Non-extensive study of Rigid and Non-rigid Rotators
航空发动机专业英语词汇大全

航空发动机专业英语词汇大全,值得收藏!之袁州冬雪创作2016-01-29 航佳技术飞机维修砖家Part 1Para. 1gas turbine engine燃气涡轮发动机aircraft 飞机,飞行器(单复同形)power plant 发动机,动力装置appreciate 懂得,意思到prior to 在…之前propulsion 推进reaction 反作用jet 喷气, 喷射, 喷气发动机designer 设计师initially 最初,开端时unsuitability 不适应性piston engine 活塞发动机airflow 空气流present 带来, 发生obstacle 障碍Para. 2patent 专利, 获得专利jet propulsionengine 喷气推进发动机athodyd 冲压式喷气发动机heat resistingmaterial 耐热资料develop 研究出,研制出in the secondplace 其次inefficient 效率底的ram jet, ramjet冲压式喷气发动机conception 构想, 设计,概念Para. 3grant 授予propulsive jet 推进喷射turbo-jet engine 涡轮喷气发动机turbojetturbo-propellerengine涡轮螺桨发动机turbopropVickers Viscountaircraft 维克斯子爵式飞机be fitted with 配备term 术语, 称为, 叫做twin-spool engine 双转子发动机triple-spoolengine三转子发动机by-pass engine 双涵道发动机ducted fan 涵道风扇发动机unducted fan (UDF)无涵道风扇发动机propfan 桨扇发动机inevitable 不成防止的, 必定的propeller 螺旋桨basic principle 基来历根基理effect 发生propel 推进solely 单独, 只thrust 推力popularly 普遍地, 一般地pulse jet 脉动式喷气发动机turbo/ram jet 涡轮冲压式喷气发动机turbo-rocket 涡轮火箭accelerate 加速acceleration 加速度apparatus 装置, 机器slipstream 滑流momentum 动量issue 冒出to impart M to N 把M给与Nrevolve 旋转whirl 旋转sprinkler 喷水器mechanism 机构by [in] virtue of 依靠hose 软管afford 提供carnival 狂欢节definitely 确切地, 明白地assume 想象, 以为expel 排出, 驱逐propulsiveefficiency 推进效率Page 3differ 分歧convert 转换thermodynamic 热动力的divergent 分散diverge 分散convergent 收敛converge收敛entry 进气段exit 排气管kinetic energy 动能air intake 空气出口diverging duct 分散管道outlet duct 排气管missile 导弹target vehicle 靶机intermittentcombustion 间断式燃烧aerodynamic 空气动力的involve 具有robust 坚固的, 坚固的inlet valve 进气阀inject 喷入eject 喷出depression 降压, 减压exhaust 排气cycle 循环helicopter rotorpropulsion直升飞机旋翼驱动器dispense with 省去, 无需resonate 共振resonating cycle 共振循环fuel consumption 燃油消耗equal 比得上performance 性能decompose 分解inherent 固有的draw 吸入arrangement 布局simplicity 简单性subsequent 接下来的thermodynamic 热力的Page 7disturbance 扰动blade-tip 叶尖departure from 变节offset 抵消exceed 超出Mach number 马赫数variable intake 可变出口afterburning 加力燃烧variable nozzle 可调喷口conventional 惯例的afterburner 加力燃烧室inoperative 不工作的divert 使转向guide vane 导流叶片duct 管道,用管道输送sustained 持续的cruise 巡航mode 形式multi-stageturbine 多级涡轮derive 得到,取得kerosene, kerosine火油be in the orderof…达到…的量级spray 喷雾fuel-rich mixture 富油混合物dilute 稀释surplus 剩余的interceptor 截击机space-launcher 航天发射器altitude 高度attitude 态度、姿态latitude 纬度longitude 经度accelerative 加速的duration 持续时间Part2working fluid 工作流体conversion 转换jet efflux 喷射气流four-stroke pistonengine 四冲程活塞发动机constant pressure 等压constant volume 等容induction 进气compression 压缩intermittent 间断的be involved in…与…有关charging 进气eliminate 消除idle stroke 空冲程peak 峰, 峰值fluctuate,fluctuating 动摇, 起伏withstand,withstood 承受in excess of 超出employ 采取cylinder 汽缸high octane fuel 高辛烷值燃料low octane fuel 低辛烷值燃料fabricated 装配式的function 运行, 运转introduce,introducing 输入remainder 剩余部分discharge 排出Para.5,6turbine assembly 涡轮部件air-cooled blade 气冷叶片consequently 随之而来的, 因此, 所以embody 体现be embodied in M 体现在M中be directlyproportional to…与…成正比be inversely proportional to…与…成反比trace 描画show up 表示attain 达到, 实现conversely 相反地adiabatic 绝热的friction 磨擦conduction 传导turbulence 紊流propelling nozzle 推力喷管momentum 动量deceleration 减速Page 14effect 实现conversion 转换convert 转换sonic 音速的subsonic 亚音速的supersonic 超音速的encounter 遇到venturi 文氏管interference 干扰component failure 部件失效eddy 涡流turbulence 紊流frontal area 迎面面积straight-throughflow system 直流式系统reverse flowsystem 回流式系统subsequent 接下来的conventionally 惯例地percentage 部分,百分比duct 管道,用管道输送remainder 剩余物deliver 送,流to be conduci ve to…有利于…specific fuelconsumption 燃油消耗率design feature 设计特征by-pass engine 双涵道发动机by-pass ratio 涵道比twin-spoolconfiguration 双转子布局propfan 桨扇发动机turbo-propeller 涡轮螺桨发动机by-pass airstream 外涵道气流overboard 向船外,排出ducted fan 涵道式风扇发动机aft fan 后风扇发动机Part 3centrifugal 离心的axial 轴流的couple 耦合,联接coupling 联轴器coupler联轴器shaft 轴centrifugal (flow)compressor 离心压气机impeller 叶轮diffuser 分散器axial (flow)compressor 轴流压气机multi-stage unit 多级装置alternate 交替的rotor blade转子叶片stator vane 静子叶片diffuse 分散boost 增压booster 增压器with regard to 关于robust 坚固,坚固develop andmanufacture 设计与制造consume 消耗,使用attain 达到air flow 空气流量,空气流adoption 采取favour (Am. E favor) 喜爱,偏爱ruggedness坚固性rugged 坚固的outweigh 胜过,重于Fig. 3-1rotating guidevane 旋转导流叶片intake chute 进气斜道swirl vane 旋流叶片diffuser vane 分散器叶片double-entry impeller双面进气叶轮plenum chamber 稳流室induce 吸入radially 径向地intake duct 进气管initial swirl 预旋divergent nozzle 分散排气管tip speed 叶尖速度maintain 坚持leakage 泄漏clearance 间隙construction 布局center around(about, at, in, on, round, upon)…以…为中心ball bearing 滚珠轴承roller bearing 滚柱轴承split 分开detachment 拆开,分离forged 锻造的radially disposedvanes 径向摆列的叶片in conjunctionwith… 和…共同swept back 后掠attach 联接tangential 相切的inner edge 内缘in line with… 与…一致buffeting impulse 扰流抖振脉冲Para. 13rotor assembly 转子部件airfoilsection 翼型截面mount 装置bearing 轴承incorporate 安有,装有in series 依次地design condition 设计状态incorporation 引入,采取variable statorvane 可调静子叶片succeeding stage下一级Para. 14gradual reduction 逐渐减小annulus 环型stator casing 静子机匣maintain 坚持density 密度convergence 收敛taper,tapering 带斜度,带锥度arrangement 布局Para. 16multi-spoolcompressor 多转子压气机optimum 最佳(的),最优(的)flexibility 适应性,矫捷性Para. 17handle 处理duct 管道,用管道输送exhaust system 排气系统propelling nozzle 推力喷管match 使匹配obsolete 已不必but 除…….之外Para. 18trend 趋势stage 阶段, 级undergo 承受split 分开core 核心gas generator 燃气发生器optimumarrangement 最佳布局Para. 19induce 吸入,引入,引导sweep, swept 扫,猛推adjacent 相邻的translate 翻译,转换decelerate 减速serve 起……作用deflection 偏转straightener 整流器swirl 旋流diagrammatically 图示地accompany 陪同progressive 不竭的,逐渐的Para. 20breakaway 分离stall 失速precede 在……前面Para. 21incidence 攻角tolerate 允许interstagebleed 级间放气intermediatestage 中间级Para. 22proportion 比例 pl. 尺寸, 大小coaxial 同轴的inner radius 内半径supercharge 增压akin 相似的to center around(round, on, upon, about, at, in)…以…为中心alignment 对中, 同心cylindrical 圆筒形的bolted axial joint轴向螺栓联接bolted center linejoint 中心线螺栓联接secure 固定assemble 装配weld 焊接periphery 边沿drum 鼓筒circumferential 周向的fixing 装置, 固定maintainability 维护性blisk 整体叶盘gradient 梯度balance out 抵消twist 扭angle of incidence攻角boundary layer 附面层, 鸿沟层stagnant 滞止的compensate for 抵偿camber 弯度extremity 端部end-bend 端弯retaining ring 坚持环in segments 成组的shroud 叶冠dissimilar 不相似的, 分歧的workable 可用的, 可运转的implement 实现, 执行, 完成retain 坚持impose upon… 强加于…之上depart from 偏离intention 意图positive incidencestall 正攻角失速negative incidencestall 负攻角失速blading 叶栅sustain 承受得住surge 喘振instantaneous 即刻的expel 排出margin 欲度instability 不稳定性Para. 30provision 提供margin 欲度hydraulic 液压的pneumatic 气动的electronic 电子的Para. 31cost effective 成本效益好的prevail 风行,胜利Para. 32rigid 刚性的clearance 间隙alloy 合金nickel based alloy镍基合金titanium 钛in preference to 优先于rigidity todensity ratio 刚度密度比Para. 33prime 主要的fatigue strength 疲劳强度notch 切口,开槽ingestion 吸气inferior 差的decline 下降rub 碰磨ignite 点燃airworthiness 飞行性能hazard 危险Para. 34dominate 起支配作用Para. 35solid forging 实锻件chord 弦mid-span 叶片中部snubber 减振器clapper 点头fabricate 制造skin 蒙皮honeycomb 蜂窝Para. 36robust section 坚固截面ingestioncapability 吸气才能Part4fuel supply nozzle燃油喷嘴extensive 广泛的,大量的accomplish 完成range 范围C---Centigrade orCelsius turbine nozzle涡轮导向器consequent 随之发生的,成果的kerosene, cerosine火油light, lit orlighted 点燃blow, blew,blown 吹alight 燃烧的flame tube 火焰筒liner 衬筒meter, metering 调节配量snout 进气锥体downstream 下游,顺流swirl vane 旋流叶片perforated flare 带孔的喇叭管primary combustionzone 主燃区upstream上游,逆流promote 促进,引起recirculation 环流,回流secondary air hole二股气流孔toroidal vortex 喇叭口形涡流anchor, anchoring 锚,固定hasten 促进,加速droplet 小滴ignitiontemperature 燃点conical 锥形的intersect 相交turbulence 紊流break up, breakingup 分裂,破碎incoming 出去的nozzle guide vane 涡轮导向叶片amount to 占…比例, 达到progressively 逐渐地dilution zone 掺混区remainder 剩余物insulate M from N 使M与N隔离Para.10,11electric spark 电火花igniter plug 点火塞self-sustained 自持的airstream =airflowdistinct =different type injection 喷射,喷入ejection 喷射,喷出atomize 使雾化spray nozzle 喷嘴pre-vaporization 预蒸发vapor 蒸汽vaporize 蒸发vaporizer 蒸发器feed tube 供油管vaporizing tube 蒸发管atomizer flametube装有雾化喷嘴的火焰筒multiple(combustion) chamber 分管燃烧室tubo-annular(combustion) chamber 环管燃烧室cannular(combustion) chamber 环管燃烧室annular(combustion) chamber 环形燃烧室dispose 安插delivery 排气interconnect 互相连通propagate传播bridge a gapbetween填补空缺,使毗连起来evolutionary 发展,演变arrangement 布局overhaul 大修compactness 紧凑性contain 包含,装置be open to 与…相通elimination 消除propagation 传播virtually 实际上oxidize 氧化carbon monoxide 一氧化碳non-toxic 无毒的carbon dioxide 二氧化碳aerate, aerating 吹气,供气over-rich pocket 过富区fuel vapour 燃油蒸汽carbon formation积碳形成incur 招致extinction 熄灭relight 重新点燃perform,performing 完成,执行spray nozzleatomizer 喷嘴雾化器intensity 强度compact 紧凑的exceptionally 格外地,特别地calorific value 热值British thermalunit (BTU)英国热量单位=252卡expenditure 使用,消耗altitude cruise 高空巡航weak limit 贫油极限rich limit 富油极限extinguish 熄灭extinguisher 灭火器dive 俯冲idle, idling 空载,慢速mixture strength 混合物浓度stability loop 稳定区emission 排放物pollutant污染物create 发生,形成legislatively 立法地hydrocarbon 碳氢化合物oxides of nitrogen氧化氮suppression 抑制desirable 合乎需要的conflict 冲突compromise 折中combustor 燃烧室substantially 实际上coating 涂层insulation 隔热,隔离corrosion 腐蚀creep failure 蠕变失效fatigue 疲劳Part5accessory,accessories 附件solely = onlyextract,extracting 提取to expose M to N 使M吐露于NM is exposed to Ntorque 扭矩intermediate 中间的interpose 置于…之间to be derivedfrom… 从…获得, 取自free-power turbine自由动力涡轮to be independentof…不受…的限制mean 平均的deflection 偏转in proportion to 按比例sectionalthickness 截面厚度disproportionately不相称地broadly 主要地aerofoil shape 翼型形状impulse turbine 冲击式涡轮reaction turbine 反作用式涡轮incorporate 采取cartridge starter 弹药筒式起动机air starter 空气起动机to force one’s wayinto 有力地冲入spin 旋转whirl 旋转to be governed by 取决于, 由…决议substantially 实际上, 大体上excessive 过分的residual 剩余的,剩余detrimental =harmfulstrut 支柱, 支杆twist, twisted 带扭向的stagger angle 斜罩角mean section 中间截面self-aligningcoupling 自动调节联轴器machined forging 机加锻件flange 法兰,装置边bolt 螺栓,用螺栓联合perimeter 周边,圆周to have provisionfor…为…作好准备attachment 联接, 装置heat conduction 热传导degree of reaction反力度Para.18fix 确定, 决议,trailing edge 排气边so as to (do) 为了prevent M (from)+ingattach联接, 装置fixing 联接have a bearing on …对…有影响rim speed 轮缘速度de Laval bulb root圆头叶根supersede 代替, 取代fir-tree fixing 纵树榫头联接involve 需要, 要求serration 榫齿stiffen 加劲, 固牢contraction 收缩shroud 叶冠fit 配备, 装置segment 部分, 片peripheral 外围的, 周边的abradable lining 易磨涂层A.C.C. ---activeclearance controlshroudless blade 无冠叶片revolve 旋转extract 提取conventional 惯例的impractical 不实际的dual alloy disc 双金属轮盘blisk 整体叶轮cast 铸造bond 粘接match 匹配nozzle guide vane 涡轮导向叶片back pressure 反压surge 喘振choke 壅塞,阻塞obstacle 障碍impart to…给与tensile stress 拉应力limiting factor 限制因素endure 承受nickel alloy 镍合金ceramic coating 陶瓷涂层enhance 增强resistance 抵抗,耐fatigue cracking 疲劳破坏ferritic 铁素体terrific 恐怖的,极妙的austenitic 奥氏体alloying element 合金元素extend 延长fatigue resistance抗疲劳性powder metallurgy 粉末冶金in connection with关于,与…有关glowing red-hot 赤热发光ounce 盎施=28.35 gbending load 弯曲载荷thermal shock 热冲击corrosion 腐蚀oxidization 氧化foregoing 前面的, 上述的it follows that 因此, 可见permissible 允许的metallurgist 冶金学家creep 蠕变finite useful life有限使用寿命failure 失效forge 锻造forging 锻件cast 铸造creep property 蠕变性能fatigue property 疲劳性能reveal 揭露, 显示a myriad of 无数crystal 晶体equi-axed 等轴的service life 使用寿命directionalsolidification 定向凝结useful creep life 有效蠕变寿命single crystalblade 单晶叶片substantially 实质上, 显著地reinforced ceramic加固陶瓷balancing 平衡operation 工序in view of 思索到Part 6aero 航空的pass 排送resultant thrust 合成推力,总推力create 引起,发生contribute 提供absorb 吸收exe rt an influenceon…对…发生影响jet pipe 尾喷管propelling nozzle 推力喷管outlet nozzle 出口喷管distortion 歪曲, 变形cracking 发生裂纹thrust reverser 推力反向装置noise suppressor 消音器entail 需要, 要求low by-pass engine低涵道比发动机mixer unit 掺混装置encourage 促进exhaust cone 排气锥hold 坚持residual whirl 剩余旋流strut 支板straighten 整流in relation to…对…来讲choked 壅塞, 阻塞upstream totalpressure 上游总压pressure thrust 压力推力momentum 动量wastage 损失, 消耗with advantage 有效地convergent-divergentnozzle 收扩喷管recover 重新获得flared 扩大的restriction 限制progressively 逐渐地longitudinal 纵向的fixed area nozzle 固定面积喷口variable areanozzle 可变面积喷口offset 抵消nickel 镍titanium 钛ventilate,ventilating 通风lag, lagging 用隔热资料呵护insulating blanket隔热层fibrous 纤维状的stainless steel 不锈钢dimple 使起波纹acousticallyabsorbent material 吸声资料double-wallconstruction 双壁布局induce 引导ejector action 喷射器作用engine nacelle 发动机短舱streamline fairing流线型整流板vent hole 通气孔chute 斜道bonded honeycombstructure 粘接的蜂窝布局integrated nozzleassembly 整体喷管部件lightweightstrength 低重强度。
Management Accounting Research

Management Accounting Research1. IntroductionA number of innovative management accounting techniques have been developed over the past two decades, the most widely known of which are Activity-Based Costingand the Balanced Scorecard (BSC). Prior literature evaluates the success of these techniques by estimating its adoption rates and testing relationships between use and different types of outcome measures. Outcome measures used are, amongst others, use of the system, impact on decisions made based on information from these systems, dollar improvements following implementation of the system,and management evaluation of system success (Foster and Swenson, 1997). This study not only assesses the level of use, but also focuses on the purposes forwhich managersuse the BSC.Many factors influence individual BSC usage. First, usage is influenced by theway the organization intends to use the BSC, and therefore by the design of the scorecard. Second, individual usage is influenced by the opinions of top management, supervisors, and other colleagues of BSC users,and by other elements of the control system available in the firm. Together, these factors lead to a varying degree of pressure on individual BSC users to use the scorecard, i.e. the subjective norm. As Hartwick and Barki (1994) argued ,however, when system usage is mandatory, i.e. the subjective norm to use the system is strong, the intensiveness of use might still vary. Somemanagers will use the system all the time, whereas others will use it selectively, e.g. when they consider using it to be effective. This implies that even if BSC usage were mandatory in a firm, both the intensiveness and purposes of use might vary among managers. In this paper, I explore this individual BSC usage in the context of organizational usage (firm effects).I address anumber of avenues for further research raised by Malmi (2001). First, he suggests that future research should study whether we can explain various types of BSC usage by looking atfirmcharacteristics. Second, he suggests that we know little about the impact of using the BSC on other control mechanisms in the firm. I provide additional insights into these questions for BSC usage at the individualmanager level.First, I explore the purposes for which managers use the BSC. For this analysis, I adopt an instrument developed by Doll and Torkzadeh (1998) which measures the multidimensional usage of amanagement information system(MIS). The instrument mainly captures BSC usage for decision-making and is less well developed for measuring usage for control purposes and strategy communication.1Provided that individual usage is examined in this study, and that thecommunication of strategy and control of employees are primarily firm purposes, these limits do not seem to be too severe. Second, I explore the drivers of these different purposes of BSC usage. These drivers are the evaluation style ofmanagers, other controlmechanisms used in the organizational units, and the receptiveness of managers to information from modern performance measurement systems. Use of performance measurement systems is influenced by how managers evaluate their subordinates (Otley and Fakiolas, 2000). The BSC consists of a number of different types of measures that make a distinction between financial and non-financial measures, objective versus subjective measures, leading indicators versus lagging indicators, and measures that are easilyquantifiable as opposed tomeasures that aremore difficult to quantify. Managers can therefore evaluate performance on many different dimensions. The way managers evaluate their subordinates’ performance is therefore expected to influence the intensiveness of BSC usage and type of BSC usage. Based on an exploratory factor analysis, I identify three different dimensions of evaluation style. These dimensions include whether managers have a rigid or a flexible evaluation style to evaluate their subordinates; whether they value financial or non-financial performance measures more strongly; and whether they value quantitativeor qualitative performance measures more strongly. Further, usage of the BSC takes place amid the usage of other control mechanisms, because firms often use a package of controls (Otley, 1999). The design of this control package is also expected to influence intensiveness and type of BSC usage. Finally, the adoption diffusion literature suggests that some individuals are more innovative and more eagerto experiment with new systems than others (Rogers and Shoemaker, 1971). Therefore, greater receptiveness on the part ofmanagers to use newtypes of information sources is expected to result in higher BSC usage. The different dimensions of BSC usage and evaluation style are both identified from an exploratory factor analysis. Therefore, the nature of this study is exploratory.The survey was conducted in 19 firms identified as BSC users. The sample consists of 224 managers responsible for the BSC of a department or business unit in these firms. From an exploratory factor analysis, I find three different purposes of BSC usage: (1) a decision-making and decision-rationalizing dimension; (2) a coordination dimension; and (3) a self-monitoring dimension. The three resulting dimensions have a moderately high correlation with each other, suggesting that these purposes of use are complementary. BSC usage for decision-making and decision-rationalizing is positively related to the number of action controls used and manager’s receptiveness to new types of information. BSC usage for coordination purposes is also positively related with manager’s receptiv eness to new types of information and positively relatedwith the emphasis placed on managerial evaluations of subordinates. Finally, BSC usage forself-monitoring is positivelyrelated with the emphasis placed on managerial evaluations.4. Results4.1. Different purposes of BSC usage Doll and Torkzadeh’s original instrument consisted of 30 items. Before the surveywas administered, a pilot study with fivemanagers assessed the usability of the instrument to measure BSC usage. Eight items were deleted after this pilot study, mainly because of item overlap, or because the items did not fit in the BSC framework. For example, item V6 from the original instrument is almost the same as item V5. The original and the used instrument are presented in Appendix A. I use exploratory factor analysis to identify the purposes of BSC usage. Although the instrument seems appropriate for measuring BSC usage, this is the first time this instrument has been used to evaluate a management accounting system. Therefore, it is unclear whether the same theoretical dimensions should be extracted from the analysis compared with Doll and Torkzadeh’s (1998) results. I employ confirmatory factor analysis to compare the resulting factor solution from this study with the original outcome in Doll and Torkzadeh (1998). The chi-square difference test and the Akaike information criterion suggest that the factor solution in this paper better fits the data than the original Doll and Torkzadeh model.4.2. Evaluation style, control alternatives, and receptiveness to new informationIn this section, I discuss the measurement instruments used for the independent variables. First, factor analysis explores the number of dimensions in the set of items that captures evaluation style. Afterwards, the instruments used tomeasure control alternatives and receptiveness are explained.Exploratory factor analysis of the set of items that capture evaluation style reveals three dimensions.These dimensions are labeled (1) appropriateness of using financial versusnon-financial measures; (2) appropriateness of using qualitative versus quantitative measures; and (3) rigidity or flexibility of the evaluation. Table 3 reports the items for each dimension, its explained variance and CronbachThe appropriateness of non-financial versus financial measures use (NFF) dimension includes two questions that refer to the adequacy of non-financial versus financial measures for the functioning of the manager and to evaluate his organizational unit performance. The one factor solution explains 79% of the variance in the two items. Cronbach of the factor is 0.72.5. Discussion of the resultsThe results fromtheempirical analysis suggest that firm effects, organizational unit effects and individual manager effects influence BSC usage. First, the regression results indicate that some firms have a higher average score than other firms. Together with the lower standard deviations of the two firms that have the highest average BSC usage, this indicates that these firms probably stimulate the use of the system, for example, they make BSC use mandatory or introduce managers to its beneficial effects. Although the study suggests that firm effects play a role, it does not provide an understanding of which firm characteristics these are. The literature provides a number of suggestions. First, Ittner et al. (2003) showed that users and non-users of the scorecard did not differ in the type of strategy (i.e. either a maintain, innovate or flexible strategy) they implemented, which seems to be con sistent with Kaplan and Norton’s argument that all firms, irrespective of their strategy, need a BSC. Second, the firm structure, for example, degree of decentralization and interdependency,might influence the extensiveness and purposes of BSC usage. For example, Abernethy and Bouwens (2005) argue that decentralization might mitigate the resistance of managers to using new accounting information systems, such as the BSC. The reasons provided for this conjecture are that decentralization increases the ability of managers to adapt the organizational unit to these new information systems, and second that decentralization leads to higher involvement of the unit manager in the design of accounting systems and therefore leads to more meaningful information. Third, the design of the BSC and subsequently the quality of the scorecard might influence its usage. For example, a number of studies suggest that not all firms that implemented a BSC also used cause and effect logic (Bedford et al., 2006; Speckbacher et al., 2003; Ittner et al., 2003), and this might have an impact on the intensiveness and type of usage. Finally, the organizational adoption literature suggests that factors, such as the existence of a project “champion”, the size of the firm, and the usage of consultants all influence the decision to adopt a BSC or not. Further research is needed to explore whether these factors also influence the intensiveness and type of use.管理会计研究1介绍许多创新的管理会计技术已经开发在过去的二十年里,最广为人知的是基于活动的成本核算和平衡计分卡(BSC)。
非酒精性脂肪性肝病发病机制的研究进展

- 193 -评价[J].中医杂志,2010,51(6):500-505.[21]李洋,李瑞.李瑞教授针灸治疗情志病学术思想及临床应用[J].上海针灸杂志,2017,36(4):371-373.[22]邵金华,李岩,王垂杰.从情志致病探析脾胃病的防治[J].中国中医药现代远程教育,2021,19(1):68-70.[23]陈白,曹丽萍,修春英,等.针刺疗法治疗轻中度抑郁症60例[J].亚太传统医药,2020,16(11):123-125.[24]张鹤腾.郁三针为主治疗抑郁症的临床研究[D].广州:广州中医药大学,2013.[25]汉达尔玛,艾丽雅,赵俊,等.蒙医针刺调节抑郁症的机理研究[J].中医药导报,2020,26(14):95-97,101.[26]张灵虎.调神腹部推拿治疗抑郁症的临床疗效观察[D].石家庄:河北中医学院,2019.[27]郭争鸣,王德瑜,李迎红,等.三部推拿治疗抑郁症30例临床观察[J].中医药导报,2014,20(8):100-102.[28]高丙南,胡浩然.抑郁症的推拿治疗[J].中国中医药现代远程教育,2011,9(8):139-140.[29]谭禧.单纯性推拿手法治疗抑郁症的临床观察[J].内江科技,2008,29(10):122.[30]张爱军.《针灸大成》情志病治疗特色探析[J].中医药临床杂志,2018,30(9):1600-1602.[31]岳延荣.五脏俞穴位埋线治疗抑郁症46例[J].针灸临床杂志,2009,25(5):19-20.[32]曹湘萍.穴位埋线治疗抑郁症的临床观察[J].临床合理用药杂志,2010,3(17):76-77.[33]徐若兮.情志相胜法在抑郁障碍治疗中的应用探讨[D].广州:广州中医药大学,2019.[34]张浩,吕荣菊,郑智勇,等.情志相胜疗法在抑郁症中应用及其机制研究[J].辽宁中医药大学学报,2017,19(8):70-73.[35]景丽俊,王嘉锋,吴惠娟,等.以喜胜悲法在减轻老年患者孤独感方面的临床观察[J].中医临床研究,2019,11(12):14-15.[36]徐蕊,孔军辉,杨秋莉,虞雪云.广泛性焦虑障碍“思胜恐”情志治疗思路探讨[J].中医杂志,2017,58(10):836-840.[37]侯志旺,陈家旭.情志致郁音乐疗法浅论[J].吉林中医药,2009,29(1):1-3.[38]艾春启,陈生梅,谢贵文.五行音乐疗法对抑郁症的疗效观察[J].湖北中医杂志,2011,33(2):15-16.[39]韩扬,石岭,曾波涛.接受式音乐辅助治疗抑郁症病人的效果[J].齐鲁医学杂志,2010,25(1):63-64.[40]徐若兮.情志相胜法在抑郁障碍治疗中的应用探讨[D].广州:广州中医药大学,2019.(收稿日期:2021-02-24) (本文编辑:薛琦琪)①内蒙古民族大学临床医学院 内蒙古 通辽 028000②内蒙古民族大学医学院③通辽市医院通信作者:戈宏焱非酒精性脂肪性肝病发病机制的研究进展吴蓝蓝① 戈宏焱①② 梁东亮① 王欢①③【摘要】 随着人们生活质量的提高、大量摄入高脂饮食、运动量的减少、肥胖人群不断增加,非酒精性脂肪性肝病(NAFLD)的发病率逐年增加。
英语语法让我头疼大学作文

英语语法让我头疼大学作文English grammar can be a tricky and complex subject for many university students. As a non-native English speaker myself I have struggled with mastering the nuances of English grammar throughout my academic career. The rules and exceptions that govern the English language can often seem illogical and inconsistent causing great frustration for those of us trying to communicate effectively in English. In this essay I will explore some of the key challenges I have faced in grappling with English grammar and discuss strategies that have helped me to improve my understanding and application of grammatical principles.One of the primary difficulties I have encountered with English grammar is the sheer volume of rules and exceptions that must be memorized. Compared to the grammar of my native language English has a far more extensive and detailed set of grammatical structures. From verb tenses and subject-verb agreement to the proper usage of articles and prepositions there are countless guidelines that must be committed to memory. And for every rule there seems to be a handful of exceptions that contradict the generalprinciple. This makes it extremely challenging to develop an intuitive feel for what is grammatically correct.Additionally the flexibility and fluidity of the English language poses challenges. In many other languages grammar follows very rigid and predictable patterns. But in English there is often more than one way to structure a sentence or express an idea. Certain grammatical constructions may be considered more formal or informal stylistically appropriate in different contexts. Navigating these nuances and determining the most natural and idiomatic way to articulate my thoughts in English has been an ongoing struggle.Another source of frustration has been the apparent inconsistency and illogical nature of certain grammatical rules. Why for example do we use "a" before a word starting with a consonant sound but "an" before a word starting with a vowel sound Why do irregular verb forms exist at all when it would be simpler to have a single consistent pattern Why do we have so many different ways to indicate possession with apostrophes s's and of-phrases The reasons behind such grammatical conventions are not always clear or intuitive.Furthermore the complexities of English grammar are compounded by the fact that the language is in a constant state of evolution. New grammatical structures and usages emerge over time while old rules fall out of favor. Keeping up with these dynamic changes anddiscerning what is considered proper grammar in the modern era can be bewildering. I often find myself unsure whether a particular construction I have learned is still considered acceptable or has become outdated.Despite these considerable challenges I have developed several strategies that have helped me to improve my command of English grammar over time. Consistent practice through extensive reading and writing has been crucial. The more I expose myself to correct grammatical usage in authentic contexts the more I am able to internalize the patterns and develop a natural feel for what sounds right. I have also found it helpful to study grammar rules and explanations in depth rather than just memorizing lists of do's and don'ts. Understanding the underlying logic and reasoning behind grammatical principles makes them easier to apply flexibly.Additionally I have found it beneficial to seek out feedback and corrections from native English speakers. Having my writing reviewed and receiving constructive criticism has allowed me to identify my most persistent grammatical weaknesses and consciously work on addressing them. I have also tried to cultivate the habit of carefully proofreading my own work to catch and correct any grammatical errors before submitting it.Finally I have discovered that immersing myself in English-languagemedia such as films books and podcasts can be an effective way to internalize natural grammatical usage. Listening to and observing how native speakers employ grammar in real-world contexts has helped me to develop a better intuitive sense of what sounds right. It has also expanded my repertoire of grammatical structures and idiomatic expressions that I can then apply in my own communication.In conclusion while English grammar continues to be a source of frustration and difficulty for me as a non-native speaker I have made significant progress in improving my command of this complex subject through consistent practice exposure to authentic usage and strategic study of grammatical principles. Though the journey is an ongoing one I am confident that with continued effort I can continue to strengthen my grasp of English grammar and become an increasingly effective communicator in this global language.。
法律英语 沙丽金版 阅读文本问题答案

Law’s the relationship between civilization and law?The fairness of a nation’s laws and the extent to which the legal system justly administers the laws is a measure of the enlightenment, humanity, and degree of civilization of its people.’s law?Law consists of the whole body of rules applied and enforced under the authority of established government in determining what conduct is proper and should be permitted and that which should be denied or penalized. you list the roles of law in society?Without law, there would be anarchy. Law is the means through which society is able to exist by providing protection for the individual; by establishing and maintaining order, health, and safety; by providing a peaceful means of dispute resolution; by providing stability and flexibility in economic relations between people; and by prohibiting conduct destructive to society.4. How can law be best understood?Law is best understood by viewing the legal system as a process——a means of pulling together society’s needs and goals and translating them into guides for fairness and reasonableness in conduct.5. What are the events that promote the development of the English legal system?Norman Conquest. William replaced the local and highly varied systems of law with a common system of law.6. Why did the people in England petition to the King and what would be the result?Because of the extremely rigid, frequently overly technical procedural requirements of the common-law system, people were sometimes unable to obtain fair relief in the courts. In time, some persons who felt that the form of relief was inadequate petitioned to the King directly.This practice gave rise to a second court system, called the Court of Chancery.7. What was the situation of equity courts in North America?American court systems in the nineteenth century resulted in simplification of judicial procedures and elimination of equity courts as separate courts in most states.the statutes developed fast in North America? Why?9. What are the disadvantages of statues and the advantages of the common law rules?10. Who has the power to make the ordinances?The legislative body of a municipal corporationLegal System1.What is the relationship between the civil law system and Roman Law? The civil law is based on Roman Law.2.Who is the Justinian and what is his contribution?Byzantium Emperor. Compiling codes after the enthronement3.Which is the primary source of law in Europe, Roman Law or local laws?Local customs4.Why was the concept of codification developed in the 17th and 18thcenturies?As an expression of both Natural Law and the ideas of the Enlightenment.5.What did the opponents of codification think about codification of law? Its opponents claimed that codification would result into the ossification of law.6.What is the main feature of common law?Its inclusion of extensive non-statutory law reflecting precedent derived from centuries of judgments by working jurists.7.What is the difference between statutes and regulations?Statues are enacted by a legislature, while regulations are promulgated by executive branch agencies pursuant to a delegation of rule-making authority from a legislature.8.Where should people go if they wanted to apply for injunctions beforethe 20th century? Why?Courts of equity. Only courts of equity have the authority to do it.9.What is the difference between the selections of judges in civil lawcountries and that in common law countries?Civil law judges are usually trained and promoted separately from advocates, whereas common law judges are usually selected from accomplished and reputable advocates.10.What are the differences in the criminal procedures of the two majorlegal systems?In general, the judge in a civil law system plays a more active role in determining the facts of the case. Most civil law countries investigate major crimes using a so-called inquisitorial system. Also, civil law systems rely much more on written argument than oral argument.Court System1.What is the main characteristic of the court system of the UnitedStates?Courts are operated in both state and federal governments.2.Are there any uniform rules for creating state courts?No. but it has a general pattern.3.What are the functions of the inferior courts at the bottom of the statejudicial hierarchy?Trying minor civil cases involving small sums of money, and minor criminal cases involving light penalties and conducing preliminary hearings in the more serious criminal cases.4.Do all states have the same terminology for courts and judges? Pleasegive examples.No. For examples, a man who sits on the highest court of New Jersey is called a justice of the supreme court of that state, while a man who holds an equivalent position in New York is called a judge of the court of appeals.5.What are the duties of the judges who sit on appellate courts?They do no trial work, being occupied exclusively in hearing appeals.They review the proceedings of trial courts upon the basis of writtenrecords. They hear oral arguments and read written arguments, called briefs, in an effort to discover whether errors were committed in the trial court of such a nature as to require reversal of the judgment or a new trial.6.How many tiers of courts are there in the federal court system in the .?What are they?There are three levels of courts: trial, intermediate appellate and top appellate.7.Does each state have a federal trial court? What decides the numberof the federal trial court in each state?Each state has at least one United States district court.The population of the district8.What types of cases will be tried by federal courts?Prosecutions for federal crimes civil claims based upon federal law civil claims between citizens of civil actions.9.Which authority has the power to create federal circuit courts?Congress10. Does the Supreme Court of the . review all the cases appealed? Dosethe Supreme Court of the . have the power to review all the decisions made by the state highest courts?No. Yes.Constitution1.What are usually established in a constitution?A constitution establishes the rules and principles by which anorganization, or political entity, is governed. In the case of countries, this term refers specifically to a national constitution, which defines the fundamental political principles and establishes the power and duties of each government.2.What are the examples that show the limitation imposed by theconstitution to the organizations in the United States?An example from the constitutional law of nation-states would be aprovincial government in a federal state trying to legislate in an area exclusively enumerated to the federal government in the constitution.3.What are the relationships regulated by the . Constitution?The relationship among institutions of the state. In a basic sense the relationship among the executive, legislative and the judiciary, but also the relationship of institutions within those branches.4.How do you describe an uncodified constitution?An uncodified constitution is one that is not contained in a single document, consisting of several different sources, which may be written or unwritten.5.Why is an unwritten constitution not an accurate synonym for uncodifiedconstitution?Because all modern democratic constitutions consist of some written sources,6.What do the codified and uncodified constitutions respectively resultfrom?Codified constitutions are usually the product of dramatic political change, such as revolution. Uncodified constitutions are the product of an “evolution” of laws and conventions over centuries.7.Is it easy to amend a constitution? Why or why not?No. an extraordinary procedure is required for constitutional amendments involve some procedures that makes obtaining a constitutional amendment more difficult than passing a simple law.8.What happens if there are conflicts between the constitution and astatute in a country using codified constitution?All or part of the statue can be declared ultra vires by a court and struck down as unconstitutional.9.What are the sources of uncodified constitution of Britain?Written sources: . constitutional statues enacted by the Parliament and also unwritten sources: constitutional conventions, observation of precedents, royal prerogatives, customs and traditions.10.Are there any differences between the constitutional law and statutorylaw in states using uncodified constitutions?No. Both can be altered or repealed by a simple majority in Parliament.Criminal Law1.Who do ordinary people think of crimes?People think of crimes as acts that threaten public safety, security or morality. Crime can be defined as anti-social conduct that is sufficiently serious to require state intervention and punishment.2.What is the accurate definition of crime?A crime is any act or omission that is contrary to the criminal law.3.What are the elements that may establish a crime?Criminal liability, guilty mind,4.What is the standard of proof for the prosecution to prove that a personis guilty?Beyond a reasonable doubt that the defendant committed the actus reus of the crime, while at the same time having the required mens rea 5.What does the actus reus include?Conduct, circumstance and consequence6.Will all omissions lead to liability?No7.What are the circumstances where criminal liability has been imposedfor an omission?8.What is shared by the cases about omission?A defendant has accepted or been placed under a duty to act, and his/heromission constitutes a failure to discharge that duty— the omission is no longer pure.9.In what kind of cases is causation required?The defendant’s conduct caused the unlawful consequence10.How is the subjective nature of criminal liability proved?Show a criminal state of mindCriminal Procedure1.What is the function of criminal procedure law?The law governing the series of procedures through which the substantive criminal law is enforced.2.What are the sources of criminal procedure law?The United States Constitution, (2) federal statutes (3) the Federal Rules of Criminal Procedure (d) local district court rules (e) rulings of federal courts based on their common law decisional authority or their supervisory authority over the administration of criminal justice in the federal courts (f) the internal regulations of the Department of Justice and other agencies involved in the administration of the federal process.3.What is a known offence?Where the police conclude that a crime may well have been committed, it will be recorded as a “known offence”4.Who has the power to conduct investigation before arrest?Police, prosecutorial and other non-police investigations5.What are usually done in the process of booking?The arrestee’s name, the time of his arrival, the offense for which he was arrested are noted in the police “log”, the arrestee also will be photographed and fingerprinted.6.How many types of charging instruments are there in the felony cases?Complaint information, indictment7.Are there any differences between First Appearance and PreliminaryHearing?8.What will be done in the process of a grand jury review?Determining whether there is sufficient evidence to justify a trial on the charge sought by the prosecution. If a majority of the grand jurors conclude that the prosecution’s evidence is sufficient, they will issue the indictment requested by the prosecutor.9.What are the characteristics of criminal trial?(a)the presumption of defendant’s innocence (b) the requirement of proof beyond a reasonable doubt (c) the right of the defendant not to take the stand (d) the exclusion of evidence obtained by the state inan illegal manner10.How many types of sentences are used in criminal cases?Financial sanctions, some form of release into the community, and incarceration in a jail or prisonCivil Procedure1.How do people resolve their disputes?One is to engage in “self-help”, by which you redress the wrong personally. Another is to contact the person who harmed you and demand some compensation or other remedies.2.Which way of settling disputes is acceptable in the society?Litigation3.Why is litigation a publicly funded dispute resolution?The taxpayers provide the courtroom, the judge, and the instrumentalities by which the dispute is resolved.4.Who usually initiates a civil litigation, a government or anindividual?Individual5.Is civil litigation time consuming? Why?Yes. Because there are many more parts to the process than the trial, 6.Why is the question of forum selection important?The decision implicates a variety of important doctrines. And there are questions of tactics and ideal for the defendant.7.What should be decided by a plaintiff and his /her lawyer before filinga suit?What to put in the complaint.8.Where can the elements of claims be found?Substantive law9.What is the function of civil procedure law?Civil procedure provides the mechanism—the process—by which disputes over such substantive claims are resolved. It provides a theoretically content-neutral mechanism for resolving disagreements.It establishes the method by which someone would vindicate a right given to her by the law.10. What are the stages in civil litigation?Pleadings, motions, discovery, possible pretrial adjudication, conferences, and meetingsTorts1.What are the functions of tort law?The purpose of torts is to compensate an injured party through the award of damages for the injuries incurred during a tortious act.2.What is the difference between a tort and a crime?The difference is that a tort is a wrong against an individual, whereasa crime is a wrong against society as a whole.3.How do you prove the intent of a defendant?Intent is most often proved through circumstantial evidence: the defendant’s conduct, in the context of his or her surroundings and what he or she presumably knew and perceived.4.What are the elements of false imprisonment?(a)Intent to confine a person within a certain area (b) actualconfinement(c) Awareness of plaintiff of the confinement or injury to plaintiffdue to confinement; and (d) Prevention of exit or no safe exit possible by plaintiff5.What needs to be proved in case of trespass?An act, coupled with the intent to cause entry by the defendant, and an invasion of the plaintiff’s land6.What does standard of care mean?As a general rule, all persons are under a duty to conduct themselves in such a manner as not to create unreasonable risks of physical harm to others.7.How do you make defense for a negligent conduct?Contributory or comparative negligence and assumption of the risk8.What is the difference between the two types of comparative negligence?Pure comparative negligence simply means that if a plaintiff is 90 percent at fault, he or she can still recover 10 percent. Another name for partial comparative negligence is 50percent rule, which means that if the plaintiff is more than 50 percent at fault, he or she cannot recover.9.In what situation is the defense of assumption of risk applied?The plaintiff’s own actions trigger this defense, which is the plaintiff’s knowing and voluntary consent to encountering a known danger.10. Can a plaintiff get recovery if the defendant has no fault understrict liability doctrine? Why?Yes. Legal fault stems from a deviation from a standard of conduct needed to protect society and its citizens.Contact1.In what situation is there an implied contract?An implied contract is one that is inferred from the conduct of the parties.2.What is the difference between bilateral contracts and unilateralcontracts?A bilateral contract is one in which the parties exchange promises todo some future act. A unilateral contract is one in which one party acts immediately in response to the offer. The response is in the form of immediate action rather than a mutual exchange of promises.3.What is the difference between a void contract and a voidable contract?A void contract is a nullity from its beginning, and damages do notresult. A voidable contract is one that is binding until it is disaffirmed or canceled by the party with the authority to do so. 4.What are the key elements for the formation of a contract?(1)the capacity of parties; (2) offer and acceptance (3)Consideration5.How does a corporation enter into a contract?The law creates a legal fiction that corporations are persons.6.Are the shareholders of a corporation involved in the contractconcluded by the corporation?No. This device allows corporations to sue and be sued and to conduct business transactions as entities without involving individual shareholders.7.What may decide the capacity of a person to enter into a contract?The age of the individual or from a party’s being mentally incapable of understanding the ramifications 后果of the contract8.Are there any special provisions about minors’making contract? Whatare they?Minors are under an obligation to return any consideration received under the contract9.How can misunderstandings about terms in complex contracts be avoided?Complex contracts often contain sections that clearly define certain terms.10.How do you decide whether the two parties of a contract have the mutualagreement?On an objective standard, and the subjective intent of the parties is usually irrelevantLaw of Corporation1.Why was the corporation proved to be an ideal instrument for theindustrial development?It could raise large amounts of capital from numerous investors and yet provide centralized direction of large industrial concerns.2.Who has the power to approve the individual corporate charteroriginally?State legislatures3.Which state is the winner in the race of attracting companies?Delaware4.What is the procedure for the formation of a corporation?Filing an appropriate document with a state official, and paying the appropriate fee5.What can corporations do as artificial persons?The artificial person may conduct a business or businesses in its own name much in the same way that a “real” person could.6.What is the most obvious advantage that a corporation has?The corporation is unlimitedly liable for the debts and obligations of the business but the shareholders are not, since in theory all debts are the artificial entity’s obligations, not the shareholders.7.Why does a corporation have continuity of life?The existence of the corporation is not dependent on who the owners or investors are at any time. If shareholders die, or decide to sell out, the corporation continues to exist as a separate entity.8.How do you understand the sentence “the corporation does not have alimited life span”?It does not really mean that all corporations will continue until the end of time but rather that a corporation will continue indefinitely until the owners decide to dissolve it or merge it into another business.9.What rights do shareholders have?Very specific rights such as a limited right to inspect the books and records of the corporation10. Who has the right to decide the transfer of shareholders’ownershipof interests?oneselfIntellectual Property1.How are intellectual property and intellectual rights defined?Products of the mind: inventions, literary and artistic works, any symbols, names, images, and designs used in commerce.Rights given to people over the creation of their minds2.Are “ideas”the product of the mind? And are the “ideas”protectedby intellectual property law?Yes, no3.What do the various kinds of intellectual property have in common?Patents, copyrights, industrial designs, trademarks and confidential information4.Why do the intellectual property rights have much in common with therights associated with real property?Intellectual property rights can be assigned or bequeathed.Intellectual property is itself intangible, it will be embodied in real objects.5.Do the different intellectual property rights have the same history?Why?Each of the diverse intellectual property rights has its own separate history.6.What is the shaping of the intellectual property law closely relatedto?Change economic and social conditions7.Are there any differences in the attitudes towards intellectualproperty rights? What are they?Important economic assets rewards for mental laborA reward for individual creativity products of the market8.In what way the ownership in intellectual property is limited?Time9.How are most intellectual property actions settled?Most are settled at the pre-trial stage and the usual remedy, where the claimant is successful, is a permanent injunction together with costs.10.What are the remedies in intellectual property cases?Delivery up, damages and an account of profits。
2017年Honda Canada公司版Acura NSX说明书

MODEL/YEAR MODÈLE /ANNÉEDATE OF ISSUE DATE EN VIGUEUR LETTER NUMBER NUMÉRO DE LA LETTRE2017 NSXJUNE 5, 2017J-1-172017 NSX: BODY REPAIR INFORMATIONINTRODUCTIONThe second generation Acura NSX utilizes a multi-material body structure, new materials and construction methods to achieve unprecedented dynamic rigidity, outstanding outward visibility and world-class collision performance. Making use of space-frame design, the new NSX is composed primarily of lightweight aluminum, with the strategic use of steel and carbon fiber in select areas. Because of this advanced body technology, complete and proper repair of any collision or body damage is critical. Should body and/or structural repairs become necessary, Acura recommends a unique two levels collision repair process (structural repairs and non-structural repairs) for the NSX described in this service letter.OVERVIEW OF BODY STRUCTURE1. The main NSX structure consists of an aluminum space frame that is primarily MIG weldedaluminum extrusions, joined at castings which act as nodes to link the extrusions 2. Additional structural components and sheet metal is held in place using Flow drill screws, (FDS)Self piercing rivets (SPR) bolts and traditional pop rivets.NSX Multi-Material Space FrameBody Repair NewsBODY STRUCTURE REPAIR CHALLENGESAluminium welding and space frame repair requires a very high investment in tools, materials and training to ensure the repair is done properly and safely. Some of the concerns with aluminium welding include:1. Risk of fire, explosion, fumes and other safety related concerns.• Mixing of fine aluminum dust with Iron oxide powder could result in a thermite explosion in the presence of a spark.• Mixing fine aluminum powder with water can create hydrogen gas which can lead to fire or explosion hazard.• Welding Fumes and UV hazards• A separate aluminum repair room, specialized dedicated repair tools, dust extraction equipment, fume extraction equipment, respirators. Welding mask, specialty fireextinguishers and other specific safety protocols need to be followed.2. Reliable aluminium Weld quality• Aluminium welding is generally more challenging than steel. The NSX repair involves joining differing wall thicknesses of material in the up down flat and overhead positions. Extremelyspecialized welding equipment and an expert level aluminum welding technician is neededto ensure the integrity of the repair. For NSX a costly ISO 9606-2 aluminium weldingcertification - (not common in the auto repair industry) was the minimum skill requirementneeded to proceed with further training on this vehicle.3. Corrosion• Galvanic corrosion will occur if uncoated steel comes in contact aluminium. The aluminium will preferentially corrode leaving black pitting or a white ash like coating or flaking/damageto any paint on the contaminated surface. Dedicated aluminium tools and rooms arerequired to prevent cross contamination of steel particles on aluminium body.4. Specialized equipment:• A high end compatible frame bench (Celette or Car-o-liner) and costly NSX specific jigs are needed to fixture the body prior to welding and reduce post weld distortion • Computerized measurement equipment from Celette or Car-o-liner) is required to assess damage areas needing repair and to confirm repair quality.5. Replace vs straightening:• No structural components on the NSX can be straightened sectioned or sleeved without affecting the strength or crash worthiness of the structure. Structural repairs are to beperformed by replacing the affected prefabricated assembly.• Specialized training repair methods and hands on skill• NSX certified structural repair technicians have received specialized repair information and have demonstrated their skill on NSX bodies to obtain an NSX specific repair certification For these reasons, only body shops already experienced in aluminium space frame repair with the necessary training and equipment were considered for certification as NSX structural repair centerNSX repairs can be divided into 2 different levels Structural Repairs and Non-Structural Repairs.STRUCTURAL REPAIRSDue to the high welding skill, specialized training, and specialized equipment required, structural repairs to NSX are limited to 2 body shops across Canada which have met the equipment, training, and skills requirements for NSX structural repair. To ensure repair quality structural replacement, parts will not be released from Acura to any other repair facility.The auto body centers are:427 Auto Collision Ltd Open Road Richmond Auto body 395 Evans Ave, Toronto, ON M8Z 1K8 2691 No 5 Road Richmond B.C. Canada V6X 2X8 Servicing MB, ON, PQ, NB, NS,NL,PEI Servicing BC,AB,SK,YK,NT,NU NON-STRUCTURAL REPAIRSThe non-structural or outer panels on NSX are a mixture of high temperature ABS plastic, Aluminum stampings, SMC (sheet molded composite) and CFRP (carbon fiber reinforced polymer) They are primarily bolted in place or held in placing using urethane adhesive.ALUMINUM PANEL REPAIRReplacement is often the preferred repair method. Repairs can be made to the aluminum sheet metal parts by shops that are aluminum certified. Many of the requirements and hazards associated with the aluminum structural repairs are still concerns if sanding or grinding aluminum panels. Aluminum repair centers have training and dedicate tools and repair areas for aluminum repair and refinishing.To prevent galvanic corrosion, most fasteners for aluminum parts are considered one-time use and must be replaced if removed. Refer to the body repair manual for more information. In addition, specialized tools and dedicated repair areas must be used to prevent steel contamination leading to corrosion.SMC REPAIRSMC is a fiber-reinforced plastic, or FRP, which are also called composites. FRP parts are usually considered a rigid part. These types of plastic have fiber strands that are inlaid into a plastic polymer to create the rigid part. Except for light scratches in the outer layer, SMC parts on the NSX are not repairable.CFRP REPAIROnly surface scratches should be repaired on CFRP parts. If the scratch is deep enough where it has reached the fibers, the part needs to be replaced. In addition to the carbon fiber floor pan shown above, A CFRP roof, engine cover, spoilers and diffuser are also available on NSX.DISTINGUISHING BETWEEN STRUCTURAL REPAIRS AND OUTER PANEL REPAIR • If the part has exclusively use of bolts or urethane adhesive, it is not considered a “structural repair”.• If the part is welded or put in place by a special tool such as flow drill screws or self-piercing rivets, it is considered a structural repair. The repair should be performed by the authorizedstructural repair center.WHAT TO DO IF AN NSX SUSTAINS BODY OR COLLISION DAMAGEIf your dealership becomes aware of an NSX client whose vehicle has sustained collision or body damage, please follow these steps:• Confirm the safety and health of the driver and passengers• Arrange for alternate transportation if necessary• Have the vehicle towed to the closest NSX dealer via Roadside Assistance to begin the repair processNSX BODY REPAIR PROCESS FLOWCHARTThe chart below outlines the process to repair body or collision damage to a next-generation NSX.NOTE: Due to the complexity and uniqueness of andaro paint (Nouvelle Blue Pearl and Valencia Red Pearl), it is difficult to find the match paint without extensive tests. For body repair using andaro paints, Acura strongly recommends to use PPG. Contact Techline for help to locate a body shop that uses PPG paint.。
英语手抄报素材英烈手抄报
英语手抄报素材-英烈手抄报英语手抄报My hometown——GuangzhouGuangzhou cuisine is constantly absorbing the essence China major cuisine inGuangdong province based collection of outstanding folk delicacy on theWestern diet from director, together into a home. Cantonese cuisine extensive use of materials, fine materials, excellent skills, good at change, species diversity. Cantonese cuisine is the main representative of the Cantonese and.Taste on the clear, fresh, tender, crisp, pay attention to the clear and not light,fresh and good, tender but not raw, oil and not greasy. Seasonal strong,summer and winter to light, strong emphasis. Cantonese dishes with common Sliced Boiled Chicken boiled shrimp stoves suckling pig, roast duck, snake soup etc.Guangzhou morning snack “Guangdong can not forget the tea.” Guangzhoupeople love tea, especially love drinking tea. Morning meeting, greeting other places are “eaten”, Guangzhou people are often “did not drink tea?”Did you have tea?. Tea drinking constitutes a significant characteristic of South of the Five Ridges culture, which is different from other cultures.Guangzhou people love tea, such as tea, herbal tea, drink tea etc.. We loveto make friends with congenial persons during the holidays, tea tea. Tea isthe second, mainly to eat snacks, chat. Wide variety of dim sum variety,exquisite production, each with flavor. Famous snacks, food flavor, be too numerous to enumerate. To Guangzhou, first of all must be on the nine street around the weekend, about a few friends to arrive early on the nine drink authentic Cantonese breakfast. In Guangdong, not just to drink tea tea, including what early, very many varieties. Guangzhous nine and Shenzhen East Gate Shopping are the same as the famous Guangzhou City, one of the three traditional prosperous commercial center. Here you can experience the pure xiguan.英语手抄报2 Good luck, good health, hood cheer. I wish you a happy New Year.祝好运、健康、佳肴伴你度过一个快乐新年。
Becoming a Scientist The Role of Undergraduate Research in Students ’ Cognitive, Personal,
Becoming a Scientist:The Roleof Undergraduate Research in Students’Cognitive,Personal, and Professional DevelopmentANNE-BARRIE HUNTER,SANDRA URSEN,ELAINE SEYMOUR Ethnography&Evaluation Research,Center to Advance Research and Teaching in the Social Sciences,University of Colorado,Campus Box580,Boulder,CO80309,USAReceived9November2005;revised2May2006;accepted2June2006DOI10.1002/sce.20173Published online12October2006in Wiley InterScience().ABSTRACT:In this ethnographic study of summer undergraduate research(UR)expe-riences at four liberal arts colleges,where faculty and students work collaboratively on aproject of mutual interest in an apprenticeship of authentic science research work,analysisof the accounts of faculty and student participants yields comparative insights into thestructural elements of this form of UR program and its benefits for parison ofthe perspectives of faculty and their students revealed considerable agreement on the nature,range,and extent of students’UR gains.Specific student gains relating to the process of “becoming a scientist”were described and illustrated by both groups.Faculty framed these gains as part of professional socialization into the sciences.In contrast,students emphasizedtheir personal and intellectual development,with little awareness of their socialization intoprofessional practice.Viewing studyfindings through the lens of social constructivist learn-ing theories demonstrates that the characteristics of these UR programs,how faculty practiceUR in these colleges,and students’outcomes—including cognitive and personal growth and the development of a professional identity—strongly exemplify many facets of these theo-ries,particularly,student-centered and situated learning as part of cognitive apprenticeshipin a community of practice.C 2006Wiley Periodicals,Inc.Sci Ed91:36–74,2007Correspondence to:Anne-Barrie Hunter;e-mail:abhunter@Contract grant sponsor:NSF-ROLE grant(#NSF PR REC-0087611):“Pilot Study to Establish the Nature and Impact of Effective Undergraduate Research Experiences on Learning,Attitudes and Career Choice.”Contract grant sponsor:Howard Hughes Medical Institute special projects grant,“Establishing the Processes and Mediating Factors that Contribute to Significant Outcomes in Undergraduate Research Experiences for both Students and Faculty:A Second Stage Study.”This paper was edited by former Editor Nancy W.Brickhouse.C 2006Wiley Periodicals,Inc.BECOMING A SCIENTIST37INTRODUCTIONIn1998,the Boyer Commission Report challenged United States’research universities to make research-based learning the standard of students’college education.Funding agencies and organizations promoting college science education have also strongly recommended that institutions of higher education provide greater opportunities for authentic,interdis-ciplinary,and student-centered learning(National Research Council,1999,2000,2003a, 2003b;National Science Foundation[NSF],2000,2003a).In line with these recommen-dations,tremendous resources are expended to provide undergraduates with opportunities to participate in faculty-mentored,hands-on research(e.g.,the NSF-sponsored Research Experience for Undergraduates[REU]program,Howard Hughes Medical Institute Science Education Initiatives).Notwithstanding widespread belief in the value of undergraduate research(UR)for stu-dents’education and career development,it is only recently that research and evaluation studies have produced results that begin to throw light on the benefits to students,faculty,or institutions that are generated by UR opportunities(Bauer&Bennett,2003;Lopatto,2004a; Russell,2005;Seymour,Hunter,Laursen,&DeAntoni,2004;Ward,Bennett,&Bauer, 2002;Zydney,Bennett,Shahid,&Bauer,2002a,2002b).Other reports focus on the effects of UR experiences on retention,persistence,and promotion of science career pathways for underrepresented groups(Adhikari&Nolan,2002;Barlow&Villarejo,2004;Hathaway, Nagda,&Gregerman,2002;Nagda et al.,1998).It is encouraging tofind strong convergence as to the types of gains reported by these studies(Hunter,Laursen,&Seymour,2006).How-ever,we note limited or no discussion of some of the stronger gains that we document,such as students’personal and professional growth(Hunter et al.,2006;Seymour et al.,2004) and significant variation in how particular gains(especially intellectual gains)are defined. Ongoing and current debates in the academic literature concerning how learning occurs, how students develop intellectually and personally during their college years,and how communities of practice encourage these types of growth posit effective practices and the processes of students’cognitive,epistemological,and interpersonal and intrapersonal de-velopment.Although a variety of theoretical papers and research studies exploring these topics are widely published,with the exception of a short article for Project Kaleidoscope (Lopatto,2004b),none has yet focused on intensive,summer apprentice-style UR experi-ences as a model to investigate the validity of these debates.1Findings from this research study to establish the nature and range of benefits from UR experiences in the sciences,and in particular,results from a comparative analysis of faculty and students’perceptions of gains from UR experiences,inform these theoretical discussions and bolsterfindings from empirical studies in different but related areas(i.e.,careers research,workplace learning, graduate training)on student learning,cognitive and personal growth,the development of professional identity,and how communities of practice contribute to these processes. This article will presentfindings from our faculty andfirst-round student data sets that manifest the concepts and theories underpinning constructivist learning,development of professional identity,and how apprentice-style UR experience operates as an effective community of practice.As these bodies of theory are central tenets of current science education reform efforts,empirical evidence that provides clearer understanding of the actual practices and outcomes of these approaches inform national science education pol-icy concerns for institutions of higher learning to increase diversity in science,numbers of students majoring in science,technology,engineering,or mathematics(STEM)disci-plines,student retention in undergraduate and graduate STEM programs and their entry 1David Lopatto was co-P.I.on this study and conducted quantitative survey research on the basis of our qualitativefindings at the same four liberal arts colleges.Science Education DOI10.1002/sce38HUNTER ET AL.into science careers,and,ultimately,the production of greater numbers of professional scientists.To frame discussion offindings from this research,we present a brief review of theory on student learning,communities of practice,and the development of personal and professional identity germane to our data.CONSTRUCTIVIST LEARNING,COMMUNITIES OF PRACTICE,AND IDENTITY DEVELOPMENTApprentice-style URfits a theoretical model of learning advanced by constructivism, in which learning is a process of integrating new knowledge with prior knowledge such that knowledge is continually constructed and reconstructed by the individual.Vygotsky’s social constructivist approach presented the notion of“the zone of proximal development,”referencing the potential of students’ability to learn and problem solve beyond their current knowledge level through careful guidance from and collaboration with an adult or group of more able peers(Vygotsky,1978).According to Green(2005),Vygotsky’s learning model moved beyond theories of“staged development”(i.e.,Piaget)and“led the way for educators to consider ways of working with others beyond the traditional didactic model”(p.294).In social constructivism,learning is student centered and“situated.”Situated learning,the hallmark of cultural and critical studies education theorists(Freire,1990; Giroux,1988;Shor,1987),takes into account students’own ways of making meaning and frames meaning-making as a negotiated,social,and contextual process.Crucial to student-centered learning is the role of educator as a“facilitator”of learning.In constructivist pedagogy,the teacher is engaged with the student in a two-way,dialog-ical sharing of meaning construction based upon an activity of mutual ve and Wenger(1991)and Wenger(1998)extended tenets of social constructivism into a model of learning built upon“communities of practice.”In a community of practice“newcomers”are socialized into the practice of the community(in this case,science research)through mutual engagement with,and direction and support from an“old-timer.”Lave and Wenger’s development of the concept and practice of this model centers on students’“legitimate pe-ripheral participation.”This construct describes the process whereby a novice is slowly,but increasingly,inducted into the knowledge and skills(both overt and tacit)of a particular practice under the guidance and expertise of the master.Legitimate peripheral participation requires that students actively participate in the authentic practice of the community,as this is the process by which the novice moves from the periphery toward full membership in the community(Lave&Wenger,1991).Similar to Lave and Wenger’s communities of practice, Brown,Collins,and Duguid(1989)and Farmer,Buckmaster,and LeGrand(1992)describe “cognitive apprenticeships.”A cognitive apprenticeship“starts with deliberate instruction by someone who acts as a model;it then proceeds to model-guided trials by practition-ers who progressively assume more responsibility for their learning”(Farmer et al.,1992, p.42).However,these latter authors especially emphasize the importance of students’ongoing opportunities for self-expression and reflective thinking facilitated by an“expert other”as necessary to effective legitimate peripheral participation.Beyond gains in understanding and exercising the practical and cultural knowledge of a community of practice,Brown et al.(1989)discuss the benefits of cognitive ap-prenticeship in helping learners to deal capably with ambiguity and uncertainty—a trait particularly relevant to conducting science research.In their view,cognitive apprenticeship “teaches individuals how to think and act satisfactorily in practice.It transmits useful, reliable knowledge based on the consensual agreement of the practitioners,about how to deal with situations,particularly those that are ill-defined,complex and risky.It teachesScience Education DOI10.1002/sceBECOMING A SCIENTIST39‘knowledge-in-action’that is‘situated”’(quoted in Farmer et al.,1992,p.42).Green(2005) points out that Bowden and Marton(1998,2004)also characterize effective communities of practice as teaching skills that prepare apprentices to negotiate undefined“spaces of learning”:“the‘expert other’...does not necessarily‘know’the answers in a traditional sense,but rather is willing to support collaborative learning focused on the‘unknown fu-ture.’In other words,the‘influential other’takes learning...to spaces where the journey itself is unknown to everyone”(p.295).Such conceptions of communities of practice are strikingly apposite to the processes of learning and growth that we have found among UR students,particularly in their understanding of the nature of scientific knowledge and in their capacity to confront the inherent difficulties of science research.These same issues are central to Baxter Magolda’s research on young adult development. The“epistemological reflection”(ER)model developed from her research posits four categories of intellectual development from simplistic to complex thinking:from“absolute knowing”(where students understand knowledge to be certain and view it as residing in an outside authority)to“transitional knowing”(where students believe that some knowledge is less than absolute and focus onfinding ways to search for truth),then to“independent knowing”(where students believe that most knowledge is less than absolute and individuals can think for themselves),and lastly to“contextual knowing”(where knowledge is shaped by the context in which it is situated and its veracity is debated according to its context) (Baxter Magolda,2004).In this model,epistemological development is closely tied to development of identity. The ER model of“ways of knowing”gradually shifts from an externally directed view of knowing to one that is internally directed.It is this epistemological shift that frames a student’s cognitive and personal development—where knowing and sense of self shift from external sources to reliance upon one’s own internal assessment of knowing and identity. This process of identity development is referred to as“self-authorship”and is supported by a constructivist-developmental pedagogy based on“validating students as knowers, situating learning in students’experience,and defining learning as mutually constructed meaning”(Baxter Magolda,1999,p.26).Baxter Magolda’s research provides examples of pedagogical practice that support the development of self-authorship,including learning through scientific inquiry.As in other social constructivist learning models,the teacher as facilitator is crucial to students’cognitive and personal development:Helping students make personal sense of the construction of knowledge claims and engagingstudents in knowledge construction from their own perspectives involves validating thestudents as knowers and situating learning in the students’own perspectives.Becoming socialized into the ways of knowing of the scientific community and participating in thediscipline’s collective knowledge creation effort involves mutually constructing meaning.(Baxter Magolda,1999,p.105)Here Baxter Magolda’s constructivist-developmental pedagogy converges with Lave and Wenger’s communities of practice,but more clearly emphasizes students’development of identity as part of the professional socialization process.Use of constructivist learning theory and pedagogies,including communities of practice, are plainly evident in the UR model as it is structured and practiced at the four institutions participating in this study,as we describe next.As such,the gains identified by student and faculty research advisors actively engaged in apprentice-style learning and teaching provide a means to test these theories and models and offer the opportunity to examine the processes,whereby these benefits are generated,including students’development of a professional identity.Science Education DOI10.1002/sce40HUNTER ET AL.THE APPRENTICESHIP MODEL FOR UNDERGRADUATE RESEARCH Effective UR is defined as,“an inquiry or investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline”(NSF,2003b, p.9).In the“best practice”of UR,the student draws on the“mentor’s expertise and resources...and the student is encouraged to take primary responsibility for the project and to provide substantial input into its direction”(American Chemical Society’s Committee on Professional Training,quoted in Wenzel,2003,p.1).Undergraduate research,as practiced in the four liberal arts colleges in this study,is based upon this apprenticeship model of learning:student researchers work collaboratively with faculty in conducting authentic, original research.In these colleges,students typically underwent a competitive application process(even when a faculty member directly invited a student to participate).After sorting applications, and ranking students’research preferences,faculty interviewed students to assure a good match between the student’s interests and the faculty member’s research and also between the faculty member and the student.Generally,once all application materials were reviewed (i.e.,students’statements of interest,course transcripts,grade point averages[GPA]), faculty negotiated as a group to distribute successful applicants among the available summer research advisors.Students were paid a stipend for their full-time work with faculty for 10weeks over summer.Depending on the amount of funding available and individual research needs,faculty research advisors supervised one or more students.Typically,a faculty research advisor worked with two students for the summer,but many worked with three or four,or even larger groups.In most cases,student researchers were assigned to work on predetermined facets of faculty research projects:each student project was open ended,but defined,so that a student had a reasonable chance of completing it in the short time frame and of producing useful results.Faculty research advisors described the importance of choosing a project appropriate to the student’s“level,”taking into account their students’interests,knowledge, and abilities and aiming to stretch their capacities,but not beyond students’reach.Research advisors were often willing to integrate students’specific interests into the design of their research projects.Faculty research advisors described the intensive nature of getting their student re-searchers“up and running”in the beginning weeks of the program.Orienting students to the laboratory and to the project,providing students with relevant background information and literature,and teaching them the various skills and instrumentation necessary to work effectively required adaptability to meet students at an array of preparation levels,advance planning,and a good deal of their time.Faculty engaged in directing UR discussed their role as facilitators of students’learning.In the beginning weeks of the project,faculty advisors often worked one-on-one with their students.They provided instruction,gave “mini-lectures,”explained step by step why and how processes were done in particular ways—all the time modeling how science research is done.When necessary,they closely guided students,but wherever possible,provided latitude for and encouraged students’own initiative and experimentation.As the summer progressed,faculty noted that,based on growing hands-on experience,students gained confidence(to a greater or lesser degree)in their abilities,and gradually and increasingly became self-directed and able,or even eager, to work independently.Although most faculty research advisors described regular contact with their student researchers,most did not work side by side with their students everyday.Many research advisors held a weekly meeting to review progress,discuss problems,and make sure students(and the projects)were on the right track.At points in the research work,facultyScience Education DOI10.1002/sceBECOMING A SCIENTIST41 could focus on other tasks while students worked more independently,and the former were available as necessary.When students encountered problems with the research,faculty would serve as a sounding board while students described their efforts to resolve difficulties. Faculty gave suggestions for methods that students could try themselves,and when problems seemed insurmountable to students,faculty would troubleshoot with them tofind a way to move the project forward.Faculty research advisors working with two or more student researchers often used the research peer group to further their students’development.Some faculty relied on more-senior student researchers to help guide new ones.Having multiple students working in the laboratory(whether or not on the same project)also gave student researchers an extra resource to draw upon when questions arose or they needed help.In some cases,several faculty members(from the same or different departments)scheduled weekly meetings for group discussion of their research monly,faculty assigned articles for students to summarize and present to the rest of the group.Toward the end of summer, weekly meetings were often devoted to students’practice of their presentations so that the research advisor and other students could provide constructive criticism.At the end of summer,with few exceptions,student researchers attended a campus-wide UR conference, where they presented posters and shared their research with peers,faculty,and institution administrators.Undergraduate research programs in these liberal arts colleges also offered a series of seminars andfield trips that explored various science careers,discussed the process of choosing and applying to graduate schools,and other topics that focused on students’professional development.We thus found that,at these four liberal arts colleges,the practice of UR embodies the principles of the apprenticeship model of learning where students engage in active,hands-on experience of doing science research in collaboration with and under the auspices of a faculty research advisor.RESEARCH DESIGNThis qualitative study was designed to address fundamental questions about the benefits (and costs)of undergraduate engagement in faculty-mentored,authentic research under-taken outside of class work,about which the existing literature offers fewfindings and many untested hypotheses.2Longitudinal and comparative,this study explores:•what students identify as the benefits of UR—both following the experience,and inthe longer term(particularly career outcomes);•what gains faculty advisors observe in their student researchers and how their view of gains converges with or diverges from those of their students;•the benefits and costs to faculty of their engagement in UR;•what,if anything,is lost by students who do not participate in UR;and•the processes by which gains to students are generated.This study was undertaken at four liberal arts colleges with a strong history of UR.All four offer UR in three core sciences—physics,chemistry,and biology—with additional programs in other STEMfields,including(at different campuses)computer science,engi-neering,biochemistry,mathematics,and psychology.In the apprenticeship model of UR practiced at these colleges,faculty alone directed students in research;however,in the few2An extensive review and discussion of the literature on UR is presented in Seymour et al.(2004). Science Education DOI10.1002/sce42HUNTER ET AL.instances where faculty conducted research at a nearby institution,some students did have contact with post docs,graduate students,or senior laboratory technicians who assisted in the research as well.We interviewed a cohort of(largely)“rising seniors”who were engaged in UR in summer2000on the four campuses(N=76).They were interviewed for a second time shortly before their graduation in spring2001(N=69),and a third time as graduates in 2003–2004(N=55).The faculty advisors(N=55)working with this cohort of students were also interviewed in summer2000,as were nine administrators with long experience of UR programs at their schools.We also interviewed a comparison group of students(N=62)who had not done UR. They were interviewed as graduating seniors in spring2001,and again as graduates in 2003–2004(N=25).A comparison group(N=16)of faculty who did not conduct UR in summer2000was also interviewed.Interview protocols focused upon the nature,value,and career consequences of UR experiences,and the methods by which these were achieved.3After classifying the range of benefits claimed in the literature,we constructed a“gains”checklist to discuss with all participants“what faculty think students may gain from undergraduate research.”Dur-ing the interview,UR students were asked to describe the gains from their research experience(or by other means).If,toward the end of the interview,a student had not mentioned a gain identified on our“checklist,”the student was queried as to whether he or she could claim to have gained the benefit and was invited to add further com-ment.Students also mentioned gains they had made that were not included in the list. With slight alterations in the protocol,we invited comments on the same list of possi-ble gains from students who had not experienced UR,and solicited information about gains from other types of experience.All students were asked to expand on their an-swers,to highlight gains most significant to them,and to describe the sources of any benefits.In the second set of interviews,the same students(nearing graduation)were asked to reflect back on their research experiences as undergraduates,and to comment on the rel-ative importance of their research-derived gains,both for the careers they planned and for other aspects of their lives.In thefinal set of interviews,they were asked to of-fer a retrospective summary of the origins of their career plans and the role that UR and other factors had played in them,and to comment on the longer term effects of their UR experiences—especially the consequences for their career choices and progress, including their current educational or professional engagement.Again,the sources of gains cited were explored;especially gains that were identified by some students as arising from UR experiences but may also arise from other aspects of their college education.The total of367interviews represents more than13,000pages of text data.We are currently analyzing other aspects of the data and will reportfindings on additional topics, including the benefits and costs to faculty of their participation in UR and longitudinal and comparative outcomes of students’career choices.This article discussesfindings from a comparative analysis of all faculty and administrator interviews(N=80),withfindings from thefirst-round UR student interviews(N=76),and provides empirical evidence of the role of UR experiences in encouraging the intellectual,personal,and professional development of student researchers,and how the apprenticeship modelfits theoretical discussions on these topics.3The protocol is available by request to the authors via abhunter@.Science Education DOI10.1002/sceBECOMING A SCIENTIST43METHODS OF DATA TRANSCRIPTION,CODING,AND ANAL YSISOur methods of data collection and analysis are ethnographic,rooted in theoretical work and methodological traditions from sociology,anthropology,and social psychol-ogy(Berger&Luckman,1967;Blumer,1969;Garfinkel,1967;Mead,1934;Schutz& Luckman,1974).Classically,qualitative studies such as ethnographies precede survey or experimental work,particularly where existing knowledge is limited,because these meth-ods of research can uncover and explore issues that shape informants’thinking and actions. Good qualitative software computer programs are now available that allow for the multiple, overlapping,and nested coding of a large volume of text data to a high degree of complexity, thus enabling ethnographers to disentangle patterns in large data sets and to reportfindings using descriptive statistics.Although conditions for statistical significance are rarely met, the results from analysis of text data gathered by careful sampling and consistency in data coding can be very powerful.Interviews took between60and90minutes.Taped interviews and focus groups were transcribed verbatim into a word-processing program and submitted to“The Ethnograph,”a qualitative computer software program(Seidel,1998).Each transcript was searched for information bearing upon the research questions.In this type of analysis,text segments referencing issues of different type are tagged by code names.Codes are not preconceived,but empirical:each new code references a discrete idea not previously raised.Interviewees also offer information in spontaneous narratives and examples,and may make several points in the same passage,each of which is separately coded.As transcripts are coded,both the codes and their associated passages are entered into“The Ethnograph,”creating a data set for each interview group(eight,in this study). Code words and their definitions are concurrently collected in a codebook.Groups of codes that cluster around particular themes are assigned and grouped by“parent”codes.Because an idea that is encapsulated by a code may relate to more than one theme,code words are often assigned multiple parent codes.Thus,a branching and interconnected structure of codes and parents emerges from the text data,which,at any point in time,represents the state of the analysis.As information is commonly embedded in speakers’accounts of their experience rather than offered in abstract statements,transcripts can be checked for internal consistency;that is,between the opinions or explanations offered by informants,their descriptions of events, and the reflections and feelings these evoke.Ongoing discussions between members of our research group continually reviewed the types of observations arising from the data sets to assess and refine category definitions and assure content validity.The clustered codes and parents and their relationships define themes of the qualita-tive analysis.In addition,frequency of use can be counted for codes across a data set, and for important subsets(e.g.,gender),using conservative counting conventions that are designed to avoid overestimation of the weight of particular opinions.Together,these frequencies describe the relative weighting of issues in participants’collective report. As they are drawn from targeted,intentional samples,rather than from random samples, these frequencies are not subjected to tests for statistical significance.They hypothesize the strength of particular variables and their relationships that may later be tested by random sample surveys or by other means.However,thefindings in this study are un-usually strong because of near-complete participation by members of each group under study.Before presentingfindings from this study,we provide an overview of the results of our comparative analysis and describe the evolution of our analysis of the student interview data as a result of emergentfindings from analysis of the faculty interview data.Science Education DOI10.1002/sce。
如何看待男女差异和男女平等英语作文
如何看待男女差异和男女平等英语作文Gender differences and gender equality are two complex and often intertwined topics that have been the subject of extensive discussion and debate throughout history. While it is undeniable that there are inherent biological and physiological distinctions between men and women, the extent to which these differences should shape societal norms, expectations, and opportunities has been a source of ongoing controversy.At the core of this debate is the fundamental question of whether gender should be a defining factor in determining an individual's rights, responsibilities, and access to resources. Proponents of gender equality argue that all people, regardless of their biological sex, should be afforded the same opportunities, rights, and freedoms. They contend that gender-based discrimination and the perpetuation of traditional gender roles have long been used to limit the potential and restrict the autonomy of individuals, particularly women.One of the primary arguments in favor of gender equality is theprinciple of human rights. Advocates assert that the right to be treated with dignity, respect, and fairness is a universal entitlement that should not be contingent on one's gender. They point to historical and contemporary examples of how gender-based oppression and marginalization have denied women and other gender minorities access to education, healthcare, employment, and political representation, thereby perpetuating cycles of inequality and disadvantage.Moreover, supporters of gender equality emphasize the societal benefits that can be derived from embracing a more equitable and inclusive approach. They argue that when individuals are empowered to pursue their aspirations and contribute their unique talents and perspectives, regardless of their gender, the entire community stands to benefit. This can lead to increased innovation, economic prosperity, and social cohesion, as well as the fostering of a more just and egalitarian society.On the other hand, those who advocate for the recognition of gender differences often highlight the biological and psychological distinctions between men and women. They contend that these differences, which can manifest in areas such as physical capabilities, cognitive processing, and emotional expression, should be acknowledged and respected, rather than disregarded in the pursuit of gender equality.Proponents of this view argue that embracing gender differences can lead to a more nuanced understanding of human diversity and a greater appreciation for the unique contributions that individuals of different genders can make to society. They may point to research that suggests, for example, that women tend to excel in certain fields, such as empathy and emotional intelligence, while men may be more adept in areas requiring spatial reasoning and physical strength.However, critics of this perspective argue that such generalizations can reinforce harmful stereotypes and perpetuate the very gender-based biases that the advocates of gender equality seek to dismantle. They contend that individual differences within each gender often outweigh the average differences between genders, and that using gender as a primary determinant of an individual's capabilities or potential can lead to the exclusion and marginalization of those who do not conform to traditional gender norms.Ultimately, the debate surrounding gender differences and gender equality is a complex and multifaceted issue that defies simplistic solutions. It requires a careful balance between acknowledging the inherent biological and psychological distinctions between men and women, while also ensuring that these differences do not translate into systematic discrimination or the denial of fundamental rights and opportunities.One potential approach to navigating this challenge is to adopt a more nuanced and inclusive understanding of gender, one that recognizes the diversity of gender identities and expressions, and that seeks to create an environment where individuals can freely and safely explore and express their gender identity without fear of judgment or repercussion. This may involve the dismantling of rigid gender binaries, the challenging of traditional gender roles and stereotypes, and the implementation of policies and practices that actively promote and protect the rights and well-being of all individuals, regardless of their gender.Additionally, the pursuit of gender equality must be accompanied by a holistic approach that addresses the intersecting systems of oppression and discrimination that can compound the challenges faced by individuals of different genders. This may include addressing issues such as racial, economic, and social inequalities, as well as the unique challenges faced by LGBTQ+ individuals and other marginalized groups.Ultimately, the goal of achieving true gender equality is not about erasing or denying the inherent differences between men and women, but rather about creating a world where these differences are celebrated and respected, and where all individuals have the freedom to live, work, and thrive without the constraints of gender-based prejudice or discrimination. It is a complex and ongoing journey, but one that holds the promise of a more just, equitable, and fulfilling future for all.。
THE INTERNATIONAL JOURNAL OF MEDICAL ROBOTICS AND COMPUTER ASSISTED SURGERY Int J Med Robot
Introduction
Computer-assisted surgery (CAS) is a methodology that translates into accurate and reliable image-to-surgical space guidance. Neurosurgery is a very complex procedure and the surgeon has to integrate multi-modal data to produce an optimal surgical plan. Often the lesion of interest is surrounded by vital structures, such as the motor cortex, temporal cortex, vision and audio sensors, etc., and has irregular configurations. Slight damage to such eloquent brain structures can severely impair the patient (1,2). CASMIL, an imageguided neurosurgery toolkit, is being developed to produce optimum plans resulting in minimally invasive surgeries. This system has many innovative features needed by neurosurgeons that are not available in other academic and commercial systems. CASMIL is an integration of various vital modules, such as rigid and non-rigid co-registration (image–image, image–atlas and
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a r X i v :c o n d -m a t /0303523v 3 [c o n d -m a t .s t a t -m e c h ] 1 A p r 2004Non-extensive Study of Rigid and Non-rigid RotatorsG˘o khan B.Ba˘g cıa ,Ramazan Sever a ∗,Cevdet Tezcan baDepartment of Physics,Middle East Technical University,06531,Ankara,TurkeybDepartment of Electrical and Electronics Engineering,BaskentUniversity,06530,Ankara,Turkey(February 2,2008)AbstractThe isotropic rigid and non-rigid rotators in the framework of Tsallis statistics are studied in the high and low temperature limits.The generalized partition functions,internal energies and heat capacities are calculated.Classical re-sults of the Boltzmann-Gibbs statistics have been recovered as non-extensivity parameter approaches to 1.It has also been observed that non-extensivity parameter q behaves like a scale parameter in the low temperature regime of the rigid rotator model.PACS:05.20.-y;05.30.-d;05.70.;03.65.-wTypeset using REVT E XI.INTRODUCTIONThe non-extensive generalization of the standard Boltzmann-Gibbs statistics was pro-posed in1988by C.Tsallis[1-4].This non-extensive generalization begins with the supposi-tion of a new,fractal inspired entropy S q≡k(1− i p q i)/(q−1)where q is any real numberand k is a positive constant which becomes Boltzmann constant in the limit q→1.In this case,the new entropy S q takes the form-k B i p i ln p i,which is simply the standard entropy formula.This new non-extensive statistics has been studied a great deal to list its properties and it is also applied to many well-known examples of the Boltzmann-Gibbs statistics such as Ehrenfest theorem[5],Fokker-Planck equations[6]and quantum statistics[7].Wefirst calculate the partition function of the isotropic rigid rotator for both high energy and low energy limits and then obtain the generalized internal energy and specific heat expressions for both cases.This forms the Section II.The usual Maxwell-Boltzmann results are obtained in the limit q→1.In Section III,we turn our attention to non-rigid rotator and follow the same procedure for it as in the Section II.Results and discussions are given in Section IV.II.ISOTROPIC RIGID ROTATOREnergy levels of a rigid rotator are[8]E j=j(j+1)¯h2/2µa2.(1) where j=0,1,2,...,µ=m1m2/(m1+m2)reduced mass of the nuclei and a being the equilib-rium distance between them.The degeneracy of each level is g j=2j+1.In non-extensive formalism(NEXT),the partition function is given byZ q=∞j=0(2j+1)[1−β(1−q)j(j+1)¯h2Z q=∞j=0(2j+1)[1−(1−q)j(j+1)θT≪1and[1-(1−q)j(j+1)θT]1/(1−q).(4)For the interval1 q 2,solution to the above integral isZ q=T2−q.(5)As q goes to1,we getZ q→1=T∂βZ1−qq−1β2[α(2−q),1 q 2(8)whereα≡1β=k B T.(9) It is also possible to calculate the specific heat in this statistics asC q=∂U q2−q )1−q1W i=1p q i=U q.(12) This choice of constraint remedied all previous difficulties.Since we have studied all ther-modynamical quantities with the previous internal energy constraint,we must reconsider them with this new constraint.There are two ways to do this:Firstly,we can recalculate all thermodynamical quantities with this new internal energy constraint by forming the new partition function.Another method is tofind the relation between the temperatuıre param-eters of the old and new calculations.If one has all thermodynamical functions calculated with the old constraint and the relation between temperature parameters is known,it is possible to modify all previous calculations carried out with the constraint W i=1p q iεi=U q.This is the method we will follow,because we already have the solutions with respect to old constraint.We begin by writing all previous calculations in terms of intermediate variable t′where t′≡1/(β′ε).From now on,The superscript(2)will refer to calculations done by old con-straint.The partition function of the rigid rotator in the high temperature limit becomesZ(2)q(β′)=T′(2−q)=t′Z(2)qq.(14)or it is explicitly written asj [p(2)j(β′)]q=(2−q)q1−(1−q)β′U(2)q(β′)/ j[p(2)j(β′)]q.(18)Substituting Eq.(17)into the Eq.(18),we gett′=(2−q)(q+1)/q t1/q.(19) From Ref.[9],we haveZ′(3)q(β)=Z(2)q(β′).(20) By mere substitution,we getZ′(3)q(β)=(2−q)1/q t−1/q.(21) We also havep(3)j(β)=p(2)j(β′).(22)Thus,we formed p(3)j(β).Next,we use the relationj[p(3)j(β)]q=¯(Z q(3))1−q,(23) to obtain the partition function(¯Z q(3))1−q=(2−q)1/q t(1−q)/q.(24) Therefore,one may obtain internal energy and heat capacities by using the following relationβ∂U(3)q∂β(ln q¯Z q(3)).(25)WefindU(3)q=(2−q)1/q t1/q,(26) where ln q x≡x1−q−1dT =kT]1/(1−q).(28)This is nothing but the well-known partition function of the rigid rotator in low temperature limit in MB statistics if(1-q)is small enough.This is the case if we make q closer to1.For such a choice,the partition function takes the formZ(2)q−→1∼=1+3exp(−2θ/T).(29)The generalized internal energy function for this case becomesU(2)q=6α]1/(1−q)]−q[1−2(1−q)βZ q→1exp(−2θ/T),(31)with1/α=k Bθin the q→1limit.Calculation of the specific heat readsC(2)q=12qα]1/(1−q)]−q[1−2(1−q)β1−q−36qα]1/(1−q)]−q−1[1−2(1−q)β1−q.(32)To modify the equations above in accordance with the third constraint,we substitute the Eq.(19)into the Eq.(3)and take thefirst two terms to get the low temperature limit partition functionZ(3)q∼=1+3[1−2(1−q)(2−q)−(q+1)/qθ1/q T−1/q]1/(1−q).(33)Using this partition function,we immediately get the specific heat value asC(3)q=6kα2k B T2exp(−2θ/T).(35)This limiting value of heat capacity is obtained by observing that1of the rigid rotator in the low temperature regime attains the same shape as the classical one but with a narrower width and a shift in the peak to the left.By increasing q,specific heat function attains the same shape as the classical one but with a narrower width and a shift in peak to the left.III.ISOTROPIC NON-RIGID ROTATORIn this case,energy levels are given by[10]E(nonrigid) j =¯h22I20kR20j2(j+1)2.(36)where I0=µR20and k is spring constant.We have neglected the third order term j3(j+1)3 in the above expression.It is better to rewrite equation above in the simple form¯E j (nonrigid)=E(nonrigid)jor simplyZ q= ∞0dx[ax2+bx+1]1/(1−q).(41) wherea=β(1−q)D and b=−β(1−q)B.(42) The integral above can be rewritten in factorial formZ q=(mn)1m )1/(1−q).(x+12[1±(1−4aβ),(44)whereµ=1nandβ=1Γ(µ)Γ(γ−µ) 1dttµ−1(1−t)γ−µ−1(1−xt)−ρ,(45)where the parameters satisfyν>0andµ>ν−σ.Here we see thatν=1and q>1. Thus,we simply getµ=σ=1(3−q)n2F1(1,1/(q−1);2/(q−1);1−m q−1−1)=q−1The resulting internal energy and heat capacity expressions may be found by using Equations(7)and(10)respectively together with the partition function above.Variation of heat capacity in the high temperature limit is plotted in Fig.3.In all the plots related to non-rigid rotator,we have used10.397and4.1×10−5as B and D parameters respectively for HCl molecule[11].ii)Low temperature limitAs in the case for isotropic rigid rotator in the low temperature limit,we look atfirst few terms of the summation in the Eq.(39)Z q∼=1+3[1−2B(1−q)β+4D(1−q)β]11−q[1+3(1+2(B−2D)(q−1)β)1the high and low temperature limits of the isotropic rigid rotator.We have concluded that study of extensive systems through non-extensive thermostatistics bears importance[13].V.ACKNOWLEDGEMENTSWe thank S.Abe for his helpful comments.One of us(G.B.B.)acknowledges C.Tsal-lis for creative environment in the International School and Workshop on Non Extensive Thermodynamics and Physical Applications held in Villasimius/Italy in May23-302001.REFERENCES[1]C.Tsallis,J.Stat.Phys.52(1988)479.[2]C.Tsallis,in:New Trends in Magnetism,Magnetic Materials and their Applications,eds.J.L.Mor´a n-Lopez and J.M.S´a nchez(Plenum Press,New York,1994),p.451. [3]C.Tsallis,Some comments on Boltzmann-Gibbs statistical mechanics,Chaos,Solitonsand Fractals6(1995)539.[4]E.M.F.Curado and C.Tsallis,J.Phys.A24(1991)L69;Corrigenda:J.Phys.A24(1991)3187;25(1992)1019.[5]A.R.Plastino and A.Plastino,Phys.Lett.A177(1993)177.[6]D.A.Stariolo,Phys.Lett.A185(1993)262.[7]F.B¨u y¨u kkili¸c and D.Demirhan,Phys.Lett.A181(1993)24; F.B¨u y¨u kkili¸c, D.Demirhan and A.Gulec,Phys.Lett.A197(1995)209.[8]R.K.Pathria,Statistical Mechanics,Second Edition,(1996),pp144-150.[9]C.Tsallis,Renio S.Mendes and A.R.Plastino,Physica A261(1998)534.[10]G.Herzberg,Molecular Spectra and Molecular Structure Vol.1(1967),pp103-106.[11]R.J.Silbey,R.Alberty,Physical Chemistry,pp469,Third Edition,John Wiley(2001).[12]S.Curilef and C.Tsallis,Physica A215(1995)542.[13]H.Touchette,Physica A305(2002)84.FIGURESFIG.1.Specific heat of the rigid rotator as a function of reduced temperature t=T/θin the high temperature limit.00.20.40.60.811.21.400.51 1.522.533.54C _q /kt q=1.25q=1.50q=1.75FIG.2.Specific of the rigid rotator heat as a function of reduced temperature t=T/θin the low temperature limit.00.20.40.60.811.21.41.61.800.51 1.522.533.54C _q /k t q=1.00q=1.25q=1.50ature limit.00.20.40.60.811.21.400.51 1.52 2.53 3.54C _q /kt q=1.25q=1.50q=1.75ture limit for q=1.25,1.50and 1.75respectively starting from above.05101520T 00.10.20.30.40.50.6C _q。