Effects of competitive interactions of different life forms sub- mersed plants on biomass alloca
植物间的相互作用
Phenotypic plasticity in plants 植物的表型可塑性
Root plasticity in response to localized nutrient availability
根可塑性响应局部营养的 可用性
Shoot plasticity in response to light光
External Cueing Signaling
Abiotic: Physical and chemical environment atmospheric, edaphic. Biotic: Secretions, exudates, volatiles etc Biotic only
External cueing: Can be observed External signaling: Initially, only a hypothesis. Whether it is adaptive for the emitter as well as the receiver must be determined
Like a poker player, plants have limited resources. Gambling on a bad hand, or expending resources at the wrong place or time can be a big mistake
See for example Shemesh, H, BF Zaitchik, T Acuna, and A Novoplansky (2012) Architectural plasticity in a Mediterranean winter annual. Plant Signal. Behav. 7:492 – 501 and Shemesh, H. and Novoplansky, A. (2012) Branching the risks: architectural plasticity and bet-hedging in Mediterranean annuals. Plant Biol., In press. Photo credit Tom Donald.
成人高考成考英语(高起专)试卷及解答参考(2024年)
2024年成人高考成考英语(高起专)复习试卷及解答参考一、语音知识（本大题有5小题，每小题2分，共10分）1、Choose the word that has the same pronunciation as the word “elephant.”A. elephantB. elephantC. elephantD. elephantAnswer: BExplanation: The word “elephant” is pronounced as /ˈɛl.ɪ.fɑːnt/. Among the options provided, “elephant” in option B is pronounced the same as the original word.2、Select the word that has the opposite meaning of “increase.”A. increaseB. increaseC. decreaseD. decreaseAnswer: CExplana tion: The word “increase” means to make larger or greater. The wordthat has the opposite meaning is “decrease,” which means to make smaller or less. Among the options, “decrease” in option C is the correct answer.3、The word “communicate” is pronounced as:A. /kəˈmjuːnɪkeɪt/B. /kəˈmjuːnɪkeɪt/C. /kəˈmjuːniːkeɪt/D. /kəˈmjuːniːkeɪt/Answer: AExplanation: The correct pronunciation of “communicate” is /kəˈmjuːnɪkeɪt/. The “c” in “communicate” is not hard, as it does not precede a double vowel.4、Which of the following words has the correct pronunciation?A. “Environment” - /ɪnˌvaɪrənˈmeɪnt/B. “Education” - /ˌɛdʒuˈkeɪʃən/C. “Imagine” - /ɪˈmædʒɪneɪt/D. “Compass” - /kəˈmæpəs/Answer: BExplanation: The correct pronunciation of “education” is /ˌɛdʒuˈkeɪʃən/. The “e” in “education” is long, as it is followed by a “g” which is silent. The other options have mispronounced vowels or consonants.5、The sentence “She always has a smile on her face” emphasizes that sheis always __________.A. cheerfulC. nervousD. sadAnswer: A. cheerfulExplanation: The word “always” in the sentence indicates a constant state or behavior. The phrase “has a smile on her face” suggests that she is in a good mood or happy, which is best described by the word “cheerful.” The other options do not accurately capture the positive connotation of the sentence.二、词汇与语法知识（本大题有15小题，每小题2分，共30分）1、Choose the correct word or phrase to complete the sentence below.The_______of the meeting was quite impressive.A. atmosphereB. audienceC. attendanceD. occasionAnswer: CExplanation: The correct answer is “attendance” because it refers to the number of people who were present at the meeting. The other options do not fit the context of the sentence.2、Select the word that does not belong in the following list.A. enthusiasticC. exhaustedD. alertAnswer: CExplanation: The word “exhausted” does not belong in the list because it is an adjective that describes someone who is very tired, whereas “enthusiastic,” “energetic,” and “alert” all describe someone who is full of energy or has a positive, watchful attitude.3、Choose the word that best completes the sentence.The teacher___________the students to be quiet during the examination.A. requestedB. suggestedC. orderedD. recommendedAnswer: C. orderedExplanation: The correct choice is “ordered” because it indicates a direct command or instruction from the teacher. The other options, while they could be used in some contexts, do not convey the same level of authority or necessity as “ordered” does in this sentence.4、Complete the sentence using the correct form of the verb in parentheses.If you________(be) more careful, you would not have made so many mistakes.A. areB. wereC. will beD. had beenAnswer: B. wereExplanation: The correct form of the verb to use in this sentence is “were,” which i s the past subjunctive form of “to be.” The sentence is expressing a hypothetical situation, which is a situation that is not real but is being considered for the sake of argument. The past subjunctive is used to describea condition that is not true but could have been or would have been.5、Choose the word that best completes the sentence.The professor___________the students’ questions eagerly.A. ignoredB. addressedC. neglectedD. overlookedAnswer: B. addressedExplanation: The correct word to complet e the sentence is “addressed,” which means to speak to or write to someone formally or officially. The professor is expected to address the students’ questions, not ignore, neglect, or overlook them.6、Complete the sentence with the correct form of the verb in parentheses.They___________(be) discussing the project when the meeting was called toorder.A. wereB. had beenC. have beenD. isAnswer: A. wereExplanation: The correct form of the verb is “were,” which is the past continuous tense. The sentence describes an action that was happening at a specific past time (when the meeting was called to order), so the past continuous tense is appropriate. The other options are incorrect because they do not match the context or the tense required.7、Choose the word that best completes the sentence.The teacher was surprised by the student’s_ability to understand complex concepts.A)surpriseB)surprisedC)surprisingD)surpriseablyAnswer: C) surprisingExplanation: The correct answer is “surprising” because it is the adjective form that describes the student’s ability. “Surprise” is a noun, “surprised” is the past participle form of the verb, and “surpriseably” is not a word.8、Complete the sentence with the correct form of the given verb in brackets.They (be) (not) aware of the changes that (take) place in the company last month.A)wereB)areC)wasD)beAnswer: A) wereExplanation: The correct answer is “were” because the subject “they” is plural, and the past perfect tense “had taken” indicates that the cha nges occurred before the awareness of them. Therefore, “were” is the correct past tense form of “be.”9.Choose the word that best completes the sentence.I can’t believe how____________changes have occurred in this small town over the past decade.A)numerousB)rapidC)suddenD)gradualAnswer: D) gradualExplanation: The sentence is describing changes that have occurred over a period of time, suggesting a process that was not immediate or extreme. “Gradual” fits this context best, indicating changes that happen slowly over time.10.Select the correct form of the verb to complete the following sentence.The professor___________us a detailed outline of the research project before the deadline.A)gaveB)has givenC)will giveD)is givingAnswer: B) has givenExplanation: The sentence implies that the action of giving the outline has already occurred before the deadline. The present perfect tense (“has given”) is used to describe actions that have a present relevance or result.11.Choose the correct word to complete the sentence:The manager was_about the new project, but the team was confident.A)apprehensiveB)optimisticC)indifferentD)enthusiasticAnswer: A) apprehensiveExplanation: The correct answer is “apprehensive” because it means feeling or showing anxiety or fear about something, which fits the context of the manager being concerned about the new project. The other options do not convey the same sense of worry or anxiety.12.Select the word that is closest in meaning to the underlined word:The teacher’s_appr oach to teaching made the subject much more engaging.A)traditionalB)innovativeC)passiveD)objectiveAnswer: B) innovativeExplanation: The underlined word “innovative” means introducing new methods or ideas. The sentence suggests that the teacher’s approach was different and made the subject more engaging. The word “traditional” would imply a more conventional method, “passive” would suggest a lack of interest, and “objective” would imply a neutral approach, none of which fit the context as well as “innovative.”13.Choose the word that best completes the sentence.The company’s new policy has been widely __________, with both positive and negative reactions.A. criticizedB. implementedC. supportedD. rejectedAnswer: B. implementedExplanation: The correct word here should reflect that the policy has been put into effect. “Implemented” means to carry out or put into effect, which fits the context. “Criticized” would imply there are negative reactions,“supported” would imply positive reactions, and “rejected” wo uld imply outright refusal, none of which fully capture the act of the policy being put into practice.14.Select the correct form of the verb to complete the sentence.She_______(go) to the market every morning, but now she has a car.A. used to goB. uses to goC. used goD. uses goAnswer: A. used to goExplanation: The correct phrase to use in this context is “used to” followed by the base form of the verb, which indicates a past habit or practice that has since changed. “Used to go” is the correc t past simple form that indicates a habit in the past. The other options are grammatically incorrect or do not convey the intended meaning.15.Choose the correct word or phrase to complete the sentence.The professor___________the students to study hard for the exam.A. advisedB. recommendedC. suggestedD. proposedAnswer: B. recommendedExplanation: The correct answer is “recommended” because it is the most appropriate word to express the professor’s advice. “Advised,” “suggested,” and “proposed” can also mean giving advice or suggestions, but “recommended”is often used in a more formal context, such as in an academic setting.三、完形填空（30分）Passage:In the small town of Willow Creek, there was once a charming old library that stood at the heart of the community. The library was a hub of learning and culture, where people of all ages would gather to read, discuss, and exchange ideas. The librarian, Mrs. Thompson, was known for her warm smile and vast knowledge of books. She had been working at the library for over 30 years and was deeply loved by everyone in the town.One day, the town’s mayor announced that the library was in danger of closing due to budget cuts. The community was shocked and immediately rallied to save their beloved library. They organized a series of events, including a book sale, a bake sale, and a benefit concert, to raise funds.The most successful event was the “Willow Creek Reads” program, where local authors were invited to read to the children and talk about their writing process. The children were excited and inspired, and the adults were reminded of the power of books to bring people together.As the days went by, more and more people began to donate books and moneyto the library. Mrs. Thompson was overwhelmed by the outpouring of support from the community. She knew that the library would not only survive but thrive.One evening, as Mrs. Thompson was organizing a new shelf of donated books, she noticed a mysterious note tucked inside one of the books. The note read, “To Mrs.Thompson, from the Friends of Willow Creek Library. We hope these books bring you joy and continue to inspire the community.”Mrs. Thompson smiled, knowing that the spirit of the library was alive and well.Blanks:1.The library in Willow Creek was a___________of learning and culture.2.Mrs. Thompson was___________for her warm smile and vast knowledge of books.3.The town’s mayor announced that the library was in___________due to budget cuts.4.The community___________to save their beloved library.5.The most successful event was the___________program.6.The children were___________and inspired by the local authors.7.The adults were___________of the power of books to bring people together.8.More and more people began to___________books and money to the library.9.Mrs. Thompson was___________by the outpouring of support from the community.10.The note was a___________from the Friends of Willow Creek Library.11.Mrs. Thompson smiled, knowing that the spirit of the librarywas___________and well.Questions:11.What was the note a___________from the Friends of Willow Creek Library?A)InvitationB)ComplaintC)Thank youD)ApologyAnswer:C) Thank you四、阅读理解（本部分有5大题，每大题9分，共45分）第一题Read the following passage and answer the questions that follow.The Internet has revolutionized the way we communicate, access information, and conduct business. With just a few clicks, we can connect with people from all over the world, access a vast amount of information, and even conduct transactions online. However, along with these benefits, the Internet has also brought about various challenges and risks. One of the most significant risks is the potential for cybercrime, which includes hacking, identity theft, and phishing.1.What is one of the major risks associated with the use of the Internet?A. Improved communicationB. Access to a vast amount of informationC. Potential for cybercrimeD. Increased business opportunities2.What are some examples of cybercrimes mentioned in the passage?A. Hacking, identity theft, and phishingB. Improved communication and access to informationC. Increased business opportunitiesD. Reduced need for physical interaction3.How does the Internet impact the way we conduct business?A. It reduces the need for physical interactionB. It increases the potential for cybercrimeC. It provides a platform for global communication and transactionsD. It eliminates the need for traditional banking and financial servicesAnswers:1.C2.A3.C第二题Passage:The rapid development of technology has greatly influenced the way people communicate. Social media platforms have become an integral part of daily life,allowing individuals to connect with others across the globe. However, this shift in communication has raised concerns about the impact on face-to-face interactions and the potential loss of traditional social skills.One of the most popular social media platforms is Instagram, which is known for its focus on visual content. Users can share photos, videos, and stories, and follow others who share similar interests. While Instagram can be a great way to stay connected with friends and discover new things, it also has its downsides.A recent study found that excessive use of Instagram can lead to feelings of loneliness and depression. The constant comparison with others’ seemingly perfect lives can create a sense of inadequacy. Additionally, the platform’s algorithm can create a filter bubble, where users are only exposed to content that aligns with their existing beliefs and interests, thus limiting their exposure to diverse perspectives.Despite these concerns, many people find Instagram to be a valuable tool for networking and personal growth. It can provide a platform for artists, writers, and entrepreneurs to showcase their work and connect with potential audiences. Moreover, it can be a source of inspiration and motivation, as users are exposed to the achievements and stories of others.Questions:1、What is the main topic of the passage?A) The benefits of using social media platforms.B) The negative effects of Instagram on social interactions.C) The history of social media platforms.D) The role of technology in modern communication.2、Which of the following is NOT mentioned as a potential negative effect of using Instagram?A) Feelings of inadequacy.B) Limited exposure to diverse perspectives.C) Improved communication skills.D) Increased feelings of loneliness and depression.3、What is the author’s attitude towards Instagram?A) Highly critical.B) Indifferent.C) Positive and supportive.D) Ambiguous.Answers:1、B) The negative effects of Instagram on social interactions.2、C) Improved communication skills.3、D) Ambiguous.第三题Reading Passage:In the small town of Greenfield, there was a long-standing tradition of the annual Greenfield Festival. The festival, which took place every autumn, broughttogether local artists, musicians, and performers from around the region. It was a time for celebration, a showcase of local talent, and a chance for the community to come together and enjoy the arts.One of the highlights of the festival was the “Greenfield Talent Show,” where local residents could audition to perform. This year, the talent show had a special twist: the winner would receive a scholarship to study music at a prestigious music school in the nearby city of Bluewater.Word Count: 102Questions:1、What is the main purpose of the Greenfield Festival?A) To promote tourism in GreenfieldB) To bring the community together and celebrate local artsC) To raise funds for charityD) To promote agricultural products2、Which event at the festival was of particular interest to this year’s participants?A) The art exhibitionB) The music concertC) The Greenfield Talent ShowD) The local craft fair3、What reward did the winner of the Greenfield Talent Show receive?A) A cash prizeB) A trip to the nearby cityC) A scholarship to study musicD) A trophyAnswers:1、B) To bring the community together and celebrate local arts2、C) The Greenfield Talent Show3、C) A scholarship to study music第四题Reading ComprehensionRead the following passage and answer the questions that follow.The rise of e-commerce has revolutionized the way people shop and has had a significant impact on traditional brick-and-mortar stores. Online shopping has become increasingly popular due to its convenience and the vast variety of products available. However, this shift has also brought about challenges and changes in the retail industry.One of the main advantages of e-commerce is the convenience it offers. Customers can shop from the comfort of their own homes at any time of the day or night. This eliminates the need to travel to physical stores and wait in long queues. Additionally, online platforms often provide detailed product descriptions, customer reviews, and even virtual try-ons, which can help customers make more informed purchasing decisions.Despite these benefits, e-commerce has also presented challenges fortraditional retailers. Many have had to adapt to the changing landscape by investing in their online presence and offering competitive pricing and customer service. However, some have struggled to keep up and have been forced to close their doors.The retail industry is also witnessing a shift in consumer behavior. Customers are becoming more environmentally conscious and are increasingly looking for sustainable and ethical products. This has led to a rise ineco-friendly shopping options and a decline in demand for fast fashion.1.What is the main advantage of e-commerce mentioned in the passage?A) Competitive pricingB) ConvenienceC) Eco-friendly optionsD) Detailed product reviews2.How has e-commerce affected traditional brick-and-mortar stores?A) They have become more profitable.B) They have had to adapt and invest in online presence.C) They have seen a significant increase in foot traffic.D) They have closed down due to increased competition.3.What is the trend in consumer behavior mentioned in the passage?A) Customers are looking for more affordable products.B) Customers are becoming more environmentally conscious.C) Customers are preferring fast fashion over sustainable options.D) Customers are no longer interested in online shopping.Answers:1.B) Convenience2.B) They have had to adapt and invest in online presence.3.B) Customers are becoming more environmentally conscious.第五题Read the following passage and answer the questions that follow.In recent years, there has been a growing interest in online education. This shift is primarily due to the convenience and flexibility it offers to students. Online courses allow individuals to learn at their own pace, from any location, and often at a lower cost compared to traditional in-person classes. However, despite these advantages, online learning also comes with its own set of challenges.One of the main concerns is the potential for reduced social interaction. In traditional classrooms, students have the opportunity to engage with their peers and professors, which can enhance their learning experience. Online students, on the other hand, may feel isolated and disconnected from the academic community. This can lead to a lack of motivation and engagement in the course material.Another challenge is the need for self-discipline. Online courses require students to be self-motivated and organized. Without the structure of a traditional classroom, students must set their own schedules and manage their time effectively. This can be difficult for some individuals, especially thosewho are accustomed to the routine of attending classes on campus.Despite these challenges, many online learners find that the benefits outweigh the drawbacks. They appreciate the ability to work around their other commitments, such as full-time jobs or family responsibilities. Additionally, online courses often provide access to a wider range of resources and expertise than traditional courses.1.The primary reason for the growing interest in online education is:a) the opportunity for social interactionb) the flexibility and convenience it offersc) the lower cost compared to traditional in-person classesd) the access to a wider range of resources2.What is one of the main concerns mentioned about online learning?a) The convenience of learning at one’s own paceb) The potential for reduced social interactionc) The lower cost of online coursesd) The increased access to expertise3.According to the passage, which of the following is a challenge for online learners?a) The ease of engaging with peers and professorsb) The need for self-discipline and organizationc) The lower cost of online coursesd) The ability to work around other commitmentsAnswers:1.b) the flexibility and convenience it offers2.b) The potential for reduced social interaction3.b) The need for self-discipline and organization五、补全对话（本大题有5小题，每小题3分，共15分）第一题A: Excuse me, could you help me with some English vocabulary?B: Sure, I’d be happy to. What would you like to know about?A: I need to expand my vocabulary for the college entrance exam. Can you suggest some useful words for an “Adult Higher Education” (AHLE) English test?B: Absolutely! Here are a few words and phrases that are often included in such exams:1.(______) - a higher level of education beyond high school.2.(______) - a system of post-secondary education that allows working adults to earn degrees.3.(______) - a person who is studying or has studied at a college or university.4.(______) - a course or program of study that leads to a degree or certification.5.(______) - a test taken by students to gain admission to a college or university.A: Great, thanks! What should I write in the blank spaces?B:1.(______) - A higher level of education beyond high school.2.(______) - A system of post-secondary education that allows working adults to earn degrees.3.(______) - A person who is studying or has studied at a college or university.4.(______) - A course or program of study that leads to a degree or certification.5.(______) - A test taken by students to gain admission to a college or university.答案：1.Degree2.Adult Higher Education (AHLE)3.College student4.Curriculum5.Admission test解析：1.Degree - This word is used to describe a higher level of education, which is a key concept in the context of college education.2.Adult Higher Education (AHLE) - This specific term refers to the system that caters to working adults who wish to pursue further education.3.College student - This phrase describes someone who is currently or has been enrolled in a college or university.4.Curriculum - This word refers to the courses or program of study that an educational institution offers.5.Admission test - This term refers to the test that students must take to be admitted to a college or university, which is a common requirement for higher education.第二题1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welcome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welc ome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.答案：解析：The correct continuation of the dialogue is B because it maintains the context of the original message and provides a logical progression of the conversation. It addresses the initial reason for the inability to assist and then moves on to offering a solution (leaving a message) and asking for further details about the assistance needed. The dialogue then proceeds with the person finding the information, offering to send it via email, and concluding with a friendly farewell.第三题A: Excuse me, I’m looking for the English section of the Adult College Entrance Examination. Can you help me?B: Sure, follow me. You need to go to the second floor and then turn right. The English section is located in Room 202.A: Oh, okay. Thank you. By the way, what time does the exam start?B: The exam will begin at 9:00 a.m. sharp. Make sure you arrive 30 minutes early to get settled.A: Got it. I’ll be there on t ime. One more thing, is there a specific roomfor the English exam?B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.A: Perfect. Thanks again for your help.B: You’re welcome. Good luck with your exam!Answer:B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.Explanation:In this dialogue, the student is asking for directions to the English section of the exam. The answer to the question is found in the response by the staff member. They confirm that the English exam is held in Room 202, as indicated by a sign, providing clear information to the student.第四题A: Excuse me, I seem to have misplaced my calculator. Can you help me find it?B: Sure, where do you think you might have left it?A: I was working on this problem for our math class, and I think I might have left it on the desk.B: Okay, let’s check the desk first. Is this the one you’re looking for?A: No, that’s not it. It was smaller and black.B: Alright, let’s look over there by the window. Do you see anything that。
人力资源管理PERFORMANC部分（英文课件）（已处理）
Performance Management and Appraisal Main points Performance and performance management 360-Degree feedback Methods of individual performance appraisal Balanced scorecard Problems of PM and performance interview Performance Performance Organizational performance Individual performance OP NIP Criteria of performance What constitute the PMS Corporate level –the balanced scorecard Individual level – the performance appraisal Integrated process- linkage of the above with HRM practices such as setting goals training and development of employees pay benefits changes in job and organization design Performance Management System PMS focuses on creating and maintaining core competence at the organizational and individual level PMS maintains a strategic perspective on the interactions of various levers of change on peoples behavior Individual performance appraisal PA means evaluating an employees current or past performance relative to hisher performance standards Objectives of performance appraisal To motivate staff reward feedback To develop staff To provide essential mgt information eg Assessing overall training and development needs Capability and knowledge management 绩效管理和传统绩效考核的区别传统的绩效考核 1 事后控制2 自上而下没有反馈3 以人力资源部为主4 薪酬奖金绩效管理和传统绩效考核的区别 Choice of Raters Supervisor Advantages connected with promotion reward punishment stand at a higher point Disadvantagespsychological load due to connection with Reward Payment short of training for appraisal de-motivate employee if not appropriate Peer Advantages comprehensive real Disadvantages far away from truth due to competitiveness or afraid of hurting a friend Subordinate Advantages Help manager develop managerial skills balanced the managers power Disadvantages dare not tell the truth of hisher boss for fear of dismissal do not understand hisher boss work Self Advantages comprehensive not much stress good for improvement Disadvantages overestimate 90 think they are above average can not be the basis for promotion and incentive Customer Advantages objective good for customer-orientation Disadvantages NO uniform standard time cost energy cost Expert For high-level manager Cost is too high Points of 360 Degree Feedback Main objective develop not evaluate Key Criteria KPI related to organizational performance Train evaluators Quick feedback and communication Effective goal setting SMART Goal P157 Specific Absolute terms satisfactory completion Measurable Quantitative terms Attainable Challenging but not too difficult encourage employees participation Relevant Consistent with organizational objectives Timely reflect deadlines and milestones Employee comparison systems Graphic rating scales Behavior observation scales Behaviorally anchored rating scales Management-by-objectives Strengths Low cost Practical Time efficient Eliminates some rating errors Aids decision making Weaknesses Accuracy and fairness questionable Failto direct or monitor behavior Cross-departmental comparisons difficult Firms performance appraisals Balanced score card 创建人 Balanced score card 以财务性数据为主的绩效管理体系平衡计分卡的优缺点 Rating errors --Halo effect --Leniency--Strictness--Central tendency--Primacy--Recency--Contrast effects 1 Halo effect P169 Halo effect is where an evaluation on one dimension influences evaluation on all the others Lack of conscientiousness Vague performance standards 2 Leniency P169 Leniency problem is the process of evaluating someone too easily 3 Strictness P169 Error of strictness is the process of evaluating someone too harshly Political Lack of conscientiousness Vague performance standards 4 Central tendency P169 Error of central tendency is the process of evaluating all the employees about average on all dimensions Administrative procedures Poorly defined scales 5 Primacy bias Primacy bias is the bias of giving the first information greater weight Cannot observe all aspects of employees job performance Categorizing employees by type of person 6 Recency bias Recency bias gives more weight to the last information Memory decay Failure to document job performance throughout appraisal period 7 Contrast effects If a criterion is notclear or a ranking system is used contrast effects will occur How to avoid appraisal problems Training the raters Developing appraisal criteria from documented job analysis Choosing the right appraisal tools BARS for service industry Increasing times of appraisal formal and informal Inviting subordinate participation Diary-keepingThe Appraisal Interview Types of interview TYPE Performance is satisfactory----employee is promotable satisfactory---- Not promotable Unsatisfactory----correctable OBJECTIVE Make development plans Maintain performance Plan correction Principle of interview Assembling the data Informing the employee at least one week earlier Enough time during the interview A quiet but not closed room Let employee relaxed Encourage the person to talk Help employee to improve his performance Dont get personal Be specific and direct Get agreement on how things will be improved and by when Process ofPerformance Management 案例一摩托罗拉绩效管理企业产品服务企业管理人力资源管理人力资源管理绩效管理摩托罗拉给绩效管理下的定义是绩效管理是一个不断进行的沟通过程案例一摩托罗拉绩效管理沟通内容 1 员工应该完成的工作2员工所做的工作如何为组织的目标实现做贡献3用具体的内容描述怎样才算把工作做好4员工和主管怎样才能共同努力帮助员工改进绩效5 如何衡量绩效6确定影响绩效的障碍并将其克服案例一摩托罗拉绩效管理一绩效计划在这个部分里主管与员工就下列问题达成一致1 员工应该做什么2 工作应该做多好3 为什么要做该项工作4 什么时候要做该项工作5 其他相关的问题环境能力职业前途培训等绩效目标业务目标business goals行为标准behavior standard 案例一摩托罗拉绩效管理二持续不断的绩效沟通强调全年的沟通和全通道的沟通 1 沟通是一个双向的过程目的是追踪绩效的进展确定障碍为双方提供所需信息2防止问题的出现或及时解决问题前瞻性 3定期或非定期正式或非正式就某一问题专门对话 4在这个过程中也要形成必要的文字记录必要时经主管和员工双方签字认可案例一摩托罗拉绩效管理三事实的收集观察和记录 1收集与绩效有关的资讯2记录好的以及不好的行为收集资讯全面好的不好的都要记录而且要形成书面文件必要的要经主管与员工签字认可以上两个过程一般在二三季度完成进入四季度也就进入了绩效管理的收关阶段到了检验一年绩效的时候了案例一摩托罗拉绩效管理四绩效评估会议摩托罗拉的绩效评估会议是非常讲究效率的一般集中一个时间所有的主管集中在一起进行全年的绩效评估它主要包括以下四个方面1做好准备工作员工自我评估2对员工的绩效达成共识根据事实而不是印象3评出绩效的级别4不仅是评估员工而且是解决问题的机会最终形成书面的讨论结果并以面谈沟通的形式告知员工考核结束不是说绩效管理就到此为止还有一个非常重要的诊断过程案例一摩托罗拉绩效管理五绩效诊断和提高这个过程是用来诊断绩效管理系统的有效性用来改进和提高员工绩效主要包括以下四个方面1确定绩效缺陷及原因2通过指导解决问题3绩效不只是员工的责任4应该不断进行 10个方面的工具衡量1我有针对我工作的具体明确的目标2这些目标具有挑战性但合理不太难也不太容易3我认为这些目标它对我有意义4我明白我的绩效达到目标是如何评估的5我觉得那些绩效标准是恰当的因为它们测量的是我应该做的事情6在达到目标方面我做的如何我能得到及时的反馈7我觉得我得到足够的培训使我能得到及时准确的反馈8公司给我提供了足够的资源例如钱仪器帮手等使我达到目标成为可能9当我达到目标时我得到赞赏和认可10奖励体系是公平的我因为自己的成功而得到奖励案例二罗芸与老马的绩效考核分歧飞宴航空食品公司服务于航空公司和其他订购盒饭和西餐的单位雇佣厨房人员采购全部原料提供给客户不搞分包制罗芸ＭＢＡ毕业公司总部四年的职能性管理工作担任飞宴航空食品公司地区经理近一年负责管理１０家供应站点每站有一个主任负责一定范围内的客户销售和服务老马供应站主任主任主要负责计划编制预算监控分管指定客户的销售服务员等活动资格最老只念过一年大专从厨房代班长干起三年前上任善于搞关系铁杆客户没有流失的客户部下经指点和培养得到提升作其他地区的经理但是不良饮食带来了健康问题请假３个月给罗打电话的次数超过了其他９位的总数好邀功案例二罗芸与老马的绩效考核分歧机会罗芸需要副手一名即地区副经理老马公开说他资格最老业绩好非他莫属罗芸觉得两人的管理风格太悬殊老马的行为会激怒地区和公司的工作人员绩效考评１０分制１０分为最优７－９良好５－６合格中等３－４较差１－２最差结果虽然老马一年的工作不错但是罗给了６分理由不注意卫生病假３个月案例二罗芸与老马的绩效考核分歧思考１罗对老马的绩效考评是否合理需要改进的地方２预计老马的反应如何罗怎样处理３如果你是老马对罗的结果采取怎样的态度和做法为什么案例二罗芸与老马的绩效考核分歧启示完整的绩效管理过程包括绩效计划绩效沟通绩效考核和绩效反馈四个方面１绩效计划绩效管理的起点上级和员工共同讨论达成一致２绩效沟通上下沟通预防或解决实现绩效可能发生的问题３绩效考核确定主题和方法作出评价４绩效反馈绩效周期结束上下级的绩效面谈告诉结果和不足一起制定改进计划案例中没有共同绩效计划缺乏全面评价的根据没有绩效沟通主观地考核不能公正公平和合理 Strengths Combine the benefits of critical incidents and quantitative rating Useful for directing and monitoring behavior Weaknesses Research has not substantiated its superiority over other methods Choosing one indicative behavior Time consuming to develop Behaviorally Anchored Rating Scales Goal Setting Planning Evaluation Management-By-Objectives Strengths Directing and monitoring behavior Performance standards are objective Practical and inexpensive Employee participation Weaknesses Does notspecify behaviors Focus on short-term Factors outside workers control Standards vary User acceptance Management-By-Objectives Financial indexes 1970s 1980s Product quality 1990s Satisfactory of customers Recent Balanced score card on managerial and competitive ability 指标构成核心构想财务衡量指标非财务衡量指标顾客满意度企业必须通过创新与学习持续改善企业内部运作过程获得最大化的客户满意才能获得不凡的财务收益罗伯特·S ·卡普兰和大卫· P ·诺顿内部流程创新与学习平衡记分卡是哈佛大学财会学教授罗伯特·S ·卡普兰和复兴方案公司总裁大卫· P ·诺顿在积累了大量实践经验的基础上建立的一套革命性管理系统目标考量财务面我们在股东眼里的表现目标考量客户面我们在客户眼里的表现目标考量内部运营面什么是关键成功因素什么业务流程是最优目标考量学习与成长面我们能保持创新变化和不断提高使命和策略飞行高度飞行速度耗油量以收益为基础的财务数字仅能够衡量过去决策的结果却无法评估未来的绩效表现容易误导企业未来发展方向当财务指标为企业绩效评估的唯一指标时容易使经营者过分注重短期财务结果急功近利有强烈动机操纵报表上的数字而不愿就企业长期策略目标进行资本投资由于不重视非财务性指标的评估致使企业竞争力下降原本强劲的财务数字有可能逐渐恶化财务性数据发生的根本原因不做深入的分析和调查片面的指标收集难以推动整体绩效的改善客户面内部流程财务性指标非财务性指标销售收入利润总额资金回笼现金流量成本支出全自动双缸单缸 xxxxxxxx xxxx xxx xxxxx xxxx xxx xxxxx xxxx 学习与成长面以公司竞争战略为出发点全面动态地评估有效防止次优化行为提出具体的改进目标对信息系统的灵敏性要求高对企业管理基础的要求比较高优点缺点罗克沃特公司是一家全球性的工程建筑公司的全资资公司在水下工程建筑业中处于全球领先地位高级管理团队把公司的愿景和战略转化为平衡计分卡愿景作为受顾客欢迎的供货商我们应成为行业领导者战略提供需要的服务顾客满意持续改进员工素质提高股东预期实现资本报酬率现金流项目盈利性业绩可靠性财务层面客户层面内部层面学习成长金钱的价值竞争性价格无争吵的关系表现优异的专业人员创新塑造顾客需要中标率品质服务安全损失控制良好的项目管理持续改进产品和服务创新得到授权的员工罗克沃特的战略目标 Human Resource Management 资本报酬率现金流项目盈利性利润预测可靠性销售储备财务层面客户层面内部层面创新与学习价格指数顾客排名调查顾客满意度指数市场份额与顾客讨论新工作的小时数投标成功率返工安全事件指数项目业绩指数项目终止周期新服务收入所占比例提高指数员工态度调查员工合理化建议数员工人均收益罗克沃特的平衡计分卡评估 Human Resource Management Causesof Halo Effect Highest lowest Highest lowest Causes of Leniency strictness Errors 1 2 3 4 5 Causes of Central Tendency Error 1 2 3 45 Stereotyping 1 23 4 5Similarity Causes of primacy bias Causes of Recency Error 1 2 3 45 P167 KPI Appraisal method Process of appraisal Appraisal interview Compensation Training Development Raters training Organizational strategy Results What Behavior How Performance Behaviors and results of jobs related to the organizational goals Quantity CostFinancial Quality Timing Behavior 合格率错误率投诉支出费用总额实际费用和预算的对比增长率利润率生产率产品数量处理零件的数量接听电话会见客户销售额利润限期胜任特征关键行为 P FSOME Skill Motivation Environment Opportunity Performance Factors influencing performance External Factors Internal Factors 绩效管理 1 控制方式事前事中及事后 2 沟通方式自上而下和自下而上结合反馈充足 3 公司各个部门都是绩效管理主体全员参加 4 薪酬福利晋升培训等人力资源相关领域u 行政使用 l 补偿 l 晋升 l 解雇 l 降职 l 临时解雇开发使用 l 识别优势 l 识别成长领域 l 开发计划 l 培训和职业生涯计划绩效管理 Strategic Plan Effective Performance Appraisal System Direct Behavior Correct Behavior Monitor Behavior Input Into Employment Decisions Perceived Fair And Accurate Process Improved Job Performance Improved Employment Decisions Minimized Litigation And Job Dissatisfaction Competitive Advantage Importance of Performance appraisal Supervisors Employee Subordinates Customers Self-rating Outside observers Peer 360 Degree Feedback 360 Degree Feedback systems are used most often as feedback devices Companies considering the use of 360-degree ratings for evaluative purposes shouldproceed cautiously --Appraised by the immediate supervisor--Self-ratings--Using peer appraisals--Appraised by customers--Appraised by subordinates--Rating committees Basic Appraisal Methods 1 Mike Winkle 2 Robert King3 Sally Morris4 Fred Taft Mike Robert Sally Fred MikeRobert Sally Fred Alternation Ranking Paired Comparison A B C D E 5 15 70 Forced Distribution EX --Exceptional WD --With distinction HS-- High standard RI --Room for improvement NA --unacceptable Employee Comparison Systems Ranking Methods Unsatisfactory Satisfactory Outstanding Quantity of work Qualityof work Dependability Graphic Rating Scale P160 Traits and a range of Performance Strengths Low cost Practical Single form applicable to all or most jobs in organization Weaknesses Accuracy questionable Fail to direct behavior Nonspecific job performance feedback Graphic Rating Scale P160 almost neveralmost always 1 2 3 4 5 ___1 Sets clear priorities for multiple goals ___2 Coaches subordinates effectively ___3 Breaks projects into doable components ___4 Develops subordinatesknowledge and skills ___5 Listens to employees concerns ___6 Seeksdecision input from subordinates Behavioral Observation Scale---Critical incident method Strengths Useful for directing and monitoringbehavior Useful for providing specific feedback WeaknessesTime-consuming to develop Behavioral Observation Scales EffectiveIneffective Group member has read all agreed-upon material Group memberparticipates in discussions though not always prepared Group member doeslittle work and offers no valuable ideas or feedback 5 4 3 2 1 Qualityof Group Member Input Behaviorally anchored rating scales BARS。
Researchstatement
Research statementE. Glen WeylApril 2014My research focuses on two areas, price theory and welfare economics. My most recent and ambitious project on “Quadratic Voting” fuses these two streams.Price theoryMy work in price theory shows how the impacts of interventions in models with rich heterogeneity and strategic interactions may be summarized by intuitive and empirically tractable summary statistics (i.e. prices). My best-known paper, “A Price Theory of Multisided Platforms,” shows that the complex coordination problems facing models of “platforms” on which different types of consumers interact can be simplified if firms use appropriate reduced-form dynamic pricing strategies to avoid coordination failures. These “insulated” pricing strategies involve firms charging low prices until they reach critical mass.In work with Alexander White, “Insulated Platform Competition”, we extended this analysis to imperfectly competitive environments, identifying a general solution concept for competition among platforms and characterizing when competition improves, and when it harms, the efficient provision of quality. Underlying our analytical approach was a proof of existence of a unique equilibrium in quasi-linear continuum economies with discrete and potentially complementary goods, as we established in joint work with Alex and Eduardo Azevedo, “Walrasian Equilibrium in Large, Quasi-linear Markets”.Continuing on this mathematical track, in work with André Veiga, we have clarified the foundations for the price theoretic approach to multidimensional heterogeneity that underlines both my previous work and recent work on multidimensional heterogeneity in selection markets. We show that “The Leibniz Rule for Multidimensional Heterogeneity” can be used to clearly link the reduced-form analysis of these previous papers to assumptions about the distribution of heterogeneity typically made in theoretical models.Exploiting these mathematical tools, I have been working with André to address a long-standing problem in the literature on selection markets. Firms in selection markets, where the profitability of consumers differs by their identity, typically design their products to attract the most profitable consumers. However, standard models of such markets, which assume consumers are heterogeneous in only a single dimension, imply competition leads markets to unravel and rules out the possibility of sorting under monopoly. In “Product Design in Selection Markets” we propose a model that provides sharp qualitative and quantitative predictions about, for example, the implications of existing data for the effects of imperfect competition on the performance of unregulated private insurance markets.Such strategic interactions of imperfectly competitive firms are the focus of the other main branch of my price theoretic work, that with Michal Fabinger. Our “Pass-Through as an Economic Tool” derives principles of tax incidence under a wide range of imperfectly competitive models. We show that these principles can be used to unify the analysis of many classic problems in industrial organization, international trade and public economics. In particular, in all of these cases, key policy questions turn on often-neglected properties of the shape of equilibrium conditions, such as their curvature and how it varies with quantity. Standard tractable equilibrium systems used in international trade and industrial organization theory, like linear and constant elasticity demand coupled with constant marginal costs,imply curvatures properties inconsistent with empirical observations of demand patterns. To address this, in “Why are Some Models of Imperfect Competition so Much More Tractable than Others?” we propose a class of equilibrium forms that are nearly as tractable as existing, unrealistic structures but that allows for flexible curvature properties.These observations about the importance of demand forms have stimulated significant policy interest. For example, I worked with Joe Farrell and Carl Shapiro on refining their ideas that were eventually reflected in these guidelines and wrote a paper joint with Sonia Jaffe, “The First-Order Approach to Merger Analysis”, to summarize these results.Two projects combine these streams in my price theoretic work. In joint work with Jean Tirole, “Market Power Screens Willingness-to-Pay”, I investigated why intellectual property (IP) may be a better way to reward innovation than prizes, which avoid the inefficient reduction in consumption IP can engender. We argued that prizes, even if they depend on how many consumers buy a product, cannot accurately reflect how much consumers are willing to pay for products. This led us to propose a new class of reward mechanisms for innovations that mix prizes and IP. Increasing the weight on IP sorts for more socially valuable products, resembling my work with André, but at the cost of deadweight loss, as in my work with Michal. The better information the planner has about the value of products, the less important is sorting and thus the more weight should be put on prizes.The second project combining these streams is my recent paper with Neale Mahoney, “Imperfect Competition in Selection Markets”. As in my work with André, here we try to incorporate realistic and often-neglected imperfect competition into models of selection. But like my work with Michal, we focus on how many people are served, rather than the non-price characteristics of products as in my work with André. In particular, we show that many standard intuitions about both competition and selection policy reverse when imperfect competition and selection coexist.The Journal of Economic Literature has commissioned me to write a piece defining price theory and unifying recent work in the area by, among others, Liran Einav, Amy Finkelstein, Matthew Getnzkow, Nathan Hendren, Jonathan Levin, Emmanuel Saez, Jesse Shapiro and myself.Welfare economicsWhile this work shows how recent developments in economics can be related to classical price theory, my work on welfare economics has intersected heavily with scholars outside of economics, particular lawyers and philosophers, leading me to join the Law faculty at the University of Chicago. Much of this work has been joint with my now-most-frequent co-author and colleague at the Law School, Eric Posner. We advocated for pre-approval regulation of new financial derivatives similar to that applied by the FDA to new medicines. The principle behind our proposal was that, while derivatives can provide valuable opportunities for market participants to insure themselves against risk they face, they can also facilitate the taking-on of additional risk as participants bet on the differences in their beliefs. In “An FDA for Financial Innovation” we argued that agencies should use market data to determine which of these motives would be the most prevalent use of a new derivative security before allowing it to be traded in the market. However, after nearly a year of writing op-eds and speaking with policy-makers about this proposal, we realized that the authorization to implement our proposal already exists in the Dodd-Frank legislation, butthat a lack of understanding of the appropriate welfare standards has inhibited the proper application of this authority.As a result, we wrote a paper laying out these standards, “Benefit-Cost Analysis for Financial Regulation”. We then organized a conference volume of The Journal of Legal Studies written by leading experts who developed detailed empirical methods for evaluating all of these trade-offs, as a guide to policy-makers and as summarized in our survey contribution to the volume, “Benefit-Cost Paradigms in Financial Regulation”.My concerns about the social waste of an over-grown financial sector have also been central to my work on optimal income taxation. In joint work with Ben Lockwood and Charlie Nathanson, “Taxation and the Allocation of Talent”, we argue that an important determinant of optimal income taxation is the effects it has on the career choices of talented individuals. Economic evidence indicates that the private rewards of different professions are poorly aligned with their social benefits: standard estimates imply that every dollar earned by a financier generates 50 cents of negative spillovers while each dollar earned by an academic generates nearly 50 dollars of positive spillovers. Because academics of comparable ability earn so much less than do financiers, progressive taxation, by effective lessening this gap, can encourage individuals to go into academia. This provides a pure-efficiency rationale for progressive taxation that is both more consistent with standard public debates over the issue and can explain why reduced taxation since the 1980s may have slowed growth and raised inequality.I am organizing a conference at Chicago that brings together economists and philosophers to consider these fundamental normative foundations of redistributive policy. The contribution I plan for the conference, to be paired with work by philosopher Christian Barry, addresses “Global Redistribution and the Openness-Equality Trade-Off”. I will argue that taking a global perspective on inequality undermines and even reverses many standard egalitarian intuitions. Because inequality is so much greater across than within countries, countries’ openness to immigration is a much more important determinant of their contribution to reducing global inequality than is the internal redistribution of wealth. Quadratic VotingMy most recent and ambitious research project, on “Quadratic Voting” (QV), weaves tightly together my work on price theory and welfare. QV is an alternative to voting as a means of collective decision-making that resolves classic flaws of democratic institutions, such as the tyranny of the majority and Arrow’s Impossibility Theorem. Under QV, individuals can express the intensity of their preference by paying the square of the number of votes they wish to purchase on a given issue in some divisible numeraire. This results in efficiency in large markets because the marginal cost of a vote is then proportional to the number of votes purchased, while its marginal benefit is proportional to the product of utility and the “density of pivotality”, the chance that a marginal vote is decisive in the decision. This leads every individual to efficiency, so long as every individual perceives the density of pivotality to be the same.In joint work with Chicago statistician Steve Lalley, we show that this limiting logic is approximately accurate in large but finite populations using arguments from large deviations theory. Perhaps more importantly, we show that, unlike other efficient mechanisms for collective decisions that economists have proposed, QV is robust to a wide range of economic environments: collusion, common values, irrational voters and aggregate uncertainty.As a result I am actively pursuing the application of QV to practical problems with Eric and others. Crucial to doing so is overcoming prejudices about “just” collective decision-making procedures in different contexts, which are often contradictory with one another. For example, corporate governance runs on proportional (not square-root) representation of financial contributions, while democracies implement one-man-one-vote. Eric and I have thus written a series of articles (“Quadratic Voting as Efficient Corporate Governance”, “A Solution to the Collective Action Problem in Corporate Reorganizations” and “Voting Squared”) adapting QV to various settings and answering a series of legal and philosophical objections to applying QV.Other workBeyond these primary themes, I have also worked in applying economic theory to test biological models in collaboration with biologists, on the history and economics of economics as a profession and on the philosophical implications of collective decision-making among multiple selves within an individual.。
Research on language teaching and learning 2001
Lang.T each.35,157–181.DOI:10.1017/S0261444802001799Printed in the United Kingdom©2002 Cambridge University Press157‘awareness’of particular targeted forms on sub-sequent written production,‘aware’learners were shown to have increased their ability to recognise and produce these.Norris and Ortega (2001) present a meta-analysis of 46 studies which suggests strongly that both ‘focus on form’and ‘focus on forms’produce large and equivalent effects,more so than do implicit strategies.However,caution is recom-mended in generalisation,since in a number of cases there has been a lack of rigorous operationalisation and replication of the central research constructs.Interpretive studiesWithin the same special supplement on FFI,four interpretive classroom studies are presented.Bardovi-Harlig (2001) indicates that,if studies of this sort can have a longitudinal dimension,they can offer some-thing which short-term experimental studies cannot. Her own study featured the acquisition of the present perfect by learners of English as a Second Language (ESL) over a 15-month period,allowing her to track the extent to which they were able (or not) to incorporate targeted forms into their interlanguage. The data pointed to the individuality of acquisition profiles.Lyster (2001) discusses negotiation of form, recasts and explicit correction in relation to error types and learner repair in immersion classrooms. Negotiation of form was found to be more effective than recasts or explicit correction in leading to immediate repair,in respect of lexical errors, grammatical errors and unsolicited use of the first language (L1),though recasts were more useful in respect of phonological errors.The focus of Williams’(2001) study was learner-generated attention to form.The nature of learner-generated initiations was examined,e.g.,requests for assistance,feedback on error,modelling or fine-tuning.It was established that learners can and do attend to form,but not very often,with request to teachers for assistance,mainly in respect of lexis,being the most common type. Learner-generated attention to form tended to increase as proficiency levels rose.Finally,Seedhouse (2001) discusses the relationship between pedagogy and interaction,drawing attention to the still widely held belief that making mistakes can be embarrassing and face threatening.In interaction there was shown to be a strong dispreference for direct and negative evaluation of learners’errors,but in pedagogical recommendations the making of mistakes could be seen as contributing positively to the process of L2 acquisition.As such the messages from interaction and from pedagogy did not seem to go hand in hand.Additional studies elsewhere‘Focus on form’was also taken up in several other studies published elsewhere,including the following. T wo types of ‘focus on form’were the theme of a study by Ellis,Basturkmen and Loewen (2001:02–102).One type was ‘reactive’,whereby corrective feedback in the form of explicit or implicit negative evidence would be offered by the teacher;the other was ‘preemptive’whereby teacher or learner initiates attention to form even though an actual problem in production has not occurred.The aim was to establish how often preemptive form-focused episodes (FFEs) occurred,what these consisted of and what sorts of language they addressed.In the case of student-initiated FFEs there would be two obligatory moves (a trigger in the form of a question asked by the student) and a response (probably from the teacher) and one optional move (an ‘uptake’in which the student acknowledges,or attempts to use or to produce the form that has been identified). Subjects were a group of twelve ESL students at school in New Zealand,observed and recorded in class.As many preemptive as reactive FFEs were noted and the preemptive variety did not seem to hold back the flow of meaning-based activity.The focus of these FFEs was almost entirely lexis or grammar.There were some differences between the teacher- and the student-initiated varieties,with students more likely to be seeking to deal with actual gaps in their knowledge.Their queries did not seem to arise from any breakdown in communication but rather because they wished to learn about a form. Student-initiated preemptive focus tended to cover information that was explicit and metalinguistic,and as such was potentially useful for ‘noticing’or ‘monitoring’.Reactive focus on form on the other hand tended to be indirect,implicit and potentially less useful for uptake.There were more uptake moves in student-initiated than in teacher-initiated FFEs. Uptake was successful where learners showed they were able to incorporate the information, e.g., through paraphrase or correct use in their own utterances,and to be less successful if it consisted of simple acknowledgement,repetition or incorrect use.It was concluded that preemptive focus on form has been a neglected aspect of classroom teaching. Benati’s (2001:01–0) study of ‘processing instruction’builds on previous research by V an Patten and Cadierno (1993:93–426) and Cadierno (1995) but applies this to a different language,in this case Italian.Many beginner learners seem to prefer processing lexical items to grammatical items for semantic information,and thus in relation to future activity for example may give precedence to adverbials of temporary reference over morpho-logical markers.The strategy of ‘processing instruc-tion’aims to go beyond this in order to change the way input is perceived and processed by language learners.Subjects in this case were second-semester students of Italian at university in England.T wo experimental groups were formed:‘processing’which was comprehension-based,and ‘output’which was production-based.A control group was alsoformed which received no instruction on the target 158students? Green and Y oungs (2001:02–460) report on an experiment which had a simple design and which produced a useful result.Their students were in elementary-level classes for French (Semester 1)and German (Semesters 1 and 2) at a university in the United States.In each case one group (control)received four hours per week of tutor teaching,while the other group (treatment) received three hours per week of tutor teaching and one hour per week of web-based activity.The quantitative results showed no statistically significant difference between the control and the treatment groups.Qualitatively,the students in the treatment group had a positive experience of using the web in view of its capacity to offer up-to-date cultural material and to allow students to participate ‘virtually’in activities such as touring museums and making hotel reservations.The students’feedback highlighted the importance of clear instructions,relevance to classroom activity ,quick response to technical problems,pre-web prepa-ration and post-web follow-up,and of structuring the students’search rather than letting them loose on search engines of their own choosing,since they lacked the skills and the time to find suitable sites of their own.Although the treatment group showed no advantage over the control group,nor did it show any disadvantage.This suggests that if preparation and monitoring time can be built in,it may prove possible to help students become more autonomous and somewhat less teacher-dependent and to help teachers develop a more facilitative and less instructional (and less exhausting?) role,without loss of quality in their students’language learning.Video-conferencingThere is no doubt that video-conferencing is attracting interest across the world because of its potential for enhancing students’target language development.T o be successful,however,careful planning,monitoring and evaluation are necessary.The study by Katz (2001:01–509) takes excellent account of these considerations and provides a useful list of suggestions for avoiding the sorts of obstacle which can easily crop up.The videoconferencing exchange consisted of two one-hour sessions between third-year students of French in the USA and a group of French students of sociology in France,with the interactions taking place in French.For the French students the benefits lay in gaining insight into other cultural perspectives,while for the American students there was the additional benefit of participating in intellectually demanding discus-sions in their target language.The discussions focused on racism,xenophobia and immigration,and both groups gained new insight into perspectives from the other culture.There were considerable benefits to the American student’s target language development,e.g.,increased familiarity with the grammar of159features but was subject to a similar amount of exposure to them.Post-tests consisted of the inter-pretation and production tasks three weeks later.In the ‘processing’mode,temporal adverbs were removed from the structured input activities so that the learners’attention was directed to the verb endings as an indicator of tense,with the intention of helping them interpret and comprehend the feature but not produce it.In the ‘output’mode there was presenta-tion of the future tense endings and subsequent practice in how to produce sentences in the future tense.Input processing performed better overall than output-based instruction which in turn was better than the no-instruction control mode The findings supported the view that processing instruction has a positive effect on helping language learners focus on morphological detail in order to process input.In the early stages of L2 acquisition,form and meaning were found by W ong (2001:02–339) to compete for learners’limited attentional resources,in the case of students at low-intermediate levels of English as a Foreign Language (EFL) in Canada per-forming three listening and three reading tasks.Detrimental effects were found for the aural compre-hension of meaning when attention was focused on a grammatical form.However,this did not apply to comprehension of meaning in the written mode.Listening seemed more difficult than reading and it seemed that modality of comprehension was a variable which influences how learners process input.T o what extent is a grammar-based approach to learning and teaching a foreign language (FL) universal or culturally-influenced? This question lay behind a study by Schulz (2001:02–135) in which Colombian and American attitudes to L2 grammar were com-pared.Instructors and students in Colombia at post-secondary level were compared with teachers and students of FL and ESL in the USA.A strong positive belief was evident on the part of students of both cultures that explicit grammar study and corrective feedback are important in FL learning.However,there was considerable lack of agreement between the cultures concerning whether formal grammar study accelerates the rate of FL learning.The Colombian students showed themselves to be more convinced that an FL improves most quickly if students study and practise grammar rules,and they liked the study of grammar much more than did their USA counter-parts.Most teachers agreed that grammar instruction helps in FL learning,but agreement was less strong than with the students,with wider differences among the American than the Colombian teachers.Information and Communications Technology (ICT)Supporting the teacherT o what extent can ICT help reduce teachers’actual teaching time without loss of quality in learning forspoken French and a sense of how native speakers of French express themselves in authentic,natural spoken discourse.The study also offered food for thought,e.g.,on clarifying the role of the instructor, since some students tended to look for confirmation during the actual sessions,and in attending to the concerns of the less secure students who might be shy or anxious.Vocabulary supportOn-line glosses in an L2 learner’s L1 are widely considered to enhance general comprehension,to support retention of new vocabulary and to save time and effort in reading.In addition,they can stimulate students to read authentic texts which go beyond their current target language state but which might seem too daunting if glossing support were not provided.The study by Gettys,Imhof and Kautz (2001:01–602) compared two different types of on-line gloss:SLE (or glossing by providing a ‘sentence-level equivalent’in the students’L1) and D (or, glossing by giving the meaning in the basic dictionary form).If a new word is a verb in a past tense,then SLE would provide a sentence-level translation featuring the verb in an L1 past tense form;on the other hand, D would provide a translation of the verb in the infinitive form as in a dictionary.The subjects were university second-year students of Russian.Of the two treatments, treatment D was found to yield a significantly greater overall retention of vocabulary.This was possibly because the basic dictionary form is not a direct translation of what appears in the target language text and so the reader has to engage in a deeper level of mental processing.On the other hand,in terms of subjective satisfaction and time spent reading,the SLE treatment had the advantage,and providing sentence-level equivalents of the unknown words seemed to give the students a sense that they were genuinely reading a text in real time rather than doing an academic exercise.The potential of CD-ROMs as dictionaries for language learners was explored by Winkler (2001: 02–443).W orking with two such dictionaries for English,her subjects were ESL at university in UK,at intermediate or upper-intermediate level. The students preferred bilingual to monolingual dictionaries,understandably so in part because of their level of proficiency.It was concluded that presentation on CD-ROM offers advantages,e.g., colours,pictures,video-clips,audio,spellchecker, vocabulary book,advanced searches,word games and vocabulary activity,and was thought to offer much better reference and language-building tools than a book dictionary.However,in order to offer maxi-mum benefit to learners of English at this level,a number of additional design features would be needed,e.g.,a software solution to mis-spelling in cases where initial letters of a word entry are wrong, inclusion of synonyms and collocations as well as semantically-related words,and a function which offered systematic vocabulary expansion and revision.Interactive multimedia computer programmes have the great potential advantage of providing L2 readers with the meaning of a target word via hyper-links to multiple modalities.But which combination of modalities works best,and for which levels of proficiency? In Al-Seghayer’s (2001:01–397) study, 30 intermediate-level ESL students were asked to read a narrative English text with annotations for new target words in various modes – text,graphics, video and sound.This allowed the students to read the target word’s printed textual definition,hear its pronunciation or view its meaning via a still picture or a video.A double vocabulary test (of recognition and of production),designed to assess the effect of each mode,was taken by the participants after reading the story.The findings showed that a video-clip in combination with a text definition was more effective for teaching new vocabulary than was a picture in combination with a text definition.The video seemed to help the learners build up a mental image,increase their curiosity and concentration and to facilitate recall through its dynamic combinations of image and sound.It was concluded that learners are more able to organise information in working memory so as to commit it to longer-term memory if they are supported in making connections between their visual and verbal systems,and that retrieval is facilitated if the learner is able to draw on multiple rather than single retrieval cues which integrate two or more different forms of mental representation.Grammar supportSpellcheckers are commonplace in word-processed writing,but very much less use is made of grammar checkers (GCs),and Burston (2001:02–392) indeed claims that their use is at times discouraged by FL teachers.However,according to Burston,the French language leads the field in grammar checkers and the best are at the cutting edge of what is technologically possible.In an investigation of grammar checking in French with advanced university students,a parti-cular model was chosen for its simple user-interface, its extensive on-line dictionary and its reference grammar.But did this help the students gain greater control over their morphosyntactic errors? The effectiveness of the GC was evaluated in terms of students’attitudes (which proved very positive),their capacity for self-monitoring (which was shown to increase) and their written performance in home-work and under testing or examination conditions(where considerable improvements were noted). 160DVD caption optionsFor many years viewers of FL films have had the benefit of subtitles in their native language,and audiences at operas may now have surtitles available to them.The advent of DVD opens up more flexible possibilities in support of FL visual and auditory input.The study by Markham,Peter and McCarthy (2001:02–479) sought to establish the effects of three different conditions on the comprehension of Spanish-as-FL DVD soundtrack material in the case of university students at intermediate level.The three conditions were:with English captions,with Spanish captions and with no captions.Students’compre-hension was measured by a written summary and a multiple-choice test,both in English.There were clear differences in performance,with the English-captions group outperforming the Spanish-captions group,and with the no-captions group third.The researchers concluded that captions in English might be useful for intermediate to low proficiency students who often struggle with rapid,authentic native speaker FL discourse.For them,it might be useful to use all three DVD options:first,English captions,then Spanish captions,then no captions. The Spanish-captions mode may prove suitable for students who have already acquired a good command of the FL sound system,e.g.,through the workplace,but whose reading and writing require development.The flexibility of the DVD system clearly has its attractions and the researchers rightly point to the need for further research.What for example if the measure had been a written or spoken summary in Spanish rather than English? W ould the English-captions mode still have been superior? V arious research referred to in my reviews of previous years suggests this might not have been the case,on the grounds that visual input (captions) in a learner’s first language can tend to obliterate auditory input in their weaker language.On the other hand, with DVD one is not necessarily evaluating one mode against another but rather one combination of modes against other possible combinations,and it would be of interest to ascertain which combination of the three modes was most appropriate for the long-term recall and production of a version in the foreign language,in relation to which levels of proficiency.Computer-mediated communication‘Does e-mail dialogue provide foreign language students with cultural input?’This was the question addressed by Jogan,Heredia and Aguilera (2001: 02–259) in their study of 15 American students of advanced Spanish and 1 Chilean students of advanced English,each group studying at university in their own country.The project lasted for one semester and had two e-mail exchanges per week,one in each language.The formula allowed each student to learn from but also be an expert infor-mant to their e-mail partner.The results seemed very promising in terms both of the students’motivation and their knowledge of and commitment to the target culture.The process invoked a social and constructivist model of learning and created a sense of continuing discovery which helped challenge cultural stereotypes.W orking with 40 intermediate-level students of Spanish as L2,none of whom had been abroad in a Spanish-speaking country,Lee (2001:02–476) was interested in how they interacted with each other during on-line discussions,and in particular in the types of communication strategies they used.Data were collected from students’weekly on-line print-outs.It was established that the students used a good range of strategies,of the sort they would use in face-to-face oral interaction,including comprehension checks,clarifcation checks,confirmation checks,use of English,self-corrections,word invention,requests, and use of approximation.The students focused more on negotiation of meaning than on form.Although computer-mediated communication (CMC) allows time for reflection,in fact the students made few structural adjustments to initial utterances.Online written discourse was short and brief.There were many instances of ignoring each other’s linguistic errors,especially L2 morphosyntax,and there were also abundant mis-spellings,though more proficient learners showed an ability to self-repair.It was concluded that CMC of this sort offers excellent opportunities for the use of everyday communica-tion strategies and for focusing on meaning,but that students at this level need advice on the need to write correctly in order to maintain balance between function,content and accuracy,and to develop corrective techniques which would make them re-examine and revise their exchanges with guided instruction.A fascinating sociocultural account of German-American telecollaboration is provided by Belz (2001:02–386).It features network-based language teaching (NBLT) whereby learners communicate with members of the speech community under study using a variety of internet communication tools such as e-mails and web-browsers as well as video-conferencing.Subjects were sixteen English-speaking students of German in fourth semester at university in USA and twenty German-speaking learners of English in a teacher education course at university in Germany.The NLBT telecollaboration project offered exciting possibilities for the develop-ment of language learning and intercultural aware-ness promoted by computer-mediated negotiation of specific tasks.These challenged students to use the new technologies in order to write about and to discuss cultural concepts e.g.,racism,beauty,from multiple perspectives,based on dyadic or triadic161communication.In the event cultural differences emerged not only in respect of the cultural concepts built into the tasks but also in relation to perceptions of the two languages and the use of the new technology.For example,German in the USA was perceived to have a lower status than English in Germany.If e-mail messages were brief because of a fairly low proficiency level on the part of a student, this might be misinterpreted pragmatically as being impolite or a threat.In addition,the German students tended to have a relative lack of internet access,less financial support for this and more limited hours of operation in computing labs,which contributed to the brevity of their correspondence.It was concluded that telecollaboration,though rich in potential,does not automatically guarantee target language interaction,opportunities for assisted L2 performance,negotiation of meaning and inter-cultural awareness.Furstenberg,Levet,English and Maillet (2001: 01–346) argue that with the new technologies it is important to go beyond the mechanics of language and to aspire towards cross-cultural literacy.As a result of their project,however,they identified a number of essential ingredients if transcultural activity of this sort is to succeed:there needs to be an equal degree of commitment between the partners; both partners need to make culture the focus point of what they are teaching;logistics need to be solved, e.g.,days,times of week and frequency of classes at both ends of the communication line;and steady and close maintenance of web-site is essential.In their Cultura project ‘literacy’encompassed not only knowledge of the media that were being used but also an understanding of how semantic perspectives differ according to the linguistic and cultural back-ground of the users.An understanding of the other culture requires more than a list of knowledge items but is grounded in a curiosity towards the culture of ‘otherness’.The project brought together students in the USA learning French and students of English in France.Mostly the students were at university but the project was being extended to school-level also. Its technology had the capacity to bring forward, juxtapose and connect different and multiple types of material on the same screen and allow users to engage in discussion about these materials via a forum where they exchanged viewpoints and per-spectives and tried to understand each other’s culture through the eyes of the other in an interactive process of reciprocal co-construction.The writers’fascinating and detailed account concludes that a multiple media project of this sort holds enormous promise in bringing to the forefront the ‘hidden dimension’of culture and in helping students develop an insider’s perspective.T o what extent do students produce different sorts of essay,depending on the particular medium of writing in which they are engaged? The study by Biesenbach-Lucas and W easenforth (2001:01–437) compared word-processing and on-line e-mail in this regard,in the case of two intermediate,intensive ESL classes at university in USA.One assignment was written by e-mail,with the other using a word-processor,on each of three topics – immigration, religion and multiculturalism,in all cases with the prior stimulus of an authentic text.A number of textual features were considered as possible areas where difference might be displayed,e.g.,inter- and intra-sentential cohesion,demonstrative reference, lexical cohesion,text length and contextualisation. The clearest differences between the two modes were in respect of length of text and amount of contextualisation supplied at the beginning of the texts that the students wrote.In the word-processed essays they made an effort to provide background information,e.g.,title of the source article,author’s point of view or message or general introduction to the topic.Only after this background had been provided,did they respond directly to the essay prompt.They did so,even though they already knew their teachers were familiar with this information, whereas when writing by e-mail they did not feel the need to include background information of this sort.This suggested that the students were operating different rhetorical strategies for on-line and off-line writing.The application of MOOs (multiple user domains object-oriented) to FL learning was the object of a study by V on der Emde,Schneider and Kötter (2001: 02–79).MOOs are described as virtual learning environments,containing synchronous Internet databases.Like chat rooms they enable people from all over the world to communicate in real time,but they differ from chat rooms in important respects also.The newest MOOs are fully integrated with the WWW,and so it is also possible to import web pages,jumping from the MOO to these and back.It is also claimed that they are easy for beginners to use. Five potential pedagogical benefits of the MOO are specified and discussed:authentic communication and content;autonomous learning and peer-teaching in a student centred classroom;individualised learn-ing;importance of experimentation and play;and students as researchers,the intellectual dimension. This fifth benefit allowed students to use their own language production in the MOO as a site for com-bined cultural and linguistic analysis,leading to broader and deeper linguistic insights.In two trial semesters those students with the least developed language proficiency (third semester students of German) showed they could complete in the TL German many sophisticated language tasks that previously were expected only in upper-level seminars.They were not only becoming better at German but were also realising themselves through language,exploring new identities and taking steps towards learning who they were.They seemed to 162。
关于网络欺凌问题的英语作文
关于网络欺凌问题的英语作文In the digital age, the internet has become an integral part of our lives, offering unprecedented access to information, communication, and entertainment. However, this connectivity has also given rise to a new form of harassment known as cyberbullying. This essay aims to explore the nature of cyberbullying, its consequences, the reasons behind its prevalence, and potential solutions to mitigate its impact.Understanding CyberbullyingCyberbullying is the use of electronic communication to bully a person, typically by sending messages of anintimidating or threatening nature. It can take various forms, including but not limited to harassment, defamation, impersonation, and sharing of inappropriate or harmful content. The anonymity and reach of the internet make cyberbullying a particularly insidious issue, as it canhappen at any time and can quickly escalate out of control.Consequences of CyberbullyingThe effects of cyberbullying are far-reaching and can be devastating. Victims often experience severe emotional distress, leading to depression, anxiety, and, in extreme cases, suicidal thoughts. The long-term psychological impact can hinder a person's ability to form healthy relationships and trust others. Moreover, cyberbullying can lead to adecline in academic performance and social isolation, further exacerbating the victim's mental health issues.Why Cyberbullying is PrevalentSeveral factors contribute to the prevalence of cyberbullying. The anonymity provided by the internet emboldens individuals to engage in behavior they might not exhibit in face-to-face interactions. The lack of immediate consequences and the ease of spreading information quickly make it attractive to those with malicious intent. Additionally, societal issues such as a lack of empathy, peer pressure, and the desire for power or attention can alsodrive individuals to cyberbullying.The Role of Social MediaSocial media platforms are often the breeding ground for cyberbullying. The competitive nature of these platforms, where likes, shares, and followers are seen as a measure of social status, can lead to a toxic environment. The design of these platforms, which allows for public posts and私信(private messages), provides ample opportunities for bullying to occur with relative impunity.Addressing CyberbullyingCombating cyberbullying requires a multifaceted approach. Education is key; children, parents, teachers, and even adults should be made aware of the signs of cyberbullying and the appropriate response. Schools and communities shouldimplement anti-bullying policies and provide safe reporting mechanisms. Technology companies have a role to play as well, by developing better monitoring systems and respondingswiftly to reports of cyberbullying.Legal and Ethical ConsiderationsLegislation must be updated to keep pace with technology, ensuring that laws are in place to protect victims and prosecute perpetrators. Ethical considerations also come into play, as the balance between freedom of speech and the right to privacy must be carefully considered.The Importance of Empathy and RespectAt the core of the solution to cyberbullying is the cultivation of empathy and respect. Teaching individuals to treat others with kindness and to consider the impact oftheir words and actions online is crucial. Encouraging open dialogue about feelings and experiences can help create a more compassionate online community.ConclusionCyberbullying is a complex issue that requires the attention of individuals, communities, and governments alike. By understanding its nature, recognizing its consequences, and taking proactive steps to address it, we can work towards a safer and more respectful digital environment. It is imperative that we act now, as the internet is not just a space where we communicate and learn—it is a reflection ofour society and its values.In conclusion, cyberbullying is a serious threat to the well-being of individuals and the health of our online communities. It is a problem that can be overcome, but it requires collective action, understanding, and empathy. As we continue to navigate the digital landscape, it is our responsibility to ensure that it is a place where everyone feels safe, respected, and valued.。
综述格式范文
综述格式范文Title: A Comprehensive Review on the Impact of Climate Change on EcosystemsAbstract:This review aims to provide a comprehensive overview of the impact of climate change on ecosystems. It investigates various components of ecosystems, including biodiversity, species interactions, and ecosystem functioning, and explores how they are affected by the changing climate. The review also examines the implications of these changes for ecosystem services and human well-being. The findings of this review highlight the urgent need for adaptive management strategies to mitigate the negative consequences of climate change on ecosystems.1. Introduction1.1 Background1.2 Objectives2. Climate Change and Biodiversity2.1 Shifts in Species Distribution2.2 Changes in Species Phenology2.3 Extinction Risks2.4 Invasive Species3. Climate Change and Species Interactions3.1 Trophic Interactions3.2 Mutualistic Interactions3.3 Competitive Interactions4. Climate Change and Ecosystem Functioning4.1 Primary Productivity4.2 Nutrient Cycling4.3 Carbon Storage4.4 Water Availability5. Implications for Ecosystem Services5.1 Provisioning Services5.2 Regulating Services5.3 Cultural Services5.4 Supporting Services6. Human Well-being and Climate Change6.1 Food Security6.2 Water Resources6.3 Health6.4 Livelihoods7. Adaptation Strategies7.1 Conservation and Restoration7.2 Sustainable Land Management7.3 Ecosystem-based Adaptation7.4 Policy and Governance8. ConclusionReferencesOverall, this comprehensive review highlights the multifaceted impacts of climate change on ecosystems. It emphasizes theimportance of understanding these impacts to develop effective strategies for ecosystem conservation and management. Additionally, the review emphasizes the need for further research and knowledge exchange to address the challenges posed by climate change and ensure the resilience and sustainability of ecosystems for future generations.。
2024届河南省信阳市浉河区信阳高级中学高三上学期一模英语试题
2024届河南省信阳市浉河区信阳高级中学高三上学期一模英语试题学校:___________姓名：___________班级：___________考号：___________一、阅读理解Submission Guidelines● Include proof of age with your entry (scan or take a photo of your identity card). Entries without proof of age will be disqualified.● Your story must be original and unpublished.● Type your story out.Our judges will evaluate each story based on content, language and writing style. Their decision will be final. For more information, please contact us at ************************. We’re here to assist you every step of the way.Don’t miss this incredible opportunity to showcase your talent and win amazing prizes! Enter the KidsWorldFun Short Story Contest today!1．What may a free entry second prize winner get?A．A reward of $10.B．A certificate and publication.C．Prize money and honors.D．$75, certificate and publication. 2．Which of the following meets the entry requirements?A．A handwritten draft.B．A science fiction of 1500 words.C．An award-winning essay.D．A printout of a 900-word original story. 3．What is the main purpose of the text?A．To promote a reading website.B．To appeal for participation.C．To explain an application process.D．To teach kids writing principles.Paul O’Sullivan lounged around his Baltimore apartment one evening in 2014,feeling bored. So, like many others, he logged on to Facebook to find out just how many others on the social network shared his name. Moments later, dozens of name twins from around the world filled his screen. On a whim, he decided to send friend requests to them all.Many of his fellow Paul O’Sullivans ignored him, but a few felt too curious to pass up his invitation. As Baltimore Paul scrolled through the other Paul O’Sullivans’ profiles, he noticed something four of them had in common: They were all musicians. Like Baltimore Paul, Rotterdam Paul sang and played guitar. Another Paul in Manchester, England, played bass. And Paul from Pennsylvania was a drummer. Baltimore Paul had an idea. Wouldn’t it be funny, he asked the other musical Pauls, if they formed a band called The Paul O’Sullivans? Yes, they all agreed,Starting a band across multiple time zones proved to be tricky. Shaky Wi-Fi and other technical difficulties meant they were often out of sync. And being even half a second off from one another wrecked their sound. To fix this, they created a sort of musical assembly line. Baltimore Paul and Rotterdam Paul wrote and recorded a basic track, then e-mailed it to Manchester Paul.“I listen to the song over a few days,” says Manchester Paul, to get a feel for what bass arrangement seems most appropriate.“ Once he recorded a bass track, he e-mailed it back to Baltimore Paul, who then built it into the main song. Later, Pennsylvania Paul added the drumbeat. Round and round the track went, with each member adding on his own layer until they achieved the sound they want.The Paul O’Sullivan Band released its first original song, “Namesake”, in March2016, which was about long-distance relationships. And when COVID-19 slowly shutdown the world, the Pauls didn’t miss a beat. After all, the band had already got the hang of remote work. They used their time during the pandemic to record their first EP.Titled Internet Famous: A Retrospective, it was released last April.“What are the odds,” says Baltimore Paul, “that a random Facebook request would lead not only to new music but to lasting friendships as well?” “Some things are just meant to be.”4．How can the four Paul O’Sullivans be distinguished?A．By the musical instruments they play.B．By their e-mail addresses.C．By the musical styles they like.D．By the place they come from.5．What does “this” refer to in paragraph three?A．The inaccessibility of Wi-Fi.B．The existence of technical barriers.C．Their being in different time zones.D．Their lack of experience.6．What can we infer from the underlined sentence in paragraph five?A．The band had to pause because of the pandemic.B．They got inspired and composed original songs.C．The whole world was badly destroyed by COVID-19.D．The band continued to work in spite of the pandemic.7．What can be the best title for the article?A．Banding Together B．A Random Facebook RequestC．Long-distance Friendships D．A Pure CoincidenceResearchers have developed a material made of collagen protein (胶原蛋白) from pig’sskin, which resembles the human cornea (眼角膜) and restored vision to 20 people. The promising result of the trial brings hope to people suffering from corneal blindness.An estimated 12.7 million people around the world are blind due to their corneas being damaged or diseased. Their only way of regaining vision is to receive a transplanted cornea from a human donor. But just one in 70 patients receives a cornea transplant. Furthermore, most of them live in low and middle-income countries in which access to treatments is very limited.To avoid the above disadvantages of traditional cornea treatment, the researchers used collagen protein from pig’s skin. “It is possible to develop a biomaterial that meets all the criteria for being used as human implants (移植物), which can be mass-produced and reach more people with vision problems,” said Professor Neil Lagali. While donated corneas must be used within two weeks, the bioengineered corneas can be stored for up to two years before use. The pig skin used is a byproduct of the food industry, making it easy to access.The researchers have also developed a new surgical method for treating the disease. No stitches (缝针) are needed with this new method. In a pilot study, 14 of the 20 participants were blind before the operation. After two years, all of the patients regained their sight. Three of the Indian participants who had been blind had perfect vision after the operation.The researchers also want to study whether the technology can be used to treat more eye diseases, and whether the implant can be adapted to the individual for even greater effectiveness.8．What is the disadvantage of traditional cornea treatment?A．Serious side effects.B．Low availability rate.C．Poor medical equipment.D．Complicated surgical process. 9．What do we know about the biomaterial?A．It has higher production costs.B．It can be stored for much longer.C．It is able to be used for several times.D．It can help people prevent visionproblems.10．Which of the following best describes the new surgical method?A．Successful.B．Ineffective.C．Convenient.D．Controversial. 11．What is the main purpose of the text?A．To spread knowledge about cornea donation.B．To show the difficulties of treating blindness.C．To call on people to protect their eyes properly.D．To present a new breakthrough in the medical field.The possible explanations for the natural roots of envy are easy to imagine. Social comparison is how we judge our relative place in society, and thus how we know what to achieve in order to stay competitive for resources. When we see that we fall behind others, the pain we feel often encourages us to build ourselves up—or to tear others down.How people act in the face of this pain has led some scholars to distinguish between kind envy and harmful envy. The former is miserable, but is met with a desire for self-improvement and to catch up with the envied person. In contrast, harmful envy leads to destructive actions, such as hostile thoughts and behavior intended to harm the other person. Kind envy occurs when you believe that admiration for the other person is deserved; harmful envy kicks in when you believe it isn’t.Envy—especially when harmful—is terrible for you. Scientists find that envying other people stimulates the brain, which is associated with both physical and mental pain. It can also spoil your future. Ordinarily, people become psychologically healthier as they age; envy can prevent this trend. Even though other studies have shown that kind envy might encourage your ambition, this one did not find that envy predicted later economic success at all.To feel envy, you need to have exposure to people who appear more fortunate than you. That is simple enough in ordinary interactions. But the conditions of envy explode if we expose people to a wide group of strangers presenting their lives to look as splendid, successful, and happy as possible. Obviously, I am describing social media. In fact, academics have even used the term Facebook envy to capture the uniquely fertile circumstances that social media creates for this destructive emotion.If I could snap (捻) my fingers and wipe out envy from my life, I would, and I bet you would too. But envy is natural, and getting rid of it would be impossible for all but perhaps the most enlightened (开明的) people. Lots of research shows that gratitude destroys envy. So, next time the dog of envy barks inside you, quiet it with thoughts of the people who love you, the things you enjoy, and the good fortune you have had.12．How does the author introduce the topic?A．By making comparisons.B．By giving explanations.C．By making a judgement.D．By imagining a scene.13．What has been found by scientists about envy?A．People of kind envy usually live a miserable life.B．Harmful envy occurs when people deny their beliefs.C．Envy may contribute to terrible suffering to people.D．It proves that kind envy contributes to great success.14．Why is the term Facebook envy used by academics?A．To refer to a phenomenon common in social media.B．To describe how destructive the harmful emotion is.C．To show how splendid and happy people’s lives are.D．To illustrate the influence of ordinary interactions.15．What can prevent us from being envious?A．Finger snaps and dog barks.B．Gratefulness and appreciation.C．Thoughtfulness and confidence.D．Self-improvement and optimism.二、七选五Your neighbors are probably the first line of defense in case of any problematic situation.easily applicable tips on creating stronger neighbor relationships.The first step is introducing yourself when you move to a new neighborhood or when a newcomer moves in. Leave them a note under their door to introduce yourself. 17 It doesn’t have to cost you a fortune and opting for a potted plant or baked biscuits will do. These actions present excellent opportunities to connect with them.Be respectful of your neighbors. It’s in poor taste to have regular insensitive parties at your place causing disturbances. Before your party, it’s good practice to notify your neighbors. Besides, avoid chatting them up for hours on end, which may be inconvenient, especially if you don’t know their schedules. 18 When you borrow anything, return it in due time. If you accidentally break their things, replace them without being asked to.19 You could offer to babysit your neighbors’ kids, help with snow removals or even keep an eye on their home when they’re away. Such acts of reaching out to your neighbors make for stronger relationships.As Emma Seppälä put it, “social connectedness generates a positive feedback loop (圈)of social, emotional and physical well-being.” It feels so easy to just stay home without having to engage with your neighbors but connecting with them is worth the effort. 20 A．Remember every small gesture counts.B．A crisis is a test of communication skills.C．It can actually boost your mood in the long run.D．Slipping it in their mailbox further solidifies friendship.E．It’s essential to ensure you maintain decent relationships with them.F．Alternatively, you can give them a gift while making yourself known to them.G．Only by establishing healthy boundaries will you achieve peaceful coexistence.三、完形填空White dressed up as Captain America for the annual Anti-Bullying (反霸凌) Superhero23．A．cycling B．running C．driving D．walking 24．A．locate B．miss C．search D．contact 25．A．outcome B．tendency C．process D．problem 26．A．stop B．move C．report D．disable 27．A．Mistakenly B．Sincerely C．Decidedly D．Hesitantly 28．A．following B．separating C．threatening D．approaching 29．A．waved B．escaped C．wandered D．raced 30．A．struck B．measured C．grabbed D．broke 31．A．bug B．lift C．blow D．kick 32．A．scene B．pickup C．wheel D．seat 33．A．shocked B．ashamed C．discouraged D．amused 34．A．protected B．encountered C．created D．played 35．A．rescue B．visit C．guidance D．comment四、用单词的适当形式完成短文五、其他应用文46．假如你是杭州光明国际学校学生会主席李华，随着亚运会的成功举办和圆满结束，借着亚运会的余辉，本着“传承亚运精神、发扬亚运精神”，你所在城市开展了“全民健身运动(National Fitness Program)”。
平狄克微观经济学(英文)01PPT课件
• A company must understand who its actual and potential
competitors are for the various products that it sells or might sell in the future.
Market Price
● market price Price prevailing in a competitive market.
Chapter 1: Preliminaries
Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall • Microeconomics • Pindyck/Rubinfeld, 7e.
Chapter 1: Preliminaries
Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall • Microeconomics • Pindyck/Rubinfeld, 7e.
10 of 18
1.2 WHAT IS A MARKET?
Theories and Models
In economics, explanation and prediction are based on theories. Theories are developed to explain observed phenomena in terms of a set of basic rules and assumptions.
商务英语语用学教程课件 Chapter 10 Conclusion
A: According to your providing information and situation of market, we
give you our quotation US$2750 a piece.
(Turn 1)
B: Could you please tell us something about the improvements in your
Relevance Theory
But 甘长银 (2005) assumes that, in business negotiation, vague language has the following features: tactfulness and politeness; implicitness and flexibility.
lexical vagueness syntactical vagueness hedge
Application
Vague language in business negotiation Vague language in business correspondence Vague language in business contract
(Turn 6)
A: Annually 4%-7%.
(Turn 7)
B: But why your offer this time is 25% higher than t you offered
two years ago.
(Turn 8)
A: …
(Turn 9)
A: I think I’ m the most independent salesman in Watson. B: Well, why are you? A: Because I never take orders from anybody.