take necessary notes with symbols and abbreviations with the prompts of the following words.Psychology —sci entific study of indiv idual behav ior & and ment al proc esses Psychologists — use their res earch to pred ict & and (ctrl) control behav ior Dispositional factors —Genet ic makeup, pers onality traits, att itudes, ment al state Situational factors —sens ory stimul ation, rew ards, act ions of other people Exercise 3 In-depth ListeningScript:What makes us similar to other people and yet so uniquely different? Why do we think, feel and behave as we do? Are we molded more by heredity or shaped by experience? How can the same brain that gives us the capacity for creativity, rationality and love also become the crucible for mental illness?Psychology is formally defined as the scientific study of the behavior of individuals and of their mental processes. Psychologists then try to use their research to predict and in some cases control behavior. Ideally, out of their basic research will come solutions for the practical problems that plague individuals and society.Whatever type of behavior psychologists look at, whether it’s laughing, crying, making war, or making love, or anything else, they try to make sense of it by relating the observed behavior to certain aspects of the individual involved and the situation in which the behavior occurred. For example, my genetic makeup, personality traits, attitudes and mental state are some of the personal factors involved in my behavior. They’re known as dispositional factors. They’re internal, characteristics and potentials inside me, while external things such as sensory stimulation, rewards or the actions of other people are known as situational factors. They come from the outside, from the environment in which my behavior takes place.Modern psychology began in 1879 when Wilhelm Wundt founded the first experimental psychology laboratory in Germany. Wundt trained many young researchers who carried on the tradition of measuring reactions to experimental tasks such as reaction times to sensory stimuli, attention, judgment and word associations. The first American psychological laboratory like Wundt’s was founded at the Johns Hopkins University in 1883 by G. Stanley Hall. Hall, the first president of the American Psychological Association, introduced Sigmund Freud to the American public by translating Freud’s General Introduction to Psychoanalysis. But 1890 may stand as the most significant date in psychology’s youth. That’s when William James published what many consider to be the most important psychological text of all time, Principles of Psychology. James was a professor of psychology at Harvard University, where he also studied medicine and taught physiology. James was interested in all the ways in which people interact with and adapt to their environment, and so he found a place in psychology for human consciousness, emotions, the self, personal values and religion. But the Wundtian psychologists like G. Stanley Hall rejected James’ ideas as unscientific and soft. They argued that psychology should be patterned after the model of the physical sciences, so they focused their study on topics like sensation and perception--on psychophysics, measuring mental reactions to physical stimuli. Later they added investigations of how animals acquire conditioned responses and how humans memorize new information. These differences among psychologists in whatshould be studied and how one should go about it are still with us a century later. Text B LiespottingExercise 1 Global UnderstandingListen to the text for the first time, focus on the global idea and then choose the right answers to the questions you hear.1. Which of the following is NOT a sign to show that Bill Clinton was a liar?A. He used a non-contracted denial.B. He used “that woman” to refer to Miss Lewinsky.C. He tried unconsciously to distance himself from his subject.D. He peppered his account with a little too much detail.2. What can you learn from the text?A. Only trained liespotters can detect lies.B. A fake smile will betray a liar.C. Liars don’t dare to look people in the eyes.D. Liars rehearse their words and gestures.Exercise 2 Listening for detailsListen to one part of the text and decide whether the following statements are true (T), false (F) or not given (NG).1. Attitude is the most important indicator in detecting lies. (NG)2. A person’s enthusiasm may indicate his dishonesty. (F)3. An honest person will keep silent since he believes in his innocence. (F)4. An honest person is eager to help you get to the truth. (T)5. An honest person will not be infuriated during the interview. (F)Exercise 3 Compound DictationListen and complete the summary below with the missing words from the text. People deceptive may be withdrawn, look down, (1) lower their voice, (2) pause, or herky-jerky. They are going to (3) pepper their story with too much (4) detail and in strict (5) chronological order. A trained interrogator will ask them to tell the story (6) backwards, and then track the deceptive tells. People rehearse their (7) words, but not their (8) gestures.Script:Trained liespotters get to the truth 90 percent of the time. The rest of us, we’re only 54 percent accurate. Why is it so easy to learn? Well, there are good liars and there are bad liars. There are no real original liars. We all make the same mistakes. We all use the same techniques. So what I’m going to do is I’m going to show you two patterns of deception. And then we’re going to look at the hot spots and see if we can find them ourselves. We’re going to start with a speech.Bill Clinton: I want you to listen to me. I’m going to say this again. I did not have sexual relations with that woman, Miss Lewinsky. I never told anybody to lie, not a single time, never. These allegations are false. And I need to go back to work for the American people. Thank you.Pamela Meyer: Okay, what were the telltale signs? Well first we heard what’s known as a non-contracted denial. Studies show that people who are over-determined in their denial will resort to formal rather than informal language. We also heard distancing language: “that woman”. We know that liars will unconsciously distance themselves from their subject using language as their tool. Now if Bill Clinton had said, “Well, to tell you the truth ...”or Richard Nixon’s favorite, “In all candor ...” he would have been a dead giveaway for any lies potter than knows that qualifying language, as it’s called, qualifying language like that,further discredits the subject. Now if he had repeated the question in its entirety, or if he had peppered his account with a little too much detail -- and we’re all really glad he didn’t do that -- he would have further discredited himself. Freud had it right. Freud said, look, there’s much more to it than speech: “No mortal can keep a secret. If his lips are silent, he chatters with his fingertips.” And we all do it no matter how powerful you are. We all chatter with our fingertips. I’m going to show you Dominique Strauss-Kahn with Obama who’s chattering with his fingertips.Now this brings us to our next pattern, which is body language. With body language, here’s what you’ve got to do.You’ve really got to just throw your assumptions out the door. Let the science temper your knowledge a little bit. Because we think liars fidget all the time. Wel l guess what, they’re known to freeze their upper bodies when they’re lying. We think liars won’t look you in the eyes. Well guess what, they look you in the eyes a little too much just to compensate for that myth. We think warmth and smiles convey honesty, sincerity. But a trained lie spotter can spot a fake smile a mile away. Can you all spot the fake smile here? You can consciously contract the muscles in your cheeks. But the real smile’s in the eyes, the crow’s feet of the eyes. They cannot be consciously contracted, especially if you overdid the Botox. Don’t overdo the Botox; nobody will think you’re honest.Now we’re going to look at the hot spots.Can you tell what’s happening in a conversation? Can you start to find the hot spots to see the discrepancies between someone’s words and someone’s actions? Now I know it seems really obvious, but when you’re having a conversation with someone that you suspect of deception, attitude is by far the most overlooked but telling of indicators.An honest person is going to be cooperative. They’re going to show they’re on your side. They’re going to be enthusiastic.They’re going to be willing and helpful to getting you to the truth. They’re going to be willing to brainstorm, name suspects, provide details. They’re going to say, “Hey, maybe it was those guys in payroll that forged those checks.”They’re going to be infuriated if they sense they’re wrongly accused throughout the entire course of the interview, not just in flashes; they’ll be infuriated throughout the e ntire course of the interview. And if you ask someone honest what should happen to whomever did forge those checks, anhonest person is much more likely to recommend strict rather than lenient punishment.Now let’s say you’re having that exact same convers ation with someone deceptive. That person may be withdrawn, look down, lower their voice, pause, be kind of herky-jerky. Ask a deceptive person to tell their story, they’re going to pepper it with way too much detail in all kinds of irrelevant places. And then they’re going to tell their story in strict chronological order. And what a trained interrogator does is they come in and in very subtle ways over the course of several hours, they will ask that person to tell that story backwards, and then they’ll wa tch them squirm, and track which questions produce the highest volume of deceptive tells. Why do they do that? Well we all do the same thing. We rehearse our words, but we rarely rehearse our gestures. We say “yes”, we shake our heads “no”. We tell very convincing stories, we slightly shrug our shoulders. We commit terrible crimes, and we smile at the delight in getting away with it. Now that smile is known in the trade as “duping delight”. Part IV HomeworkA Listening TaskListen to the passage and fill in the blanks with what you hear.Some colors that people see late at night could cause (1) signs of the condition mental health experts call clinical depression. That was the finding of a study that builds on earlier study findings. They show that individuals who live or work in (2) low levels of light overnight can develop clinical depression.Doctors use the words clinical depression to describe a (3) severe form of depression. Signs may include loss of interest or pleasure in most activities, low energy levels and (4) thoughts of death or suicide.In the new study, American investigators (5) designed an experiment that exposed hamsters to different colors. The researchers chose hamsters because they are nocturnal, which means they (6) sleep during the day and are (7) active at night. The animals were separated into 4 groups. One group of hamsters was kept in the dark during their nighttime period. Another group was placed in front of a blue light, a third group slept in front of a white light, while a fourth was put in front of a red light. After four weeks, the researchers noted how much (8) sugary water the hamsters drank. They found that the (9) more depressed animals drank the (10) least amount of water.Randy Nelson heads the Department of Neuroscience at Ohio State University. He says animals that slept in (11) blue and white light appeared to be the most depressed. “What we saw is these animals didn’t show any sleep disruptions at all but they did have mucked up circadian clock genes and they did show depressive phenotypes whereas if they were in the (12) dim red light, but they did not.” Randy Nelson notes that photosensitive cells in the retina, have little to do with eyesight. He says these cells send (13) signals to the area of the brain that controls what has been called the (14) natural sleep-wake cycle. He says there is a lot of blue in white light, thisexplains why the blue light and white light hamsters appear to be more depressed than the hamsters seeing red light or darkness. Mr. Nelson has suggestions for people who work late at night, or those who like to stay up late. “My (15) recommendation is if you are just living a typical mostly active (life) during the day, mostly inactive at night, you want to limit the (16) exposure to TVs which are quite (17) bluish in the light they give off and computer screens and things like that. You can get filtered glasses, you can get filters on your computer screen and on your eReaders and that sort of thing to put it more in the (18) reddish light.” The report on the effects of light on emotions was published in The Journal of Neuroscience.。

ambion triol 中文说明书

在 95％乙醇中 0.3M 盐酸胍
离心机和转子能够达到 12,000×g 8 mM NaOH
1％SDS
聚丙烯微量离心管
离心机和转子能够达到 12,000×g 离心机和转子能够达到 12,000×g
水浴或热块（55-60℃）
聚丙烯微量离心管
聚丙烯微量离心管
准备样品
2.每 1mL 用于匀浆的 TRIzol®试剂，向水相中加入 0.5mL 的 100％异丙醇。
3.在室温下孵育 10 分钟。
4.在 4℃下以 12,000×g 离心 10 分钟。
注意：RNA 在离心之前通常不可见，并在管的侧面和底部形成凝胶状颗粒。
5.进行 RNA 洗涤。
RNA 洗涤
1.从管中取出上清液，只留下 RNA 颗粒。
需要以下附加材料，但不提供用于分离 RNA，DNA 或蛋白质。
分离 RNA
氯仿
分离 DNA
氯仿
分离蛋白质
氯仿
异丙醇
100％乙醇
异丙醇
75％乙醇（在 DEPC 处理过的水中） 75％乙醇
100％乙醇
无 RNase 的水或 0.5％SDS
0.1M 柠檬酸钠在 10％乙醇中
下保存过夜，但长期储存可用 HEPES 调节至 pH7-8，加入 1mM EDTA。储存于 4°C 或-20°C。
确定 RNA 和 DNA 的产量
在 260 nm 和 280 nm 处使用 RNA 和 DNA 的吸光度来确定浓度。
样品
步骤
RNA
1.在无 RNase 的水中稀释样品，并测量 260 nm 和 280
3-4μg
肾
3-4μg
3-4μg

DERSIMELAGON 产品说明书

488 Scientific AbstractsSystemic sclerosis, myositis and related syndromes - aetiology, pathogenesis and animal modelsPOS0467 DERSIMELAGON, A NOVEL ORAL MELANOCORTIN1 RECEPTOR AGONIST, DEMONSTRATES DISEASE-MODIFYING EFFECTS IN PRECLINICAL MODELS OFSYSTEMIC SCLEROSISM. Kondo1, T. Suzuki1, Y. Kawano1, S. Kojima2, M. Miyashiro1, A. Matsumoto1, G. Kania3, P. Blyszczuk3, R. Ross4, P. Mulipa4, F. Del Galdo4, Y. Zhang5, J. H. W. Distler5. 1Mitsubishi T anabe Pharma Corporation, Research Unit/Immunology & Inflammation, Souyaku Innovative Research Division, Y okohama, Japan;2Mitsubishi T anabe Pharma Corporation, Discovery T echnology Laboratories, Souyaku Innovative Research Division, Y okohama, Japan;3University Hospital Zurich, University of Zurich, Center of Experimental Rheumatology, Department of Rheumatology, Schlieren, Switzerland;4University of Leeds, Leeds Instituteof Rheumatic and Musculoskeletal Medicine, Faculty of Medicine and Health, Leeds, United Kingdom;5Friedrich-Alexander-University Erlangen-Nürnberg (FAU) and University Hospital Erlangen, Department of Internal Medicine 3—Rheumatology and Immunology, Erlangen, GermanyBackground: Activation of melanocortin 1 receptor (MC1R) is known to have broad anti-inflammatory and anti-fibrotic effects. The bleomycin (BLM)-induced skin fibrosis murine model is well-established for systemic sclerosis (SSc). α-mel-anocyte-stimulating hormone, an endogenous ligand of MC1R, inhibits skin fibro-sis and MC1R knock-out enhances skin fibrosis in this model. These pieces of evidence suggest that MC1R agonism has potential in the treatment of SSc. Objectives: Dersimelagon phosphate (MT-7117) is an investigational small molecule that is an orally administered, selective agonist for MC1R. The purpose of this study is to investigate the potential of MT-7117 as a therapeutic agent for SSc by evaluat-ing its efficacy and mechanism of action in complementary preclinical models. The expression and distribution of MC1R in the skin of SSc patients was investigated. Methods: The effects of MT-7117 on skin fibrosis and lung inflammation were eval-uated in BLM-induced SSc murine models that were optimized for prophylactic and therapeutic evaluation. Microarray-based gene expression analysis and serum pro-tein profiling were performed to investigate the mechanism of action of MT-7117 in the BLM-induced SSc models. The effect of MT-7117 on TGF-β-induced activation of human dermal fibroblasts was evaluated in vitro. Immunohistochemical analyses of MC1R expression in skin samples from SSc patients were performed. Results: Prophylactic treatment with MT-7117 (≥0.3 mg/kg/day p.o.) significantly inhibited the increase in collagen content of the skin, the serum level of sur-factant protein D, and the weight of the lungs from BLM-induced skin fibrosis and lung inflammation model. Therapeutic treatment with MT-7117 (≥3 mg/kg/ day p.o.) significantly suppressed skin thickening and the numbers of myofi-broblasts in pre-established BLM-induced skin fibrosis model. Gene array anal-ysis using the BLM-induced SSc model demonstrated changes in numerous categories related to macrophages, monocytes, and neutrophils, followed by endothelial cell-related categories after treatment with MT-7117. In the analy-sis that focused on biological functions, categories of inflammatory response, activation of antigen-presenting cells, angiogenesis, atherosclerosis, vascu-logenesis, and vaso-occlusion were suppressed by MT-7117. In the analysis that focused on molecular signaling pathways, triggering receptor expressed on myeloid cells-1, IL-6, and oncostatin M involved in inflammation, and perox-isome proliferator-activated receptor that is related to fibrosis were all affected by MT-7117. Serum protein profiling using BLM-induced SSc model revealed that multiple SSc-related biomarkers including P-selectin, osteoprotegerin, cys-tatin C, growth and differentiation factor-15 and S100A9 were suppressed by MT-7117. MT-7117 inhibited the activation of human dermal fibroblasts by sup-pressing TGF-β-induced ACTA2 (encoding α-smooth muscle actin) mRNA ele-vation in vitro. Immunohistochemical analyses showed that MC1R positivity was observed in 40 of 50 diffuse cutaneous SSc patients. MC1R was expressed by monocytes/macrophages, neutrophils, blood vessels (endothelial cells), fibro-blasts, and epidermis (keratinocytes) in the skin of SSc patients. Conclusion: MT-7117 demonstrates disease-modifying effects in preclinical mod-els of SSc. Investigations of its mechanism of action and target expression anal-yses indicate that MT-7117 exerts its positive effects by affecting the pathologies of inflammation, vascular dysfunction, and fibrosis through inflammatory cells, endothelial cells, and fibroblasts. In view of its potent beneficial impact on all these three main pathologies of SSc, MT-7117 is a potential therapeutic agent for the treatment of clinically challenging SSc, which has diverse and difficult to treat symp-toms. A phase 2 clinical trial investigating the efficacy and tolerability of MT-7117 in patients with early, progressive diffuse cutaneous SSc is currently in progress. Disclosure of Interests: Masahiro Kondo Employee of: Mitsubishi Tanabe Pharma Corporation, Tsuyoshi Suzuki Employee of: Mitsubishi Tanabe Pharma Corporation, Yuko Kawano Employee of: Mitsubishi Tanabe Pharma Corpora-tion, Shinji Kojima Employee of: Mitsubishi Tanabe Pharma Corporation, Masa-hiko Miyashiro Employee of: Mitsubishi Tanabe Pharma Corporation, Atsuhiro Matsumoto Employee of: Mitsubishi Tanabe Pharma Corporation, Gabriela Kania: None declared, Przemyslaw Blyszczuk: None declared, rebecca ross:None declared, Panji Mulipa: None declared, Francesco Del Galdo Grant/ research support from: Prof. F. Del Galdo received fees and research supportfrom Abbvie, AstraZeneca, Boehringer-Ingelheim, Capella, Chemomab, Kymab, Janssen and Mitsubishi-Tanabe., Yun Zhang: None declared, Jörg H.W. DistlerGrant/research support from: Prof. J.H.W. Distler received consulting fees, lec-ture fees, and/or honoraria from Actelion, Active Biotech, Anamar, ARXX, aTyr,Bayer Pharma, Boehringer Ingelheim, Celgene, Galapagos, GSK, Inventiva, JB Therapeutics, Medac, Pfizer, Sanofi-Aventis, RedX, RuiYi and UCB. J. H. W.Distler is stock owner of 4D Science and Scientific head of FibroCure.DOI: 10.1136/annrheumdis-2022-eular.29POS0468 EXTRACELLULAR VESICLES FROM SERUM OFMYOSITIS PATIENTS AS CIRCULATING BIOMARKERSAND DISEASE MEDIATORSS. Kivity1,2, H. Kravitz3, C. Cohen3, D. Margoulis3, M. Amar3, G. Kazimirsky3,D. Ozeri4, A. Dori5, C. Brodie3. 1Meir Medical Center, Rheumatology Unit, KefarSava, Israel;2T el Aviv University, Sackler faculty of Medicine, T el Aviv-Y afo, Israel;3Bar-Ilan University, The Mina and Everard Goodman Faculty of Life Sciences,Ramat Gan, Israel;4T el-HaShomer The Sheba Medical Center, ZabludowiczCenter for Autoimmune Disease, Ramat Gan, Israel;5T el-HaShomer The ShebaMedical Center, Department of Neurology, T alpiot Medical Leadership Program,Sackler Faculty of Medicine, T el Aviv University, Ramat Gan, IsraelBackground: Inflammatory myopathies (IM) are a heterogeneous group of disor-ders characterized by autoimmune inflammatory destruction of skeletal muscles.It is many times associated with lung, skin and joint involvement. Identifying bio-markers that can differentiate IM from other muscle disorders may elucidate the pathophysiology of IM, guide novel therapies, monitor disease activity/responseto treatments and predict prognosis. Exosomes are membrane-bound nanove-sicles with diameters of 30-150 nm that contain multiple proteins, nucleic acid,lipids and other molecules in a tissue- and cell-specific manner. Exosomes are secreted by a large variety of cells, play major roles in cell-cell interactions, andhave recently emerged as circulating biomarkers in a variety of pathological con-ditions, including several autoimmune diseases.Objectives: To characterize exosomes from serum of IM patients, analyze pro-tein expression and study their potential mediators of disease pathologies.Methods: Serum was collected from patients suffering from IM(n=5) and from patients suffering from Becker (BMD) and Duchenne (DMD) muscular dystro-phies (n=6). Exosomes were isolated by Exoquick precipitation and analyzedfor size distribution and by nanoparticle tracking analysis (NTA) and by Westernblot for exosome markers. The effects of the isolated EVs on human satellitecell proliferation and differentiation and macrophage activation were examined. Results: Exosomes from IM patients decreased human satellite cell proliferation (51%, P<0.01) and inhibited their myogenic differentiation as indicated by lower fusionindex (24% inhibition, P<0.01) and expression of myosin heavy chain (72% inhibi-tion, P<0.001). Similar results were obtained also with exosomes derived from DMDand BMD patients; however, their inhibitory effect were more pronounced on MyoG expression. T reatment of macrophages with exosomes from IM patients significantly increased the expression of IL-10 (3-fold, P<0.001), compared to exosomes of healthy controls and DMD patients. Another significant difference was in the expression of sig-naling molecules: Thus, exosomes from BMD patients increased the phosphorylationof Erk and p38, whereas a smaller effect was induced by IM exosomes.Conclusion: Exosomes from IM patients decrease satellite cell proliferationand myogenic differentiation compared to healthy exosomes. In addition, these exosomes increased the expression of IL-10 in macrophages. These effects areunique to exosomes of IM patients compared to muscular dystrophies. These promising results suggest that serum exosomes should be further investigatedas a novel biomarker with potential therapeutic implications.Disclosure of Interests: Shaye Kivity Speakers bureau: BI, Abbvie, Lilly, Pfizer, Janssen, Neopharm, Grant/research support from: Sobi, Haya Kravitz: None declared, Coral Cohen: None declared, Darya Margoulis: None declared, MosheAmar: None declared, Gila Kazimirsky: None declared, David Ozeri Speakers bureau: Neopharm, Consultant of: Abbvie, Amir Dori Grant/research supportfrom: Biogen, Chaya Brodie Grant/research support from: Biogen.DOI: 10.1136/annrheumdis-2022-eular.63POS0469 ENDOTHELIAL TO MESENCHYMAL TRANSITIONAND SENESCENCE ARE PART OF THE FIBROTICPATHOGENESIS IN SYSTEMIC SCLEROSISY. H. Chiu1,2, J. Spierings1, J. M. Van Laar1, J. De Vries-Bouwstra3, M. VanDijk4, R. Goldschmeding4. 1University Medical Center Utrecht, Departmentof Rheumatology and Clinical Immunology, Utrecht, Netherlands;2T ri-ServiceGeneral Hospital, Division of Rheumatology/Immunology/Allergy, T aipei, T aiwan, Republic of China;3Leiden University Medical Center, The Department of on December 24, 2023 by guest. Protected by copyright./ Ann Rheum Dis: first published as 10.1136/annrheumdis-2022-eular.29 on 23 May 2022. Downloaded from。

TOEFL_EXERCISE_PAPER_5-6(1)

for the time being 暂且Apartment manager 公寓管理员Estate agent 房地产经纪人,代管房地产者Snowflake 雪花Sculpture 雕刻Exercise FivePART ADirections: In Part A you will hear short conversations between two people. After each conversation, you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible answers in your textbook and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.1.(A) The test consisted of one page.(B) The exam was difficult for the woman.(C) The woman found the exam easy.(D) The woman completed the exam in one hour.2.(A) Parents.(B) A teacher and a student.(C) Two friends.(D) A parent and a child.3.(A) Play the piano.(B) Learn to sing.(C) Keep her company.(D) Teach her to sing.4.(A) Leave work early.(B) Call the telephone company at noon.(C) Go to work during the afternoon.(D) Go to the telephone company between one and three.5.(A) On a college campus.(B) In a bank.(C) In a doctor’s clinic.(D) In a hardware store.6.(A) He was speeding.(B) He ran a red light.(C) He went through a stop sign(D) He turned a corner too fast.7.(A) To save her money for a long time.(B) To buy a new car.(C) To purchase a used car.(D) To get a second car.8.(A) Her guests don’t like punch.(B) The man left two gallons of punch on the shelf.(C) She has too many gallons of punch.(D) She will run out of punch.9.(A) His advisor.(B) His teacher.(C) His partner.(D) His boss.10.(A) Frank’s car was accidentally lost.(B) Frank was killed in a car accident.(C) Frank fell out of a car.(D) Frank survived a car accident.11.(A) They are faded.(B) They are dirty.(C) They are dyed(D) They are blue.12.(A) They have two children already.(B) Mrs. Taylor wishes to have children, but her husband doesn’t.(C) They will start a family as soon as they get married.(D) They don’t want children for the time being.13.(A) Four contestants failed to win prizes.(B) The man ate during the show.(C) The woman missed the show.(D) Five contestants won cars.14.(A) Change apartments.(B) Look for a less expensive place to live.(C) Move to the mountains.(D) Find an older apartment away from the lakes.15.(A) Cough medicine.(B) Honey and whiskey.(C) Antibiotics.(D) Over-the-counter remedies.16.(A) He must see the dentist.(B) He must give a speech.(C) He has a meeting to attend.(D) He must travel to a business conference.17.(A) A new restaurant.(B) A new hotel.(C) A new hospital.(D) A new airport.18.(A) John should not talk Bill anymore.(B) John should tell Bill not to think negatively.(C) John should take Bill’s remarks seriously.(D) John should pay little attention to what Bill says.19.(A) The woman buys all her clothes in Chicago.(B) The woman purchased no dresses in Chicago.(C) The woman can sew.(D) The woman bought one dress in Chicago.20.(A) He arrived at the subway station late.(B) The subway is not on time.(C) The subway left an hour ago.(D) The woman kept him from boarding.21.(A) It will probably rain.(B) It will probably be foggy.(C) It will probably not rain.(D) It will probably be cold.22.(A) Take four pills.(B) Hesitate to take any pills.(C) Take the doctor’s advice.(D) Take eight pills.23.(A) In Rome.(B) In Paris.(C) In London.(D) In Madrid.24.(A) By plane.(B) By car.(C) By bus.(D) By train.25.(A) In a park(B) In a museum.(C) In a zoo.(D) In a pet store.26.(A) Get directions to the bus station.(B) Get to the grocery store.(C) Give the man directions to the bus station.(D) Find out where the stoplight is.27.(A) She’s maid.(B) She sells stoves and refrigerators.(C) She’s an apartment manager.(D) She’s a real estate agent.28.(A) Four hundred dollars.(B) A little less than four hundred dollars.(C) No money at all.(D) A great deal less than four hundred dollars.29.(A) A bus station.(B) An airport.(C) A super highway.(D) A train station.30.(A) He got angry with his boss.(B) He always got to work late.(C) He was frequently sick and absent from work.(D) He prepared a financial report incorrectly.PART B 14：25Directions: In this part of the test, you will hear longer conversations. After each conversation, you will hear several questions. The conversations and questions will not be repeated.31.(A) They are both students.(B) They are both professors.(C) One is a student and the other is a professor.(D) Jeff Leppard and Howard Jones.32.(A) In the cafeteria.(B) In a restaurant.(C) In a classroom at school.(D) In a professor’s office.33.(A) There was a sudden dropping of temperatures on earth.(B) There was a sudden warming of temperatures on earth.(C) The polar glaciers slowly melted.(D) A dust cloud blocked out the sun.34.(A) They didn’t talk about extinction.(B) They only mentioned one.(C) Two theories.(D) Four theories.17：1035.(A) Whether or not snowflakes can be analyzed.(B) How snowflakes are formed.(C) What causes a snowstorm.(D) Where the largest snowflakes can be found.36.(A) She has never soon snow before.(B) She is conducting research on snow.(C) She wants to make artificial snow.(D) She has been reading about snow.37.(A) One.(B) Two.(C) Three.(D) Four.38.(A) The shape of dust particles in the air.(B) The relative humidity.(C) The temperature of the air.(D) The geography of the area.PART C 19：34Directions: In this part of the test, you will hear several talks. After each talk, you will hear some questions. The talks and questions will not be repeated.39.(A) The layout of the laboratory.(B) A laboratory experiment.(C) The workbook for the laboratory course.(D) A piece of equipment.40.(A) Homework must be handed in on time.(B) The students must follow all instructions exactly.(C) The students will be able to make choices about the laboratory work.(D) A great deal of equipment is available.41.(A) The activities are to be done during class.(B) The activities take less time.(C) No equipment is needed for the activities.(D) Few instructions are given for the activities.42.(A) At the beginning of the semester.(B) When the students need to be motivated.(C) After the first laboratory session.(D) When the students have done good work.43.(A) History of American photography.(B) Paintings inspired by photographs.(C) Early photographic techniques.(D) The work of two photographers.44.(A) He photographed her house.(B) He photographed her paintings.(C) He gave her advice on painting photography.(D) He gave her advice on painting techniques.45.(A) Painting.(B) New York architecture.(C) Photographing sculpture.(D) Photographing people.46.(A) It is the only record left of the painting.(B) It is the last photo taken by the Julia.(C) It has become more valuable than the painting.(D) It was destroyed with the painting in a fire.47.(A) To encourage people to participate in a club activity.(B) To introduce a new kind of bicycle.(C) To inform beginning cyclists about New Jersey’s traffic laws.(D) To warn tourists about bicycling on the roadways.48.(A) Its large number of bicycle clubs.(B) Its geographic variety.(C) Its network of superhighways.(D) Its mild climate.49.(A) Some of them are inaccessible to beginning cyclists.(B) Some of them commemorate the development of the bicycle.(C) They are nice places to visit on bicycle tours.(D) They help to make New Jersey a wealthy state.50.(A) Repair their bicycles.(B) Go on a bicycle tour.(C) Take a test about road safety.(D) Participate in a bicycle race.Exercise SixPART ADirections: In Part A you will hear short conversations between two people. After each conversation, you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible answers in your textbook and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.1.(A) He publishes books.(B) He is an author.(C) He collects automobiles.(D) He works in industry.2.(A) He has a promising career.(B) He can’t sell books.(C) He and his boss get along well.(D) He prefers to be a fireman.3.(A) She would’ve received an A.(B) She would’ve received a C.(C) She would’ve received a D.(D) She would’ve received a B.4.(A) He prefers his old set of clubs.(B) He has little chance to play golf.(C) He’s playing better golf recently.(D) He’s too old to play much golf.5.(A) He suggests that she visit Belgium.(B) He suggests that she spend more time studying her textbook.(C) He suggests that she spend more time in the language laboratory.(D) He suggests that she get a tutor.6.(A) Mow the lawn.(B) Weed the flowers.(C) Pay $50 a month for a gardener.(D) Work in the flowerbeds.7.(A) The man and woman shopped all over town.(B) The woman went to many different stores.(C) The woman bought some bookcases on sale.(D) The man sold the woman some expensive bookcases.8.(A) On a farm.(B) In a slaughterhouse.(C) In a market.(D) In a feed store.9.(A) He read the newspaper.(B) One of his students told him.(C) He listened to a radio report.(D) He attended a cabinet meeting.10.(A) Vegetables.(B) Cereal and vegetables.(C) Cereal and banana.(D) Rice and mashed fruit.11.(A) Setting the table.(B) Polishing silver.(C) Sewing napkins.(D) Stocking a pantry.12.(A) He went directly to the boss with his problem.(B) He decided to keep the problem to himself.(C) He let his mother speak to the boss about the problem.(D) He told his boss’s mother about the problem.13.(A) To mail a letter.(B) To buy stamps.(C) To get a package.(D) To deliver a check to the postman.14.(A) She lost a hundred dollars on the way to the health club.(B) She received a refund of one hundred dollars from the health club.(C) She refused to sign a contract with the health club.(D) She failed to keep contract with the health club.15.(A) She plans to teach.(B) She plans to write a book.(C) She plans to do a great deal of reading.(D) She plans to stay at home and rest.16.(A) He thinks that they are of inferior quality.(B) He thinks that they are a bargain.(C) He thinks that they are overpriced.(D) He thinks that they can be purchased at a cheaper price elsewhere.17.(A) She is full.(B) She doesn’t want to gain weight.(C) She thinks the dessert will be too rich for her.(D) She is afraid of spilling the dessert on her clothes.18.(A) In a museum.(B) In a park.(C) In a library.(D) In an art store.19.(A) Disconnect his telephone.(B) Blow a whistle into the receiver.(C) Keep a record of incoming annoyance.(D) Report his problem to the police.20.(A) By one o’clock.(B) By two o’clock.(C) By three o’clock.(D) By twelve o’clock.21.(A) She thinks that the ticket line will be too long.(B) She thinks that the speaker won’t show up.(C) She thinks that no more tickets are available.(D) She thinks the seminar will not be open to the public.22.(A) A play.(B) A movie.(C) A lecture.(D) A concert.23.(A) Six weeks.(B) Five weeks.(C) Four weeks.(D) Three weeks.24.(A) In a hospital.(B) In a law office.(C) In a plant store.(D) In a gift shop.25.(A) Cooking.(B) Eating dinner.(C) Writing a check.(D) Getting dressed.26.(A) By plane.(B) By bus.(C) By car.(D) By train.27.(A) Two.(B) Five.(C) Seven.(D) Nine.28.(A) Building an office complex.(B) building a clubhouse(C) Building a private residence.(D) Building an apartment house.29.(A) At home.(B) In the hospital.(C) In the doctor’s office.(D) At work.30.(A) He advises that she have them sent C. O. D.(B) He tells her to send two dollars in cash now and the rest upon the delivery of the books.(C) He advises that she pay for the books with a credit card.(D) He advises her to pay for the books by check.PART BDirections: In this part of the test, you will hear longer conversations. After each conversation, you will hear several questions. The conversations and questions will not be repeated.31.(A) c-e-n-t-r-e(B) c-e-r-r-e-n(C) c-e-b-t-e-r(D) c-r-e-n-t-r-e32.(A) ur(B) aur(C) or(D) ir33.(A) An area of level surface.(B) A movie actor.(C) An apartment in the city.(D) A British movie.34.(A) British English and American English are the same.(B) The Americans ca n’t understand the British.(C) The British and Americans spell differently and have some different vocabulary, but theypronounce words the same way.(D) The British and Americans have different vocabulary and spelling, but they stillunderstand each other.35.(A) Giving a lecture.(B) Discussing political science.(C) Working on a science problem.(D) Reading twentieth-century literature.36.(A) Telling jokes.(B) Falling asleep during meals.(C) Staying late after class.(D) Eating in the cafeteria.37.(A) They complete all their assignments.(B) They study hard for their tests.(C) They compete for the best seats in the class.(D) They read all his books.38.(A) Controversial.(B) Impersonal.(C) Patronizing.(D) Cooperative.PART CDirections: In this part of the test, you will hear several talks. After each talk, you will hear some questions. The talks and questions will not be repeated.39.(A) Their famous mating call.(B) Their external skeletons.(C) The harm they might do to crops.(D) The length of their life cycle.40.(A) In August.(B) In May or June.(C) In the morning.(D) At midnight.41.(A) Their exoskeletons.(B) The noise they make.(C) Their long lives.(D) Their resemblance to locusts.42.(A) A group of children.(B) A distinguished group of scientists.(C) A forestry class.(D) Biology students who are preparing for an exam.43.(A) To exhibit a more spacious hall.(B) To reflect changes in scientific theory.(C) To make use of the latest technology.(D) To display newly acquired fossils.44.(A) It had aggressive tendencies.(B) It is connected to modern birds.(C) It was the largest dinosaur ever found.(D) Its tails usually dragged on the ground.45.(A) They are from the same period of time.(B) They share similar physical traits.(C) They ate similar food.(D) They live in a cold and arid climate.46.(A) According to their size.(B) According to the region of the world they lived in.(C) According to their eating habit.(D) According to when they lived.47.(A) How the tone of a piano is affected by its shape.(B) How to measure a piano’s resonance.(C) How size makes a piano more expensive.(D) How to improve your performance by choosing the right piano.48.(A) Jazz and popular music sound better on them.(B) They sound as good as grand pianos.(C) They are easy to move around.(D) They occupy less space.49.(A) Have members of the audience try each piano themselves.(B) Urge members of the audience to buy upright pianos.(C) Play each piano so the audience can listen to the difference.(D) Open each piano and let the audience see how they are strung.50.(A) Try to restore old square pianos.(B) Begin to practice on uprights and grands.(C) Buy uprights.(D) Listen attentively to the performance.。

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Section:threeLaboratory Exercise 3DISCRETE-TIME SIGNALS: FREQUENCY-DOMAIN REPRESENTATIONS 3.1 DISCRETE-TIME FOURIER TRANSFORMProject 3.1 DTFT ComputationA copy of Program P3_1 is given below:w=-4*pi:8*pi/511:4*pi;num=[2 1];den=[1 -0.6];h=freqz(num,den,w);%Plot DFDTsubplot(2,1,1)plot(w/pi,real(h));gridtitle('H(e^{j\omega})的实部')xlabel('\omega/\pi');ylabel('振幅');subplot(2,1,2)plot(w/pi,imag(h));gridtitle('H(e^{j\omega})的虚部')xlabel('\omega/\pi');ylabel('振幅');pausesubplot(2,1,1)plot(w/pi,abs(h));gridtitle('H(e^{j\omega})幅度谱')xlabel('\omega/\pi'); ylabel('振幅'); subplot(2,1,2)plot(w/pi,angle(h));grid title('H(e^{j\omega})相位谱') xlabel('\omega/\pi'); ylabel('以弧度为单位的相位');Q3.1 The expression of the DTFT being evaluated in Program P3_1is - ωωωj j j ee e H ---+=6.012)(The function of the pause command is – 用于暂停matlab 程序，用户按任意键继续。

若pause 含参数n ，则n 秒后继续执行。

Q3.2 The plots generated by running Program P3_1 are shownbelow:-4-3-2-10123402468H(e j ω)的实部ω/π振幅-4-3-2-101234-4-2024H(e j ω)的虚部ω/π振幅按下任意键后：-4-3-2-10123402468H(e j ω)幅度谱ω/π振幅-4-3-2-101234-2-1012H(e j ω)相位谱ω/π以弧度为单位的相位>The DTFT is a ______周期Its period is - 2*piThe types of symmetries exhibited by the four plots are as follows:1、实部图是2pi 为周期的偶对称2、虚部图是2pi 为周期的奇对称3、幅度谱是2pi 为周期的偶对称4、相位谱是2pi 为周期的奇对称Q3.3 The required modifications to Program P3_1 to evaluatethe given DTFT of Q3.3 are given below:N=512;num=[0.7 -0.5 0.3 1];den=[1 0.3 -0.5 0.7];[h,w]=freqz(num,den,N);%Plot DFDTsubplot(2,1,1)plot(w/pi,real(h));gridtitle('H(e^{j\omega})的实部')xlabel('\omega/\pi');ylabel('振幅');subplot(2,1,2)plot(w/pi,imag(h));gridtitle('H(e^{j\omega})的虚部')xlabel('\omega/\pi');ylabel('振幅');pausesubplot(2,1,1)plot(w/pi,abs(h));gridtitle('H(e^{j\omega})幅度谱')xlabel('\omega/\pi');ylabel('振幅');subplot(2,1,2)plot(w/pi,angle(h));gridtitle('H(e^{j\omega})相位谱')xlabel('\omega/\pi');ylabel('以弧度为单位的相位'); >The plots generated by running the modified Program P3_1 are shown below:<0.10.20.30.40.50.60.70.80.91-1-0.500.51H(e j ω)的实部ω/π振幅0.10.20.30.40.50.60.70.80.91-1-0.500.51H(e j ω)的虚部ω/π振幅00.10.20.30.40.50.60.70.80.911111H(e )幅度谱ω/π振幅0.10.20.30.40.50.60.70.80.91-4-2024H(e j ω)相位谱ω/π以弧度为单位的相位>The DTFT is a _____周期__Its period is - 2*piThe jump in the phase spectrum is caused by - 要计算一个系统相频特性，就要用到反正切函数，计算机中反正切函数规定，在一、二象限中的角度为0～pi ，三四象限的角度为0～-pi 。

若一个角度从0变到2pi ，但实际得到的结果是0～pi ，再由-pi ～0，在w=pi 处发生跳变，跳变幅度为2pi ，这就叫相位的卷绕。

The phase spectrum evaluated with the jump removed by the command unwrap is as given below:<00.10.20.30.40.50.60.70.80.91-6-5-4-3-2-1H(e )相位谱ω/π以弧度为单位的相位>Q3.4 The required modifications to Program P3_1 to evaluatethe given DTFT of Q3.4 are given below:w=-4*pi:8*pi/511:4*pi; g=[1 3 5 7 9 11 13 15 17]; h=freqz(g,1,w); %Plot DFDT subplot(2,1,1)plot(w/pi,real(h));grid title('H(e^{j\omega})的实部') xlabel('\omega/\pi'); ylabel('振幅');subplot(2,1,2)plot(w/pi,imag(h));gridtitle('H(e^{j\omega})的虚部')xlabel('\omega/\pi');ylabel('振幅');pausesubplot(2,1,1)plot(w/pi,abs(h));gridtitle('H(e^{j\omega})幅度谱')xlabel('\omega/\pi');ylabel('振幅');subplot(2,1,2)plot(w/pi,angle(h));gridtitle('H(e^{j\omega})相位谱')xlabel('\omega/\pi');ylabel('以弧度为单位的相位'); >The plots generated by running the modified Program P3_1 are shown below:<-4-3-2-101234-50050100H(e j ω)的实部ω/π振幅-4-3-2-101234-100-50050100H(e j ω)的虚部ω/π振幅-4-3-2-101234050100H(e j ω)幅度谱ω/π振幅-4-3-2-101234-4-2024H(e j ω)相位谱ω/π以弧度为单位的相位>The DTFT is a ______周期Its period is - 2*piThe jump in the phase spectrum is caused by - 反正切函数的数值Project 3.2 DTFT PropertiesAnswers:Q3.6 The modified Program P3_2 created by adding appropriate comment statements, and adding program statements for labeling the two axes of each plot being generated by the program is given below:w=-pi:2*pi/255:pi;wo=0.4*pi;D=10;num=[1 2 3 4 5 6 7 8 9];h1=freqz(num,1,w);h2=freqz([zeros(1,D) num],1,w);subplot(2,2,1)plot(w/pi,abs(h1));gridtitle('原序列的幅度谱')xlabel('\omega /\pi');%对X轴加标注ylabel('幅度');%对Y轴加标注subplot(2,2,2)plot(w/pi,abs(h2));gridtitle('时移后序列的幅度谱')xlabel('\omega /\pi');%对X轴加标注ylabel('幅度');%对Y轴加标注subplot(2,2,3)plot(w/pi,angle(h1));grid title('原序列的相位谱')xlabel('\omega /\pi');%对X 轴加标注 ylabel('相位');%对Y 轴加标注 subplot(2,2,4)plot(w/pi,angle(h2));grid title('时移后序列的相位谱') xlabel('\omega /\pi');%对X 轴加标注 ylabel('相位');%对Y 轴加标注>The parameter controlling the amount of time-shift is - DQ3.7 The plots generated by running the modified program aregiven below:-1-0.500.510204060原序列的幅度谱ω /π幅度-1-0.500.510204060时移后序列的幅度谱ω /π幅度-1-0.500.51-4-2024原序列的相位谱ω /π相位-1-0.500.51-4-2024时移后序列的相位谱ω /π相位>From these plots we make the following observations:时移后幅度没有变化，相位变密。