the limits to tree height

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爱因斯坦:我的世界观

爱因斯坦:我的世界观

爱因斯坦:我的世界观爱因斯坦是近代最伟大的物理学家之一,被公认为是继伽利略、牛顿以来最伟大的物理学家。

下面是店铺为大家带来爱因斯坦的《我的世界观》,欢迎大家阅读!What an extraordinary situation is that of us mortals! Each of us is here for a brief sojourn;for what purpose he knows not, though he sometimes thinks he feels it. But from the point of view of daily life,without going deeper, we exist for our fellowmen—in the first place for those on whose smiles and welfare all our happiness depends,and next for all those unknown to us personally with whose destinies we are bound up by the tie of sympathy. A hundred times every day I remind myself that my inner and outer life depend on the labors of other men,living and dead, and that I must exert myself in order to give in the same measure as I have received and am still receiving.I am strongly drawn to the simple life and am often oppressed by the feeling that I am engrossing an unnecessary amount of the labor of my fellowmen. I regard class differences as contrary to justice and, in the last resort, based on. force. I also consider that plain living is good for everybody, physically and mentally.人终究一死,我们所面临的情形是多么不同寻常!每个人来到这个世界上,都是短暂的停留;至于来的原因,却无人知晓。

古树禁止攀登英语作文

古树禁止攀登英语作文

古树禁止攀登英语作文Ancient trees are often considered as natural treasures and should be protected. Climbing on ancient trees can cause damage to their structure and disrupt the ecosystem they support. Therefore, it is essential to have regulations in place to prohibit climbing on ancient trees.First and foremost, climbing on ancient trees can result in physical damage to the trees, such as broken branches or bark. These damages can expose the trees to diseases and pests, ultimately leading to their decline. Moreover, the weight of climbers can put pressure on the delicate root system of ancient trees, affecting their ability to absorb nutrients and water from the soil.Furthermore, climbing on ancient trees can disturb the wildlife that depend on them for shelter and food. Birds, insects, and small mammals may abandon their nests or feeding grounds if they feel threatened by human presence. This disruption can have a cascading effect on the entire ecosystem, impacting the biodiversity of the area.In addition, climbing on ancient trees can also pose a safety risk to the climbers themselves. Ancient trees are often old and fragile, with branches that may not be ableto support the weight of a person. Climbers may fall and injure themselves, leading to accidents that could havebeen easily prevented by respecting the prohibition on climbing.Overall, it is crucial to enforce regulations that prohibit climbing on ancient trees to ensure their preservation for future generations. By respecting these rules, we can help protect these natural treasures and the ecosystems they support.古树被视为自然宝藏,应该受到保护。

安徽省合肥一六八中学2024-2025学年高三上学期10月段考英语试卷

安徽省合肥一六八中学2024-2025学年高三上学期10月段考英语试卷

安徽省合肥一六八中学2024-2025学年高三上学期10月段考英语试卷一、阅读理解Pottery (陶艺) ClassesWheel Throwing Taster$89.00Get down and dirty with us. This is the class everyone thinks about when they hear pottery class,but we promise there won’t be an awkward moment in sight. This class is ideal for folks with zero experience who want to try the wheel to see if they like it before taking on a four-week class to learn the tricks.Nerikomi$130.00So you’ve worked with clay, but you’re looking to learn more techniques and you are curious about decoration and patterns in clay. Then this class is for you! This 2.5-hour class will guide you through the process of Nerikomi: a decorative technique established in Japan that involves stacking (堆叠) coloured clay and slicing through the cross section to reveal a pattern.Sculpt Your Own Pet$130.00Develop your pottery skills with resident artist Ginny Lagos in this two-and-a-half-hour session! You’ll be guided to sculpt your very own clay creature creation, to look just like your favourite animal. Just bring along some pictures of your pet. The more, the better and we’ll show you how to turn a blob of (一团) clay into your best animal friend.Kirinuki$130.00If you’ve dabbled (涉足) in clay, but you’d like to learn something unique, join us! Unlike most other techniques in clay, Kirinuki starts with a solid block of clay, which is then hollowed out (挖空), and carved. You’re left with containers that have a very strong connection to the earth that they originate from.1.Which class targets pottery beginners?A.Nerikomi.B.Kirinuki.C.Wheel Throwing Taster.D.Sculpt Your Own Pet.2.What will students learn in the Nerikomi class?A.A pottery decorating technique.B.A wheel throwing method.C.A pottery colouring way.D.A clay carving skill.3.Which activity will the Kirinuki class offer?A.Stacking coloured clay.B.Making a clay earth model.C.Creating animal clay figures.D.Sculpting containers from clay blocks.It is a story which began in 2009 in the remote valleys of Papua New Guinea’s (PNG) Huon Peninsula and is being heard around Caffe Vita’s stores in Seattle, Los Angeles and New York City, USA.Here,500g bags of this high-quality coffee are available for purchase, alongside freshly made cups for in-store enjoyment.The limited harvest is grown under native shade at elevations (海拔) ranging from 1200 to 1500 metres by farmers who have committed to conserving 180,000 acres (英亩) of land for the preservation of Matschie’s tree kangaroos. And according to Caffe Vita, it is the story behind the coffee as much as the quality of the product that attracts customers.Deforestation to make way for rice farming,combined with over-hunting, was threatening the only tree-living kangaroo. Thus in consultation with communities of Yopno, Uruwa, and Som (YUS), Woodland Park Zoo helped create PNG’s first conservation area.This was a significant achievement given that 95%of PNG land is owned by local people and the 15,000-strong population of the YUS region was geographically separated. Out of these strictures arose the opportunity to make use of existing skill sets in agriculture for communities to develop in harmony with national policy.Setting aside land to grow high value coffee was so appealing that some people walked for two days to participate in the consultation meetings.Karau Kuna from the Tree Kangaroo Conservation Program (TKCP) explained“in reality, all the planning was done by the people; we the facilitators just introduced the concept and provided the technical support” .But going beyond coffee growing was key to the project’s longevity. Community members also learned about processing and will eventually take on marketing the product to new and existing buyers. As with any new project there are challenges, but Lisa Dabek, Director of the TKCP, is confident. She explains“the coffee project continues to grow and strengthen despite the challenge of transport in this remote region.SOS (Save Our Species) funding has allowed us to provide further technical assistance for the coffee project while it is still at a critical stage” . 4.For what reason do the buyers purchase the PNG coffee?A.Its rarity.B.Its cheap price.C.Its convenience.D.Its ecological background.5.What does the underlined word“strictures”in Paragraph 4 mean?A.Advantages.B.Restrictions.C.Disagreements.D.Flexibilities. 6.What is local people’s attitude toward the coffee project?A.Unclear.B.Dismissive.C.Approving.D.Doubtful. 7.What can we infer about the coffee project from the last paragraph?A.It is in urgent need of funding.B.It is progressing despite difficulties.C.It has achieved the expected victory.D.It has improved local transportation.Picture this: you are running late to drop your kids off at school in the morning. On top of this, it is pouring rain outside. While you are driving down the highway, another car cuts you off. You begin to think they must be a rude person who is also a terrible driver. A couple of minutes later, you, yourself accidentally cut off someone. You inform yourself your action is a result of the fact that you are late for your child’s drop-off and you cannot see well because of the rain. Why is it that we automatically assume others’ negative actions are a result of who they are as a person while giving ourselves excuses? The actor-observer bias (偏差) is an explanation for this confusing phenomenon.When you explain someone’s behavior based on internal factors, like assuming the person who cuts you off is a rude person, but attributing (把……归因于) your own behavior to external situational factors, you are engaging in the actor-observer bias.So why does the actor-observer effect occur? The general explanation is that it occurs as a defense mechanism for maintaining high personal dignity. We would rather believe that our faults come from factors we cannot control because then we cannot change them and it is easier for us to accept the outcome.The actor-observer bias is the cause of many arguments between the actor and the observer as a result of a misunderstanding of the effect of external and internal factors. How can we stop thinking this way and become more sympathetic to the people around us? This is where it gets tricky because the observer’s internal attributions are an automatic process which means they occur almost immediately and unconsciously (无意识地).In order to become more sympathetic towards surrounding people in situations, we must make the attributions a controlled process. A controlled process is when the observer purposely focuses attention on something and is consciously aware of the process,unlike an automatic process. Knowing what the actor-observer effect is and how it can influence your own attributions is a good step toward becoming more sympathetic and kinder to people you interact with. 8.How would we define the other driver’s behavior in Paragraph 1?A.An emotional outburst.B.A display of bad manners.C.A moment of carelessness.D.An unavoidable circumstance.9.Why do we fall for the actor-observer bias?A.To safeguard our self-image.B.To avoid arguments with others.C.To promote sympathy towards others.D.To ensure fairness in interpersonal interactions.10.How might an observer be more considerate to an actor’s actions?A.By focusing on the situational factors.B.By making the attribution process automatic.C.By attributing these actions to internal factors.D.By imagining themselves in the same situations.11.What is the best title for the text?A.Why we repeat our mistakesB.How we can stop blaming othersC.What is the science of social justiceD.Why we always ignore our own faultsSolar power is helping bring about a future of cleaner energy, but there are limits to where rigid solar panels (刚性太阳能电池板)can go. A new kind of solar cell made with a mineral called perovskite (钙钛矿)can go almost anywhere, says physicist Olga Malinkiewicz. We can use perovskite cells on the surfaces of the building, on the roofs of the buildings, on the roofs of the cars and on the electronic devices. We can use it on the sails. We can use it in the balls, tents and unlimited applications. Malinkiewicz says perovskite has become a favorite among solar panel researchers. Because it can be printed, everyone can use it on every surface.Malinkiewicz developed a way to print perovskite panels like an inkjet printer. She co-founded a company to produce them, called Soleil Technologies, after the Baltic sun goddess. Construction company Skanska is testing the panels at their Warsaw headquarters. Adam Targowski is sustainable (可持续的)development manager for Skanska. They work perfectly, even when they are not well exposed to sunlight. So we can use them in all surfaces of the building. Soleil calculates that about one square meter of panel can supply a day’s worth of power for one worker’s computer and lights. And they keep getting better as research continues, says the company’s scientific director Konrad Wojciechowski.For other technologies, it took decades to really enter markets. Perovskite has been around only for few years in scientific research, so there is still a lot to be done, but potential is basically pretty much unlimited, I think. There are still durability and other problems to work out, but several companies expect to have perovskite panels on the market this year.12.What do we know about perovskite solar cell from the first paragraph?A.It’s delicate.B.It’s complex.C.It’s flexible.D.It’s expensive. 13.What does the underlined word “they” in the second paragraph refer to?A.Skanska and Adam Targowski.B.Malinkiewicz and Skanska.C.Soleil Technologies.D.Perovskite panels.14.What can we infer from the last paragraph?A.It needs years to put perovskite panels into markets.B.Scientists think perovskite panels are ready for markets.C.Perovskite has been studied for decades.D.Perovskite panels will soon be seen in the market.15.What is the main purpose of the passage?A.To explain how to use perovskite panels.B.To introduce perovskite panels.C.To advertise a new solar power cell.D.To propose scientists to further study perovskiet cells.Attitudes toward small talk can vary, but there are a few reasons why some people may dislike small talk.16 People who value deep connections may find small talk insufficient for building meaningful relationships. But it needn’t be. If the goal is to use small talk to deepen connections with others, consider the kind of information you are sharing. Communication research differentiates three levels of conversation: factual, personal, and relational.At the most superficial level of conversation, we share facts. We talk about things and their place in time and space, exchange news and facts, and report on our experiences factually and objectively (e.g., “It was warm outside today.” “I work as a computer analyst.”). Almost all these are factual information. 17The next is the personal level, where we talk about how we feel about the content at the informational level. (e.g., “I loved the warm weather today.” “ 18 ”). The personal level is defined by sharing emotions about something or someone beyond the current time and space. Sharing from the personal level invites the other person to connect with you at this deeper level.19 Think: What’s happening now? How am I feeling at this moment? How do you feel being here with me? When we bring our attention to the present moment, we often experience greater engagement and connection with others. 20 This brings our attention to the many aspects of our present-moment experience and lets another person into our inner world.You can get a sense of how the experience of intimate (亲密的) connection with another deepens as we move through the levels.A.I just came from London.B.I find my work rewarding.C.It has nothing to do with oversharing.D.It can be quite useful, but it lacks emotional content.E.Small talk is often seen as shallow and lacking depth.F.One way we can do this is to start sentences with “I notice...”.G.The relational level involves sharing in the present moment and space.二、完形填空When I was young, my family had one of the first telephones in our neighborhood. I used to listen with 21 when my mother talked to the old case 22 to the wall.Then I discovered that inside the wonderful 23 lived an amazing person — Information Please, who could 24 anybody’s number.My first personal 25 with this genie (精灵) -in-the-bottle came one day. Amusing myself at the tool bench, I hit my finger with a hammer. The pain was terrible, but there was no one home to give 26 . Suddenly I spotted the telephone. Quickly I ran for it and 27 the receiver. “Information Please!” I 28 . A voice spoke into my ear. “Information.” “I hurt my finger...” The tears came readily enough now that I had a(n) 29 .“Isn’t your mother home?” came the question. “Nobody’s home but me.”“Are you bleeding?” “No.” I replied.“Can you open your icebox?” she asked. I said I could. “Then 30 a little piece of ice and hold it to your finger.”After that I called her for everything. I asked her for help with my geography and math. She even 31 me that my pet chipmunk I had caught in the park liked eating fruits and nuts.As I grew into my teens, the memories of those childhood 32 never really left me; often in moments of 33 I would recall the sense of security I had then. I 34 how patient and 35 a stranger was to have spent her time on a little boy.21.A.respect B.sincerity C.fascination D.caution 22.A.driven B.pushed C.opened D.fixed 23.A.hole B.device C.home D.community 24.A.provide B.change C.delete D.guess 25.A.meeting B.experience C.interview D.cooperation 26.A.approval B.confidence C.comfort D.comment 27.A.pressed B.dialled C.replaced D.lifted 28.A.ordered B.cheered C.yelled D.declared 29.A.teacher B.audience C.partner D.assistant 30.A.heat up B.slip on C.put away D.chip off 31.A.informed B.showed C.warned D.inspired 32.A.conversations B.injuries C.pains D.dreams 33.A.glory B.kindness C.confusion D.anger 34.A.admitted B.appreciated C.wondered D.estimated 35.A.optimistic B.ambitious C.disciplined D.understanding三、语法填空阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。

2024高考英语一轮总复习必修5Module6AnimalsinDanger学案含解析外研版

2024高考英语一轮总复习必修5Module6AnimalsinDanger学案含解析外研版

Module6 AnimalsinDanger(主题语境:人与自然——环境爱护)核心考点课堂突破1.endangervt.使……处于险境;危及[教材原句]But the Siberian tiger is not the only endangered species.(P51) 但是西伯利亚虎并非唯一面临灭亡的物种。

语境巧练[用所给词的适当形式填空]①That mistake has seriously (endanger) the future of the company.②(2024·江苏卷) Chris and Tim work at a zoo,helping (endanger) cranes with their reproduction.③When the house caught fire,he was sleeping,putting him in a (danger) situation.考点必记(1)endangered adj.面临灭亡的(2)danger n.危急be a danger to sb./sth.对某人/物来说是一个危急in danger (of)处于(……)危急中out of danger脱离危急(3)dangerous adj.危急的2.reserven.爱护区;预备品,贮存;候补队员vt.储备,保存;保留;预约,预订[经典例句]It isn’t wise to spend all your salary every month.Keep some money in reserve,just in case.每个月的工资全都花光是不明智的。

你应当留点儿钱,以防万一。

语境巧练[用所给词的适当形式填空]①To attend the grand ceremony,you’d better make a (reserve) online before Friday.②The government is planning to set up more nature (reserve).[完成句子]③大厅前排座位是留给要被授奖的杰出人物的。

旅游时需要爱护树木禁止攀登的英语作文

旅游时需要爱护树木禁止攀登的英语作文

旅游时需要爱护树木禁止攀登的英语作文Traveling is a great way to explore new places, experience different cultures, and create unforgettable memories. However, it is important to remember that when we travel, we are also entering the homes of other living beings, including trees. Trees play a crucial role in maintaining the balance of our ecosystem and providing us with oxygen. Therefore, it is important to treat them with respect and care, especially by refraining from climbing on them.Climbing trees may seem like a harmless act of fun, but it can actually have serious consequences for the tree. When people climb on trees, they may inadvertently damage the bark, break branches, or disrupt the tree's root system. This can weaken the tree and make it more vulnerable to diseases, pests, and environmental stressors. In some cases, the damage caused by climbing can be irreversible and may even lead to the death of the tree.Furthermore, climbing trees can also pose risks to the safety of the climbers themselves. Trees are not designed to support the weight of humans climbing on them, and they may not be able to withstand the pressure. This can result in accidents and injuries, such as falling from a height or getting stuck in thebranches. It is important to remember that our safety should always come first, and climbing trees is not worth the risk.In addition to the physical impact of climbing on trees, it also sets a bad example for others. When people see others climbing trees, they may be more likely to imitate this behavior themselves. This can lead to a cycle of tree climbing that can harm many trees in the long run. By refraining from climbing on trees ourselves, we can help set a positive example for others and promote a culture of respect for nature.Instead of climbing trees, there are many other ways to enjoy nature and have fun while traveling. You can go for a hike, have a picnic, take photos of the beautiful scenery, or simply relax and appreciate the natural beauty around you. By engaging in these activities, you can still have a great time without causing harm to the trees.In conclusion, when traveling, it is important to remember to love and protect the trees by refraining from climbing on them. Trees are valuable members of our ecosystem and deserve to be treated with respect and care. By avoiding tree climbing, we can help preserve the beauty and health of our natural environment for generations to come. Remember, when we travel, we areguests in the homes of trees, and it is our responsibility to leave them unharmed and thriving.。

Unit2 Success Lesson3 高二英语上学期(北师大版2019选择性必修第一册)

Unit2 Success Lesson3 高二英语上学期(北师大版2019选择性必修第一册)
3. Was she clear about why she had chosen to be an athlete? How do you know?
1. Did her friend understand her? Why? No, he didn’t, because he was afraid that when she reached the top she would have no friends and that it would be no longer fun to train with her.
Check your answers:
it takes a lot to be at the top
every day
Which statements do you think are true according to the article?
Why?
1.
ToTnhheaewdwrairytei-ttreosr-adiyassya“bpTahrsoeisfse.e”sasAirnoednthaselhtefreaiaalrstsohIlmefateecn.etiaosnsa
Task 3
Answer the questions based on what you have read.
1. Did her friend understand her? Why?
2. Did the writer get angry with her friend? Did she try to explain? Why?
Task 7
Complete the summary using the correct form of the words and phrases below.

古树禁止攀登英语作文

古树禁止攀登英语作文In the heart of our planet, nestled within the folds of nature, stand ancient trees. These sentinels of time, with their towering trunks and canopies that stretch towards the heavens, are not just physical embodiments of resilience and longevity; they are also repositories of ecological wisdom and cultural heritage. It is, therefore, imperative that we respect and preserve them, ensuring that their existence is not threatened by our actions.One such action that must be curbed is the climbing of ancient trees. While the urge to explore and embrace these giants of the forest may be strong, it is crucial to understand that every climb, every footprint left on their bark, could potentially cause irreversible damage. The delicate ecological balance that these trees have nurtured for centuries could be upset, and their health and survival compromised.Moreover, climbing ancient trees is not just about the immediate impact on the tree itself. It is about respecting the cultural and historical value these trees hold. In many cultures, ancient trees are considered sacred and areworshipped as symbols of life and fertility. Climbing them, therefore, becomes an issue of respecting these cultural beliefs and traditions.To ensure the protection of ancient trees, it is essential to create awareness among the public about the importance of preserving them. Educational campaigns and workshops should be conducted to inform people about the ecological and cultural significance of these trees and the need to refrain from climbing them. Additionally, strict laws should be enforced to prohibit climbing and other potentially harmful activities around ancient trees.However, laws and regulations alone cannot achieve the desired results. It is only when we, as individuals, internalize the importance of protecting ancient trees and make conscious efforts to respect them that we can truly ensure their survival. We must remember that these trees are not just part of our natural heritage; they are also a vital link to our cultural and historical identity.In conclusion, the protection of ancient trees is a responsibility that we all share. By respecting their existence and refraining from climbing them, we cancontribute to their conservation and ensure that future generations can also enjoy their beauty and wisdom. Let us, therefore, come together and take a pledge to protect our ancient trees, treating them with the utmost respect and reverence.**保护古树:尊重的呼声**在我们星球的心脏地带,隐藏在大自然的褶皱之中,伫立着古老的树木。

完美二叉树,完全二叉树和完满二叉树

完美⼆叉树,完全⼆叉树和完满⼆叉树树在数据结构中占有⾮常重要的地位。

本⽂从树的基本概念⼊⼿,给出完美(Perfect)⼆叉树,完全(Complete)⼆叉树和完满(Full)⼆叉树的区别。

如果学习过⼆叉树,但是对这三种⼆叉树并没有深⼊的理解,或者完全被国产数据结构教科书所误导(只听说过满⼆叉树和完全⼆叉树)的朋友不妨花点时间耐着性⼦将本⽂仔细阅读N(>=1)遍。

1. 的基本概念1.1 树的定义A tree is a (possibly non-linear) data structure made up of nodes or verticesand edges without having any cycle. The tree with no nodes is called the nullor empty tree. A tree that is not empty consists of a root node and potentiallymany levels of additional nodes that form a hierarchy.树是由结点或顶点和边组成的(可能是⾮线性的)且不存在着任何环的⼀种数据结构。

没有结点的树称为空(null或empty)树。

⼀棵⾮空的树包括⼀个根结点,还(很可能)有多个附加结点,所有结点构成⼀个多级分层结构。

[注:本⽂将node⼀律译为"结点"(⽽不是"节点"),因为joint或connection是节点,⽽node是结点。

关于"结点"与"节点"请⾃⾏搜索浙江⼤学陈⽔福教授的⽂章--"360度"解读如何正确应⽤"结点"与"节点"]A simple unordered tree; in this diagram, the node labeled 7 has two children,labeled 2 and 6, and one parent, labeled 2. The root node, at the top,has no parent. 上图是⼀棵⽆序的树⽰例。

和大树比高矮,写作文

和大树比高矮,写作文英文回答:In the grand tapestry of nature, where towering giants and humble undergrowth coexist, a profound question arises: how does one compare the stature of a mighty tree to the diminutive presence of a human?The numerical measurement of height provides an objective scale of comparison. Using a measuring tape or inclinometer, we can quantify the vertical distance of both entities from the ground. However, such a comparison, while precise, fails to capture the intrinsic qualities that define their respective heights.A tree's height is not merely a physical attribute but a testament to its resilience and determination. Over decades or even centuries, it has endured countless storms, its roots anchoring it firmly against the relentless forces of nature. With each new ring added to its trunk, it defiesgravity's pull, reaching towards the heavens in an act of arboreal aspiration.In contrast, human height is largely determined by genetics and nutrition. While we can strive to maximize our physical potential through exercise and proper diet, our ultimate stature is largely beyond our control. It is agift bestowed upon us by nature, a reminder that we are but a part of a larger cosmic tapestry.Yet, the disparity in height between humans and trees should not diminish our admiration for either. Both possess a unique and awe-inspiring grandeur. The tree stands as a symbol of patience, strength, and enduring wisdom, while the human form embodies our capacity for thought, innovation, and compassion.In the face of such disparity, it becomes evident that comparing the height of a tree to that of a human is not simply a matter of numbers. It is an exercise in appreciating the wonders of the natural world and the intricate tapestry of life that surrounds us.中文回答:站在巍峨的大树面前,我们不禁会产生这样的疑问,如何比较人类和参天大树的高度呢?从物理的角度来看,我们可以使用卷尺或测斜仪来测量人与树从地面到顶端的垂直距离。

三个盲人摸象的故事的原文英语作文

三个盲人摸象的故事的原文英语作文全文共3篇示例,供读者参考篇1The Parable of the Three Blind Men and the Elephant: A Lesson in Perspective"An elephant is like a thick snake!" exclaimed the first blind man as he felt the elephant's trunk. "No, you're mistaken my friend," the second blind man disagreed. "An elephant is like a tall pillar!" he insisted, feeling the elephant's leg. "You're both wrong," the third blind man chimed in confidently. "An elephant is like a large fan!" he declared, touching the elephant's ear.This ancient Indian parable about three blind men describing an elephant based only on the part they could touch has been told and retold countless times over the centuries. While a simple tale on its surface, it carries a profound lesson about the limits of perspective and subjective experience. As students, we would be wise to reflect deeply on the story's meanings.The crux of the story lies in the fact that each blind man was partially right in his description of the elephant, based on the limited part he could perceive through touch alone. And yet,each was also critically wrong in claiming his perspective represented the entire truth about the animal. From the vantage point of their individual experiences, it was understandable why each blind man assumed the elephant resembled the snake, pillar, or fan that aligned with the part he could feel. However, by failing to account for the perspectives of the others, and by doubling down on their subjective realities, each ended up with a distorted and incomplete view of the elephant's true nature.In this light, the story reveals the fallacy of thinking our own narrow window into the world represents the entire objective truth or reality. Just as the blind men could only comprehend part of the elephant, we too go through life only being able to directly perceive slices of the total picture through our limited senses and experiences. Our individual perspectives, while accurate to some degree based on what we can empirically verify, are inherently incomplete and biased when treated as absolute truths about how things really are.As students endeavoring to learn and understand the world around us, we must be cognizant of these limitations of perspective. In our studies across diverse subjects from history to science, from literature to mathematics, we constantly encounter complex issues and ideas far beyond the reach of any oneindividual's viewpoint or paradigm. Just as the elephant could only be fully grasped by synthesizing the differing perspectives of the blind men, so too must we remain open to examining phenomena through multiple lenses and vantage points.This is not to say that rejecting all subjective viewpoints and believing in some pure, context-free "objectivity" is the answer either. The parable does not invalidate the blind men's perspectives about the parts of the elephant they could feel; it simply cautions against mistaking any one perspective as the entire truth. Our individual subjective experiences remain invaluable starting points for inquiry and pathways toward deeper understanding. The key is holding them with an open mind and humble acknowledgment of their inherent limitations.As budding scholars, we would be wise to approach our studies with a balance of confidence in our own interpretations, balanced with an eagerness to incorporate other viewpoints that can enrich, qualify, or even contradict our initial perspectives. We should feel empowered to form hypotheses and make claims based on the information available to us. But we must also remain flexible, allowing our personal "truths" to evolve, expand, and transform as we expose ourselves to new ideas, additional contexts, and alternative frames of reference.Committing to this ethos of open-minded curiosity and intellectual humility does not mean lacking conviction in our beliefs. The blind men's mistake was not in describing the parts of the elephant they could feel, but in their dogmatic insistence that their slender glimpses represented the entirety of the animal. We too can hold strong views and impassioned positions, while still maintaining a modicum of doubt that perhaps we may be missing some part of the larger picture.Ultimately, the parable reveals that the most robust understanding, the most complete "truth," can only be obtained by making a concerted effort to integrate multiple perspectives on an issue. Just as the blind men collectively could have formed a more accurate composite representation of the entire elephant by pooling their individual perceptions, so too can we exponentially expand our comprehension by considering phenomena through various empirical and interpretive lenses.As students, we stand at the beginning of a lifelong journey of learning, growth, and gradually expanding our circles of knowledge. The tale of the blind men and the elephant serves as an important reminder that we must couple our enthusiastic search for truth with a steadfast commitment to intellectual humility. Only by walking this balanced path of subjectivepassion and objective pluralism can we avoid mistaking our own limited vantages for complete reality, and instead continue steadily assembling a more comprehensive and nuanced understanding of the world.篇2The Parable of the Three Blind Men and the Elephant: Seeing the Bigger PictureAs a student, I've encountered the ancient parable of the three blind men and the elephant numerous times throughout my academic journey. This thought-provoking tale serves as a powerful metaphor for the limitations of human perception and the importance of embracing diverse perspectives. While the story itself is relatively simple, its underlying message resonates profoundly, teaching valuable lessons about understanding, empathy, and the pursuit of knowledge.The narrative unfolds as three blind men chance upon an elephant, each touching a different part of the majestic creature. The first blind man, grasping the elephant's trunk, proclaims it to be a thick snake. The second, feeling the elephant's sturdy leg, insists it resembles a tree trunk. The third, clutching the elephant's ear, adamantly declares it to be a large fan. Each man,relying solely on his limited tactile experience, forms an incomplete and conflicting understanding of the animal's true nature.This simple allegory effectively illustrates the pitfalls of relying solely on partial information or a single perspective. Like the blind men, we humans often cling tenaciously to our individual viewpoints, failing to recognize the broader context or alternative perspectives. We risk misinterpreting reality and missing the bigger picture when we insist on the absoluteness of our limited experiences.As students, we must learn to embrace the idea that knowledge is multifaceted and that truth can be elusive when viewed through a narrow lens. Whether studying history, literature, science, or any other discipline, we must strive to consider multiple viewpoints and gather information from diverse sources. Only by synthesizing these varied perspectives can we hope to gain a more comprehensive understanding of the subject at hand.The parable also reminds us of the importance of humility and open-mindedness. The blind men's unwavering insistence on their individual perceptions led them to argue and dismiss one another's experiences. Had they listened to each other andcombined their insights, they may have arrived at a more accurate understanding of the elephant's true nature. As students, we must cultivate a willingness to listen, question our assumptions, and remain open to alternative viewpoints, even when they challenge our existing beliefs.Furthermore, the story encourages us to embrace diversity and seek out different perspectives actively. Just as the blind men each brought a unique perspective to the encounter with the elephant, our classmates, professors, and peers from diverse backgrounds and experiences can offer invaluable insights that broaden our understanding of the world around us. By engaging in respectful dialogue and actively seeking out diverse perspectives, we can enrich our learning experience and develop a more nuanced and well-rounded understanding of the subjects we study.The parable of the three blind men and the elephant also serves as a poignant reminder of the limitations of our senses and the dangers of making hasty judgments based on incomplete information. As students, we must cultivate a spirit of curiosity, a willingness to question our assumptions, and a commitment to seeking out additional information and perspectives before arriving at conclusions.In the realm of academia, where complex ideas and theories are explored, the importance of considering multiple viewpoints cannot be overstated. Whether studying philosophical concepts, scientific theories, or literary works, we must approach these subjects with an open mind, recognizing that our initial understanding may be limited or biased.Ultimately, the parable of the three blind men and the elephant serves as a powerful reminder of the value of collaboration, empathy, and a willingness to embrace diverse perspectives. By combining our individual experiences and insights, we can gain a more comprehensive understanding of the world around us and navigate the complexities of academic inquiry with greater wisdom and nuance.As students, we have the opportunity to embody the lessons of this timeless tale. By actively seeking out diverse viewpoints, listening with empathy, and remaining open to new information, we can transcend the limitations of our individual perspectives and develop a deeper, more holistic understanding of the subjects we study. In doing so, we not only enrich our academic pursuits but also cultivate the critical thinking skills and intellectual humility that will serve us well beyond the classroom,enabling us to navigate the complexities of life with greater wisdom and insight.篇3The Parable of the Three Blind Men and the Elephant: A Cautionary Tale on the Limits of PerceptionHave you ever heard the ancient parable about the three blind men who encountered an elephant? If not, let me regale you with this thought-provoking tale that has transcended cultures and centuries. It serves as a profound reminder of the boundaries of individual perception and the importance of keeping an open mind.The story goes something like this: Three blind men from a village happened upon an elephant for the very first time. Naturally, their curiosity was piqued by this unfamiliar creature. Being blind, they could not simply look upon the elephant to discern its form and features. Instead, they had to rely solely on their sense of touch to conceptualize the nature of the beast before them.The first blind man approached the elephant and felt its sturdy, pillar-like leg. "Aha!" he exclaimed. "This creature is like a thick tree trunk." The second blind man meandered towards theelephant's flexible trunk and exclaimed, "No, no, my friend. You are mistaken. This being is very much like a snake!" The third blind man, who had discovered the elephant's large, flapping ear, adamantly disagreed with his companions. "You are both wrong," he insisted. "This creature is more akin to a large fan that we use to expel hot air."As the three blind men vehemently disagreed about the true nature of the elephant, a sighted man from the village happened upon the scene. Immediately recognizing the source of the conflict, he attempted to explain to the blind men that they were all partially correct. Each man had accurately described the specific part of the elephant that he had touched and experienced. However, none of them possessed a comprehensive understanding of the elephant's entirety.At its core, this ancient tale highlights the inherent limits of individual perspection and the pitfalls of drawing conclusions based on narrow experiences alone. Each of the blind men was accurate in describing the part of the elephant that he could sense. However, their insistence that their personal experience represented the entire truth prevented them from recognizing the bigger picture. Only through open communication, the sharing of diverse perspectives, and a willingness toacknowledge the boundaries of one's own perception could a more complete understanding be achieved.As a student, I find this parable incredibly relevant and applicable to nearly every facet of the learning process. In academics, as in life, we often encounter complex subjects, intricate ideas, and multifaceted concepts that cannot be fully grasped from a single, limited vantage point. Just as the blind men could only comprehend parts of the elephant, we may initially only perceive fragments of a bigger intellectual or philosophical picture.Consider the study of history, for example. One historian may focus primarily on the political machinations and military campaigns of a particular era, while another may concentrate on the socioeconomic factors that shaped the civilization. A third scholar may choose to analyze the period through the lens of art, literature, and cultural expression. Each of these historians, like the blind men, possesses an accurate but inherently incomplete understanding of the time period based on their specific area of inquiry.The same principle applies to fields as diverse as literature, where critics may offer vastly different interpretations of a novel's themes and symbolism, or the sciences, whereresearchers from different disciplines approach a common subject from contrasting theoretical frameworks. Even within a single academic discipline, scholars and students may disagree vehemently about the correct methods, conclusions, or implications of their work.In my experience as a student, I have learned that the most profound and lasting understanding often arises from a synthesis of multiple perspectives. By remaining open to differing viewpoints, respectfully considering alternative theories, and approaching subjects from diverse angles, a more holistic and nuanced comprehension can be achieved.Of course, this is easier said than done. We all possess innate human biases, preconceived notions, and the tendency to cling dogmatically to our initial impressions and beliefs, just as the blind men staunchly defended their limited understanding of the elephant. Intellectual humility, a willingness to admit the boundaries of one's own knowledge, and a genuine curiosity about other perspectives are crucial characteristics for any student or scholar to cultivate.I have found that some of my most meaningful learning experiences have occurred when I have allowed myself to be challenged and have actively sought out viewpoints that differedfrom my own. By engaging with ideas that initially seemed counter to my understanding, I have often gained invaluable insights and a deeper, more nuanced appreciation for the complexities of the topic at hand.The parable of the three blind men and the elephant extends beyond academics into numerous other realms of human experience. In our personal lives, we may find ourselves making assumptions or judgments about others based on limited interactions or superficial characteristics, much like the blind men's fragmented perceptions of the elephant. In the professional sphere, colleagues from different backgrounds, areas of expertise, or positions within an organization may clash due to their own narrow perspectives on a particular challenge or opportunity.Ultimately, the story serves as a powerful allegory about the limitations of individual perception, the dangers of insisting that one's own view represents the entire truth, and the incredible value of remaining open-minded and embracing diverse perspectives. As students, and as human beings, we would do well to heed the parable's enduring wisdom and approach the world, and each other, with humility, curiosity, and a willingness to continually expand our understanding.For just as the blind men could only fully conceptualize the elephant by pooling their individual experiences, we can only hope to comprehend the depths and complexities of the world around us by synthesizing our unique perspectives into a more complete and enlightened whole.。

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.............................................................. The limits to tree heightGeorge W.Koch1,Stephen C.Sillett2,Gregory M.Jennings2&Stephen D.Davis31Department of Biological Sciences and the Merriam-Powell Center for Environmental Research,Northern Arizona University,Flagstaff,Arizona86011, USA2Department of Biological Sciences,Humboldt State University,Arcata, California95521,USA3Natural Science Division,Pepperdine University,Malibu,California90263-4321,USA ............................................................................................................................................................................. Trees grow tall where resources are abundant,stresses are minor, and competition for light places a premium on height growth1,2. The height to which trees can grow and the biophysical determi-nants of maximum height are poorly understood.Some models predict heights of up to120m in the absence of mechanical damage3,4,but there are historical accounts of taller trees5. Current hypotheses of height limitation focus on increasing water transport constraints in taller trees and the resulting reductions in leaf photosynthesis6.We studied redwoods (Sequoia sempervirens),including the tallest known tree on Earth(112.7m),in wet temperate forests of northern California. Our regression analyses of height gradients in leaf functional characteristics estimate a maximum tree height of122–130m barring mechanical damage,similar to the tallest recorded trees of the past.As trees grow taller,increasing leaf water stress due to gravity and path length resistance may ultimately limit leaf expansion and photosynthesis for further height growth,even with ample soil moisture.According to the cohesion-tension theory,water transport in plants occurs along a gradient of negative pressure(tension)in the dead,tube-like cells of the xylem,with transpiration,water adhesion to cell walls,and surface tension providing the forces necessary to lift water against gravity7.Height growth may slow if the xylem tension and therefore leaf water potential(W)predicted for great heights,&22MPa(ref.7),reduces sufficiently the positive pressure (turgor)necessary for expansion of living cells or increases the risk of xylem cavitation—cavitation is the formation of embolisms that reduce hydraulic conductivity and can cause branch dieback and plant death8,9.Many trees respond to W below21MPa by decreas-ing the aperture of microscopic pores(stomata)in leaves through which water vapour is lost in transpiration and carbon dioxide (CO2)is gained in photosynthesis10.Reduced stomatal conductance can decrease cavitation risk and turgor loss,but it also limits photo-synthesis.Thus,as trees grow taller,maintenance of favourable water status might progressively slow height growth by reducing photosynthetic carbon gain4,6.We accessed the crowns of redwoods to measure water stress and photosynthesis and to collect samples for laboratory analyses. Within individual trees,the xylem pressure of small,foliated branches measured during the dry season(late September to early October)was strongly correlated with height(Fig.1a).The gradient before dawn,when transpiration was negligible,averaged 20.0096^0.0007MPa m21forfive trees over110m tall (R2.0.97,P,0.0001),nearly identical to the hydrostatic gradi-ent due to gravity(20.0098MPa m21)as predicted by the cohe-sion-tension theory7.The slope of the xylem pressure–height relationship was slightly steeper(20.0106^0.0022MPa m21)at midday when the evaporative gradient and transpiration were high. The minimum xylem pressure(that is,maximum tension)recorded in the highest branches sampled(108^1.2m)averaged 21.84^0.04MPa.The importance of height per se for water potential was evident in that nearly two-thirds of the midday xylem pressure was due to gravity.Reduced water potential due to soil drought causes a decline in the turgor of living plant cells that is necessary for cell growth and leaf expansion11.To determine if this also occurs as water potential declines with height,we estimated turgor at dry-season water potentials from pressure–volume measurements.Turgor(in MPa) declined linearly with height,h,as turgor¼2ð0:0074^0:0004Þh þð1:30^0:07Þ,n¼4trees,ranging from0.93MPa at50m to 0.48MPa at110m.At night when xylem pressure increased,the turgor gradient was less steep,turgor¼2ð0:0044^0:0023Þh þð1:39^0:19Þ,and turgor was0.3–0.4MPa higher than at midday.Given the role of turgor in leaf expansion,its reduction with height may underlie the distinct vertical gradient in leaf structure in redwoods(Fig.2).Leaf shape varied from large and expanded in the lower crown to small and scale-like at the treetop.We quantified this variation in terms of the leaf mass:area ratio(LMA,g m22),which increased exponentially over a fourfold range with height(Fig.1b, LMA¼(37.1^12.3)exp(0.0260^0.0030)h,0.88#R2#0.99, 0.0001#P#0.003,n¼5trees).At112m,LMA was similar to the highest published value for terrestrial plants12.Height-related variation in LMA has been attributed to light level in forest canopies13,14.In our study trees,we found that the direct site factor (DSF),an index of direct solar radiation based on hemispherical photographs,decreased by14%of the value at110m for a10-m decrease in height.Relative to water potential,the influence of light on LMA was small,however;DSF added only4%to the explained variation of within-crown LMA in a multiple regression analysis including DSF(P¼0.0025)and predawn xylem pressure (P,0.0001)as independent variables(adjusted R2¼0.88,n¼33 samples fromfive redwoods over110m tall).The following obser-vations(Fig.3)also support the hypothesis that water relations are more important than light environment in determining leaf struc-ture in redwood:(1)leaves of a2-m-tall epiphytic redwood rooted in soil near the top of a95-m-tall redwood were muchmoreFigure1Variation with height in physiological and structural features of redwood trees at Humboldt Redwoods State Park,California.a,Xylem pressure of small branches measured at predawn(upper group)and midday(lower group)during September and October2000.The upper line is the expected gravitational pressure gradient with the same y-intercept as the average of the5trees.b,Leaf mass:area ratio(g m22)of second-year internodes increases with height.c,Foliar carbon isotope composition(d13C,‰) increases with height within the crowns of5trees over110m tall and among the tops (filled circles)of16trees from85to113m tall.d,Light-saturated photosynthetic rate per unit mass(nmol CO2g21s21)decreases with height.The regression line isfitted to data from six trees.Different symbol types denote different trees and are consistent for a–d.expanded than leaves of the host tree in the same light environment,and (2)when a fallen branch from the upper crown of a tall redwood was potted in wet soil and allowed to root with the branch exposed to high light,the new leaves produced were much more expanded than the existing leaves.It is likely that in very tall trees,components of water potential,notably turgor,are important determinants of LMA and related anatomical features,just as they are along soil moisture gradients 12.To assess further the physiological consequences of declining water potential with height,we measured stable carbon isotope composition (d 13C)and leaf photosynthesis.The d 13C value (‰)of plant tissues expresses the photosynthetic discrimination against 13CO 2compared with 12CO 2and is a common metric of long-term water stress,ranging from 220‰to 234‰in plants such as redwood that have the C 3photosynthetic pathway 15.When water stress reduces stomatal conductance,CO 2concentration in the intercellular air spaces of leaves (C i )declines,and this lessens the enzymatic discrimination against 13CO 2,causing d 13C to increase.In redwood,foliar d 13C (‰)was correlated with height (Fig.1c,exponential fits of the form d 13C þ31¼b 1exp(b 0h ),b 1¼0:681^0:434,b 0¼0.033^0.005,0.78#R 2#0.94,0:0001#P #0:002).The highest d 13C was always observed at the treetop and averaged 222.2^0.6‰at $110m.This is the highest published foliar d 13C for tall trees and is close to the apparent limit for C 3plants 16–18.We also found a significant relationship of d 13C (‰)to height for the treetop foliage of 13trees from 85m to 110m tall plus 3trees taller than 112m (Fig.1c,d 13C þ31¼1.928exp(0.0131h ),R 2¼0.321,P ¼0.022,n ¼16).That d 13C was higher (less negative)at the tops of trees than at the same height within tree crowns probably indicates the effect of shading in reducing foliar d 13C (ref.15).Nonetheless,patterns both within and among trees demonstrate a strong increase of d 13C with height in redwood,indicative of increasing water stress.High values of d 13C occur when stomatal conductance is strongly limiting to photosynthesis,as in plants experiencing low water potentials due to soil moisture stress 15,16.Rather than soil moisture stress,however,it is likely that in tall trees the reduction in water potential due to gravity and path length resistance causes stomatal conductance to increasingly limit photosynthesis with height 6,19.The treetop d 13C of about 222‰corresponds to a flux-weighted C i of ,160p.p.m.during the assimilation of CO 2into new biomass.This is similar to the average daily C i estimated from our in situ gas exchange measurements near the tops of two 112-m-tall trees during autumn (170^11p.p.m.).Thus,integrated d 13C andinstantaneous gas exchange indicate that stomatal conductance is increasingly limiting to photosynthesis with height,as reported for other conifers up to 65m tall 19,20.Laboratory gas exchange measurements of foliage cut from different heights and re-hydrated to uniformly high water potentials enabled us to examine the consequences of height for photosyn-thesis in the absence of a direct influence of low water potential.Light-saturated photosynthesis per unit leaf area (P max,a )did not vary with height (R 2¼0.012,P ¼0.78),averaging 5.6m mol CO 2m 22s 21.Photosynthesis per unit leaf mass (P max,m )decreased with height (Fig.1d,P max,m ¼20.455h þ55.3,R 2¼0.88,P ¼0.0002),however,indicating a lower potential photosynthetic return on biomass invested in leaves at greater heights.The P max,m of 110-m foliage was 28%of that at 80m and only 16%of that at 50m.Because light levels decline exponentially with depth in forest canopies 2,actual differences in photosynthesis per unit biomass are probably smaller than indicated byourFigure 2Variation in leaf structure with height in redwood.Leaf length and the angle between the long axis of the leaf and supporting stem segment both decrease with height.Numbers denote the sample height in m.Scale divisions arecm.Figure 3Leaf structure can vary independently of light environment.The upper panel shows foliage of an epiphytic redwood (expanded,light-green leaves)and adjacent foliage (unexpanded,darker-green leaves in background)of the host redwood at 95m in the same light environment.The lower panel shows the new,more expanded foliage (at branch tips)that developed next to the existing unexpanded foliage on a detached upper crown (.90m)branch after it was rooted in wet soil and kept in high light.Both examples support the view that variation in light environment explains little of the variation in leaf structure in redwood (see text).measurements at light saturation.Nonetheless,photosynthetic capacity per unit foliar mass declines with height,and we hypoth-esize that this results from the observed changes in leaf structure. High LMA is associated with high tissue density and increased allocation of biomass to structure,including thicker cell walls12,21. These changes can increase internal resistance to CO2diffusion within leaves22,23,reducing photosynthesis and contributing to high d13C values.We speculate that the universal influence of gravity on water potential gradients in tall trees underlies structural changes in photosynthetic tissues that,along with increased stomatal regu-lation,reduce photosynthesis and carbohydrate availability for height growth.Our studies of the tallest redwoods reveal gradients in physio-logical and structural features that support hypotheses of height limitation due to hydraulic constraints4,6.Water potential,turgor, leaf structure,carbon isotope composition,and photosynthesis all change with height as they do along gradients of soil moisture stress, consistent with a general role for water availability in determining leaf functional traits12,21.Height gradients of these variables also allowed us to address the potential biophysical limit to height in redwood.To estimate a maximum height in the current environ-ment barring mechanical damage,we calculated the height at which the functional variables we examined would reach a limit value (Table1).Low water potential affects growth severely when the formation of embolisms by cavitation reduces hydraulic conductivity8. Whereas it is not uncommon for shorter trees to operate at water potentials that cause considerable loss of hydraulic conductivity, cavitation avoidance may be critical for height growth in tall trees. Great height may prevent recovery of lost hydraulic function by embolism dissolution,the standard model for which requires that xylem pressures rise to within a few tenths of0MPa(ref.24),higher than is possible in a water column held by tension above a few tens of metres.Our measurements of xylem vulnerability to cavitation in upper crown branches(109m)offive trees over110m tall indicate that loss of hydraulic conductivity begins as xylem pressure drops to 21.9MPa(Supplementary Information),slightly lower than the lowest pressure we recorded at the tops of the tallest trees at midday. The xylem pressure–height relationship(Fig.1a,Table1)estimates a pressure of21.9MPa at122m,increasing to132m for a limit value of22.0MPa.It is likely that lower water potentials and cavitation do occur in tall redwoods,mature individuals of which may experience severe droughts during life spans of up to2,200 years(refs25,26).It may be during such episodes that the upper crown dies back,as evidenced by our observations that nearly all very tall redwoods have multiple tops,the original leader having died and been replaced repeatedly.Surveys of several hundred terrestrial plant species across diverse biomes report values of LMA from20g m22for thin planar leaves of herbaceous species to a maximum of833g m22for the scale-like leaves in Juniperus monosperma,a short coniferous tree of arid regions and,like redwood,a member of the Cupressaceae12,ing 833g m22as the maximum possible for redwood,the LMA–height relationship(Fig.1b,Table1)estimates a maximum height of 122m.If the limiting value of LMA is allowed to increase by10%, the maximum height increases to126m.For C3plants,the apparent limit of foliar d13C is the approxi-mately220‰reported for plants of arid environments16–18.The overall within-crown d13C–height relationship(Fig.1c,Table1) estimates a d13C of220‰at130m.The sensitivity of this estimate to the limiting d13C value is low;heights of134m and125m are estimated for d13C of219‰and221‰,respectively.A linear extrapolation of maximum photosynthesis versus height (Fig.1d,Table1)predicts that P max,m in saturating light would decline to0at125m.Carbon import from elsewhere in the tree may support early growth of new leaves,but the trend in foliar d13C with height(Fig.1c)indicates at most a minor quantitative significance of carbon subsidies from the lower crown.Taken together,these height trends in ecophysiological variables indicate that the maximum height of redwood at our study site in current environmental conditions is122to130m.The reduction in water potential with height reduces leaf expansion and photosyn-thesis,the latter directly via increased stomatal regulation,as evidenced by d13C,and indirectly by altering leaf structure (LMA),which in turn may further constrain carbon balance.Several additional lines of evidence support a limit to tree height for redwood that is taller than today’s tallest trees and near the estimates from our regression analyses.First,our measurements indicate that the tallest redwoods are growing by up to0.25m yr21.Second,over 95%of the original old-growth redwood forest has been logged26, and it is likely that redwoods taller than today’s giants were felled5. Third,we analysed the height gradient in foliar d13C reported for Douglas-fir20(d13C¼0.060h227.5,R2¼0.999,P¼0.005)and estimated by linear extrapolation that d13C would reach220‰at 125m.Finally,the maximum tree height we predict for redwood and Douglas-fir is similar to the126m of the tallest reliably measured gymnosperm of the past,a Douglas-fir5.The tallest redwoods today stand in large reserves where intact forest structure sustains moist conditions and buffers trees against wind.The trees in this study,which include thefirst,second,fourth, sixth and eighth tallest known individuals on Earth,all occur within the largest contiguous old-growth redwood forest remaining (Humboldt Redwoods State Park,California),a reserve protecting 89of the116tallest redwoods.(Measurements of redwoods throughout the species’range in California have found116indi-viduals over107m;C.Atkins and M.Taylor,personal communi-cation.)At reserves further north and closer to the coast,stronger storms may explain the lower heights(,100m),yet similar relationships of water potential and d13C to height27as we observed in the tallest redwoods.At the drier inland margin of redwood’s natural distribution in northern California,maximum tree height is lower(,80m),yet treetop values of minimum water potential (21.9MPa)and maximum d13C(222‰)are similar to those at 110m in the tallest redwoods.Thus a similar physiological ceiling may be reached at different physical heights depending on water availability,with storm damage reducing realized heights at sites that are otherwise optimal.Tree height should also vary over time as climatefluctuates,and linking top dieback dates and growth rates to past climate may reinforce our physiological interpretation of height limitation.Climate and atmospheric change will affect the height to which redwoods grow,the outcome depending on the combined effects of elevated atmospheric CO2concentration and altered temperature and moisture on tree water relations and carbon balance28.ATable1Maximum height predictions for redwood,Sequoia sempervirensDependent variable Equation Limit value of dependent variable Maximum height(m) ................................................................................................................................................................................................................................................................................................................................................................... W,midday(MPa)W¼20.00973h20.71221.9122LMA(g m22)LMA¼37.43exp(0.0255h)833122d13C(‰)d13C¼0.559exp(0.0229h)231220130P max,m(nmol g21s21)P max,m¼20.434hþ54.30125 ................................................................................................................................................................................................................................................................................................................................................................... The relationship of physiological and structural variables to height in redwoods at Humboldt Redwoods State Park,California.The equations describe the relationship of the dependent variable to height for data from all study trees combined.See text for explanations of limit values for dependent variables.MethodsTree accessWe accessed tree crowns by shooting arrows trailingfilament over branches with a powerful bow.Rope was then hauled over the branches and climbed via mechanical ascenders.Access to the treetop was achieved by arborist-style techniques.Heights were measured by lowering weightedfibreglass measuring tapes from the treetop to average ground level.Physiological measurementsWater potential of small branches(#15cm length)located within1to3m of the main trunk was measured using a pressure chamber(PMS Instruments).Measurements of photosynthesis used a portable photosynthesis system(LI6400,LiCor)with a2cm£3cm chamber with red/blue LED light source.Photosynthesis was measured under controlled conditions:air temperature,22^18C;CO2concentration,365^10p.p.m.;vapour pressure deficit,1.2^0.2kPa;light,$1,400m mol photons m22s21).Samples used for laboratory measurements of photosynthesis and pressure–volume relationships were cut from different heights,then re-cut immediately under water,allowed to re-hydrate overnight,and then measured.This produced high water potentials(20.6^0.3MPa) and allowed comparisons of photosynthetic capacity without the influence of height-related variation in water potential.During these measurements,the C i values did not differ significantly in foliage from different heights(239^16p.p.m.,P¼0.42).Turgor was estimated by the pressure–volume method29.Morphological measurementsTo determine LMA,projected surface areas of10second-year internodes from each sample height were measured using a digital surface-area meter(Delta T Instruments).Samples were oven-dried at708C,weighed,and mean LMA calculated as g m22.Area and mass measurements included the entire foliated internode.Stable carbon isotope compositiond13C of foliage samples was analysed at the Colorado Plateau Stable Isotope Laboratory (/cpsil/).In2000,second-year internodes were collected at different heights,dried(708C),ground to40mesh,and then a subsample was pulverized, encapsulated in tin,and combusted(CE Instruments NC2100)at1,0008C.The resultant CO2was purified and its13CO2/12CO2ratio was analysed by isotope-ratio mass spectrometry(Delta Plus XL,ThermoQuest Finnigan)in continuous-flow mode.The d13C values were expressed as the relative abundance of13C versus12C compared with a standard(Pee Dee Belemnite):d13C¼(R sam/R std21)1,000‰,where R sam and R std are the13C/12C ratios in sample and standard,respectively.The standard deviation of repeated measurements of secondary standard material was,0.1‰(external precision).Light environmentHemispherical photographs were taken directly above leaf sample locations throughout tree crowns using a digital camera on a self-levelling mount.Photographs were analysed with WinSCANOPY(v.2002a,Re´gent Instruments Inc.)to calculate direct site factor, which is the average proportion of direct radiation received during the12-month growing season.Received7November2003;accepted16February2004;doi:10.1038/nature02417.1.King,D.A.The adaptive significance of tree height.Am.Nat.135,809–828(1991).2.Waring,R.H.&Schlesinger,W.H.Forest Ecosystems(Academic,Orlando,1985).3.West,G.B.,Brown,J.H.&Enquist,B.J.A general model for the structure and allometry of plantvascular systems.Nature400,664–667(1999).4.Friend,A.D.in Vegetation Dynamics and Global Change(eds Solomon,A.M.&Shugart,H.H.)101–115(Chapman and Hall,New York,1993).5.Carder,A.C.Forest Giants of the World,Past and Present(Fitzhenry&Whiteside,Markham,Ontario,1995).6.Ryan,M.J.&Yoder,B.J.Hydraulic limits to tree height and tree growth.Bioscience47,235–242(1997).7.Zimmermann,M.H.Xylem Structure and the Ascent of Sap(Springer,New York,1983).8.Tyree,M.T.&Sperry,J.S.The vulnerability of xylem to cavitation and embolism.Annu.Rev.PlantPhysiol.Plant Mol.Biol.40,19–38(1989).9.Davis,S.D.et al.Shoot dieback during prolonged drought in Ceanothus(Rhamnaceae)chaparral ofCalifornia:a possible case of hydraulic failure.Am.J.Bot.89,820–828(2002).10.Kramer,P.J.&Boyer,J.S.Water Relations of Plants and Soils(Academic,San Diego,1995).11.Taiz,L.&Zeiger,E.Plant Physiology,3rd edn(Sinauer Associates,Sunderland,Massachusetts,2002).12.Reich,P.B.et al.Generality of leaf trait relationships:a test across six biomes.Ecology80,1955–1969(1999).13.Niinemets,U.,Kull,O.&T enhunen,J.D.An analysis of light effects on foliar morphology,physiologyand light interception in temperate deciduous woody species of contrasting shade tolerance.Tree Physiol.18,681–696(1998).14.Bond,B.J.,Farnsworth,B.T.,Coulombe,R.A.&Winner,W.E.Foliage physiology and biochemistryin response to light gradients in conifers with varying shade tolerance.Oecologia120,183–192(1999).15.Farquhar,G.D.,Ehleringer,J.R.&Hubick,K.T.Carbon isotope discrimination and photosynthesis.Annu.Rev.Plant Physiol.Plant Mol.Biol.40,503–537(1989).16.Ehleringer,J.R.in Stable Isotopes in Plant Carbon–Water Relations(eds Ehleringer,J.R.,Hall,A.E.&Farquhar,G.D.)155–172(Academic,San Diego,1993).17.Vogel,J.C.in Stable Isotopes in Plant Carbon–Water Relations(eds Ehleringer,J.R.,Hall,A.E.&Farquhar,G.D.)29–46(Academic,San Diego,1993).18.Van de Water,P.K.,Leavitt,S.W.&Betancourt,J.L.Leaf d13C variability with elevation,slope aspect,and precipitation in the southwest United States.Oecologia132,332–343(2002).19.Yoder,B.J.,Ryan,M.G.,Waring,R.H.,Schoettle,A.W.&Kaufmann,M.R.Evidence of reducedphotosynthetic rates in old trees.Forest Sci.40,513–526(1994).20.McDowell,N.G.,Phillips,N.,Lunch,C.,Bond,B.J.&Ryan,M.G.An investigation of hydrauliclimitation and compensation in large,old Douglas-fir trees.Tree Physiol.22,763–772(2002). 21.Niinemets,ponents of leaf dry mass per area—thickness and density—alter leaf photosyntheticcapacity in reverse directions in woody plants.New Phytol.144,35–47(1999).22.Parkhurst,D.F.Diffusion of CO2and other gases inside leaves.New Phytol.126,449–479(1994).23.Warren,C.R.et al.Transfer conductance in second growth Douglas-fir(Pseudotsuga menziesii(Mirb.)Franco)canopies.Plant Cell Environ.26,1215–1227(2003).24.Hacke,U.G.&Sperry,J.S.Limits to xylem refilling under negative pressure in Laurus nobilis and Acernegundo.Plant Cell Environ26,303–311(2003).25.Stine,S.Extreme and persistent drought in California and Patagonia during mediaeval time.Nature369,546–549(1994).26.Noss,R.F.(ed.)The Redwood Forest:History,Ecology and Conservation of Coast Redwoods(Island,Washington DC,2000).27.Jennings,G.M..Vertical Hydraulic Gradients and the Cause of Foliar Variation in Tall Redwood TreesThesis,Humboldt State Univ.,Arcata,California(2003).28.Medlyn,B.E.et al.Stomatal conductance of forest species after long-term exposure to elevated CO2concentration:a synthesis.New Phytol.149,247–264(2001).29.Boyer,J.S.Measuring the Water Status of Plants and Soils(Academic,San Diego,1995). Supplementary Information accompanies the paper on /nature. Acknowledgements This work was supported by the Global Forest Society,the Save-the-Redwoods League,and Northern Arizona University’s Organized Research,and permitted by Redwood State and National Parks.J.Amthor,S.Burgess,T.Dawson,A.Fredeen,B.Hungate and H.Mooney provided comments that improved the paper.Authors’contributions G.K.,S.S.and G.J.conceived and conducted the experiments,and G.K. and S.S.analysed the data and co-wrote the paper.S.D.and G.K.conducted the xylem cavitation experiments.Competing interests statement The authors declare that they have no competingfinancial interests.Correspondence and requests for materials should be addressed to G.W.K.(george.koch@). .............................................................. Perceived luminance dependson temporal contextDavid M.Eagleman1,2,John E.Jacobson2,3&Terrence J.Sejnowski2,4 1Department of Neurobiology and Anatomy,University of Texas,Houston Medical School,6431Fannin Street,Suite7.046,Houston,Texas77030,USA 2Howard Hughes Medical Institute at the Salk Institute for Biological Studies, 10010North Torrey Pines Road,La Jolla,California92037,USA3Department of Philosophy and4Division of Biological Sciences,University of California at San Diego,La Jolla,California92093,USA ............................................................................................................................................................................. Brightness—the perception of an object’s luminance—arises from complex and poorly understood interactions at several levels of processing1.It is well known that the brightness of an object depends on its spatial context2,which can include perceptual organization3,scene interpretation4,three-dimensional interpretation5,shadows6,and other high-level percepts.Here we present a new class of illusion in which temporal relations with spatially neighbouring objects can modulate a target object’s brightness.When compared with a nearby patch of constant luminance,a briefflash appears brighter with increas-ing onset asynchrony.Simultaneous contrast,retinal effects, masking,apparent motion and attentional effects cannot account for this illusory enhancement of brightness.This temporal context effect indicates that two parallel streams—one adapting and one non-adapting—encode brightness in the visual cortex. We report here a novel illusion in which temporal relationships affect brightness perception.Twoflashes appeared on either side of afixation point:one was brief(56ms),the other long(278ms; Fig.1a).Observers reported whichflash appeared brighter.When flashes of identical luminance had simultaneous onset,subjects。

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