Two Classes of Special Functions Using Fourier Transforms of Some Finite Classes of Classic

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上海市杨浦区2024-2025学年九年级上学期期中英语试题

上海市杨浦区2024-2025学年九年级上学期期中英语试题

上海市杨浦区2024-2025学年九年级上学期期中英语试题一、单项选择1.There must be something wrong ________ my computer, it won’t turn on.A.in B.of C.with D.on2.At ________ present, video calls are a common way for friends and families to stay in touch.A./B.a C.an D.the3.They have a lot of ________ in their new manager’s abilities.A.opinion B.question C.reason D.trust4.His fans think that he is ________ hardworking ________ handsome.A.either…or B.neither…nor C.as…as D.not only…but also 5.The judges chose Anna as the winner of the speech contest because she had ________ message.A.clear B.clearer C.clearest D.the clearest 6.The piece of grass tied around the bird’s neck stops it from ________ the fish.A.swallow B.to swallow C.swallowing D.swallowed 7.This program enables students ________ at their own pace.A.learn B.to learn C.learning D.learnt8.Dogs ________ provide company and reduce feelings of loneliness.A.can B.should C.must D.need9.The fishermen always seem happy ________ they are poor.A.when B.though C.so that D.if10.Since she won the match, she ________ as one of the best tennis players in the world.A.is recognized B.was recognized C.has been recognized D.will be recognized 二、选词填空Long ago, Ancient Greece was a cool place. The Greeks believed in many gods and valued success. They were famous for many things. Located in Europe, Ancient Greece was made up of many cities, each with its own 11 . One well-known city was Athens, which focused on learning and following rules. Another famous city was Sparta, recognized for its strong warriors.The Greeks were good at many things. They built amazing buildings, like the Parthenon in Athens, which people still admire today. They also created beautiful art. Many great thinkers lived in Ancient Greece and asked important questions about life. One famous philosopher, Socrates, said, “Thinking about life is important,” encouraging others to think 12 .The Greeks enjoyed telling exciting stories about their gods, who were 13 different aspects of life. For example, Zeus was the king of all the gods and ruled over the sky and thunder. These myths and legends continue to be told and loved by people around the world.Sports were also important to the Greeks. They started the Olympic Games, which are still 14 today. Every four years, athletes from different places would come together to 15 in running, jumping, and other events. The winners were filled with joy, just as they are today.Ancient Greece was an amazing civilization that greatly influenced art, philosophy, and sports. Their stories and ideas still inspire us today, making them an important part of history.三、单词拼写16.The dog barked at the strangers, thinking they were . (enemy)17.Mum hung a sign on the door that said “Welcome”. (wood)18.He offered his seat to the elderly lady, which was a very thing to do. (impolite) 19.The map shows the location of the new park. (accurate)20.Being a responsible means respecting others and their rights. (city)21.The company should for the delay in delivering the package. (apology)四、完成句子22.Grandmother rarely uses a mobile phone. (改为反意疑问句)Grandmother rarely uses a mobile phone, ?23.He can work in the darkness by hanging a light from the front of the raft. (就划线部分提问) he work in the darkness?24.I save my work regularly on my computer in order not to lose it. (保持句意基本不变)I save my work regularly on my computer I don’t lose it.25.They picked the tea leaves by hand in the early morning. (改为被动语态)The tea leaves by hand in the early morning.26.the same size, in the kitchen, the one, this table, as, is (连词成句).五、阅读理解27.Who can sign up for the calligraphy classes?A.Only school students under eighteen.B.Anyone interested in learning calligraphy.C.Only members of the Lotus Community Club.D.People with past calligraphy experience. 28.Jason signed up for the calligraphy class on November the 5th. How much did he pay?A.$15B.$20C.$30D.$4529.The paper needed for the class ________.A.must be prepared by participants B.must be pre-ordered from the organizerC.is part of the beginner’s calligraphy set D.is given to participants for free 30.According to Anika, what did she believe at first about learning calligraphy?A.She had to have good handwriting.B.She believed it was an easy skill to learn.C.She thought it required no special skills.D.She thought it would help her relax. 31.What is the main purpose of the poster?A.To sell calligraphy materials.B.To advertise the city Art Month.C.To invite people to join calligraphy lasses.D.To encourage handwriting competitions.六、完形填空focus on protecting wildlife and exploring betterfishing methods. Although bird fishing is aninteresting tradition, we must consider its future andthe challenges it faces.32.A.common B.amusing C.familiar D.exciting 33.A.teamwork B.respect for animals C.responsibility D.animal training 34.A.ambition B.culture C.economy D.knowledge 35.A.expects B.offers C.requires D.limits 36.A.pay for B.take care of C.make jokes about D.depend on 37.A.Except for B.Instead of C.In addition to D.As a result of七、短文填空Artificial Intelligence, or AI, is the ability of machines to think and solve problems like humans. The idea of using smart machines is not n 38 . In ancient Greece, people created robots called “automatic servants.” These machines could pour wine and mix it with water.AI began to develop more in the 1950s. Before this time, computers were not very p39 . They could only follow simple instructions and do basic calculations. These early machines could not learn or change, and they couldn’t remember information. Computers were also very expensive, costing a lot of money. Only big companies and universities could afford to use them.During World War II, the need for smart machines became very important. The Allied armies needed to understand secret messages from German s 40 . These messages were sent using a machine called the Enigma. In 1940, a group of codebreakers in England, led by Alan Turing, built a machine called the Bombe. This machine helped break the German code, which saved many lives.After the war, Turing worked on designing computers that could store programs. In 1950, he created the Turing test. The test can c 41 if a machine thinks like a human. Today, we still use a similar test called CAPTCHA to tell humans and machines apart.In 1956, John McCarthy introduced the term “artificial intelligence” at a conference in the United States. This marked the s 42 of serious research into AI. Over the years, AI has grown a lot. Machines can now learn from data, making them smarter over time. For example, streaming services use AI to recommend shows based on what you like.As AI becomes more w 43 used, researchers are working to create even smarter machines for the future. This ongoing effort aims to make technology easier to use and improve its functions in different areas.八、任务型阅读The moon was low in the sky as Mia finished loading her pickup truck. She led her two-year-old dog, Buddy, to his cage in the back of the truck. It was two in the morning.Three days earlier, 12-year-old Jake had gone missing from his Boy Scout camp in the Blue Mountains. Many people searched for him, but they found very few clues. So, they phoned the Search and Rescue Dog Association. Mia and Buddy were part of it. They had trained for a year to help find lost people. Mia remembered what her husband, Dave, had said before she left that morning. “Don’t get your hopes up,” he had warned. But Mia was determined. “Jake has been out there for three days. Buddy can help!” she replied.When Mia arrived at the meeting point, the rescuers explained that the ground was very rough. They had to move on their hands and knees at times, and none of their dogs had found a smell. Mia let out a breath; it would be a tough job.At 6 a.m, Mia and the other searchers learned more about Jake. She studied his photo, wanting to remember his face. “Jake is alive,” she told Buddy. “We’re going to find him.”Mia took out a piece of Jake’s clothing for Buddy to smell. With his nose up, Buddy started down the path. Suddenly, Mia saw Buddy’s head lift. He ran ahead, and Mia quickly followed.Then she saw Jake in a red jacket, looking weak. “Jake, is that you?” Mia yelled. He nodded slowly. Mia climbed up to him and sat him next to Buddy. “Do you like dogs?” she asked. He nodded again.While Mia called the base camp, Jake ate some peanut butter crackers. Buddy eagerly ate the leftovers.Back at the base camp, Mia called Dave. “You won’t believe what Buddy did! He found Jake!”“Really?” Dave said, surprised. Mia smiled, happy that Buddy had proven him wrong. 44.Mia and Buddy were leaving for the Blue Mountains at about 2 a.m, weren’t they?45.Why were Mia and Buddy included in the search?46.What difficulties did the rescuers face when searching for Jake?47.What did Mia do to help Buddy locate Jake?48.How was Jake’s condition when Mia and Buddy found him during the search?49.Give two reasons why Dave thought it almost impossible to find the missing boy.九、书面表达50.In 60—100 words, write an email according to the given situation and prompts. (根据所给情景和提示,写一篇60—100字的邮件,标点符号不占格。

英语作文 下午四点课外正在进行的课外活动

英语作文 下午四点课外正在进行的课外活动

英语作文下午四点课外正在进行的课外活动全文共6篇示例,供读者参考篇1After-School Fun at 4 O'ClockYay, the final bell just rang! That means it's time for my favorite after-school activity. I quickly gather up my books and stuff them into my backpack. I Can't wait to get started!I rush out of my classroom and down the big hallway towards the gym. Lots of other kids are hurrying in the same direction, laughing and talking excitedly. We all love 4 o'clock fun time!When I get to the gym doors, I see Mr. Roberts, our PE teacher, waiting with a big smile. "Hello everyone! Who's ready for some awesome games and activities?" he calls out in a loud voice. We all cheer and raise our hands. Mr. Roberts chuckles. "Alright, alright. Let's get started then! Everyone go pick out a stretchy band from the basket."I grab a green stretchy band and slip it around my ankles. Time for warm-up exercises! We all follow along as Mr. Robertsleads us through jumping jacks, arm circles, and other silly moves to get our bodies moving. I almost fall over a few times from laughing so hard.After warming up, Mr. Roberts splits us into teams for a game of purball. The purball is kind of like a soft volleyball, but it has these cool puffy bumps all over it. It looks like a spiky circle! Each team has to work together to hit the purball back and forth over the net without using our hands. We kick it, hit it with our heads, anything but hands!My team does pretty well, but Tommy on the other team is a real purball superstar. He can headbut that thing clear across the gym! Eventually his team wins the game. We all shake hands at the end and say "good game!"Next up is my favorite activity - the Obstacle Canyon! Mr. Roberts and a few other teachers have set up this awesome obstacle course that winds around the entire gym. We have to climb over humungous stackedmats, zigzag through a tunnel of hanging balls, and even army crawl under a giant mesh net!I'm about halfway through the canyon when I hear Mr. Roberts yell "Switch!". That means we have to trade places with a kid from the other line. I scramble out and switch with Lily, who takes over where I left off. Now it's my turn to cheer her on asshe climbs through the tires and shimmies across the zigzag bridge.After two awesome rounds through the Obstacle Canyon, it's finally time to play my #1 favorite game - Snake Pit! We all stand around the edge of the gym while Mr. Roberts picks two students to be the first "snakes". They have to slither around the floor without using their hands or feet, just wiggling like a snake. The rest of us have to avoid getting tagged by the snakes. If you get tagged, you become a snake too!I'm really good at dodging and weaving away from the snakes. But with more and more kids turning into snakes every minute, it gets really crazy! By the end, there are just a few of us left untagged, giggling and shrieking and leaping away from the huge tangle of snakes. Mr. Roberts finally calls time and we all collapse on the floor, breathing hard and grinning from ear to ear.Phew, what an awesome 4 o'clock activity session! I feel so tired but so happy. Mr. Roberts high-fives each of us on our way out the door. "See you next week for more fun!" he calls out. I can't wait!I meet my dad outside and tell him all about the games we played. He laughs at me describing the purball and obstaclecanyon. "Sounds like you had a blast!" As we walk towards the car, I realize my shoes are untied. I bend down to retie them, then pause and grin. During Snake Pit, the laces must have flapped out of their knots from all my crazy dodging and weaving. Proof of just how fun 4 o'clock activities really are!篇2My Exciting After-School Activity at Four O'ClockHi everyone! My name is Timmy, and I want to tell you about the amazing after-school activity that I am doing at four o'clock every afternoon. It's so much fun, and I always look forward to it!At four o'clock, my friends and I gather at the school playground to play soccer. We have a small soccer team, and we love playing and learning new skills together. Our coach, Mr. Davis, is very friendly and teaches us different techniques to improve our game.We start by warming up with some stretching exercises. This helps us prevent injuries and gets our bodies ready for the game. We stretch our legs, arms, and even our necks! It's a bit silly, but it's important. After the warm-up, we form two teams and get ready to play.The soccer field is bright green, and the goalposts stand tall and proud. As soon as Mr. Davis blows the whistle, we start running and kicking the ball. It's such an adrenaline rush! We try to score goals and defend our team's net. Sometimes we even have mini-tournaments and compete against other school teams. It's exciting and gives us a chance to show off our skills.During the game, we learn about teamwork and cooperation. We pass the ball to each other and communicate using special soccer terms like "pass," "shoot," and "defend." We cheer for our teammates when they do something great and encourage them when they make a mistake. It's not just about winning; it's about having fun and supporting each other.Playing soccer also helps us stay fit and healthy. We run a lot, which makes our hearts beat faster and strengthens our muscles. It's like a workout disguised as a game! We also learn about the importance of fair play and good sportsmanship. We shake hands with the opposing team at the end of the game and congratulate them, win or lose.After the game, we sit together and share our experiences. We talk about the goals we scored, the challenges we faced, and the strategies we used. It's a great way to learn from each other and improve our skills. Sometimes, we even watch professionalsoccer matches on TV and discuss the techniques used by famous players.At five o'clock, our soccer practice comes to an end. We say goodbye to each other and head home with big smiles on our faces. Even though we are tired, we feel happy and proud of what we have accomplished. Soccer has become more than just a game for us; it's a way to make篇3My Awesome After-School LEGO ClubHi there! Today I want to tell you all about my favorite after-school activity - the LEGO Club! It happens every Wednesday right after classes end at 3pm. By 4pm, we're already hard at work building the most amazing LEGO creations you've ever seen!The LEGO Club meets in the school cafeteria. It's a huge room with lots of big tables that are perfect for our builds. When I walk in, I see bins and bins full of LEGO bricks in every color imaginable. There are tubs for bricks, plates, windows, wheels, mini-figures and all the fun pieces like animals, trees, and cool accessories. Just looking at all those LEGOs gets me so excited to start building!Our LEGO club has about 20 members from grades 2-5. We have students from all the different classrooms, so it's a nice mix of ages and friends. My best buddies Joey and Emma are in the club too which makes it extra fun. Mrs. Martinez is the teacher who runs it and she's the best! She lets us use our creativity however we want but also helps us whenever we get stuck.Most days we just build whatever we feel like. Sometimes we'll make cool vehicles like spaceships, racecars or construction trucks. Other times we'll make detailed buildings like houses, castles or city skyscrapers. My favorite builds are the ones with lots of mini-figures so I can make up fun stories and adventures as I go. Joey loves building robots and machine things, while Emma is awesome at designed beautiful homes and shops. No matter what we make, Mrs. Martinez always has creative ideas to help make our builds even better.But we don't just build freely every week. Sometimes Mrs. Martinez will give us a challenge or special theme to work on. Like one week the challenge was to build the tallest possible tower using only 100 bricks. Another time we had to design and build our dream school classroom with desks, books, a teacher area and anything else we wanted. Just last month, the theme was to create our own new LEGO set - we had to build somethingcool, give it a name, and design the box art. I made "Dino World" which had a whole LEGO scene with dinosaurs, volcanoes, and an explorer camp. Joey built "Robo-Palooza" with a crazy futuristic city full of robots and mechs. Emma's "Rainbowland" was bright and colorful with glittery rainbows and sparkly castles everywhere. Those kinds of themed build days are super fun!My absolute favorite part of LEGO club is the end when we all get to show off our awesome creations. We'll gather around the big tables and take turns presenting what we built that day. We describe all the cool functions, explain our thinking behind the designs, and sometimes even do little skits acting out stories with the LEGO figures. Everyone oohs and ahhs over all the creative things we've made. Even Mrs. Martinez is always impressed by how imaginative we get! Once we've gone through everyone's build, we carefully place them on the display shelves around the room. I love seeing my newest LEGO creation up there with all the others we've done. By the time I leave the club, I've already got ideas swirling for what amazingly epic thing I'll make next week.LEGO club is my happy place. For those two hours every Wednesday, I can just immerse myself in building, creating, designing and using my imagination. And the best part is, I getto do it surrounded by all my friends who are just as crazy about LEGOs as I am! We build the coolest spaceships, craziest monsters, most detailed cities and anything else we can dream up - theOnly limit is our creativity! I'm literally counting down the days until next LEGO club already. Wednesday can't come soon enough!So that's my awesome after-school LEGO club! If you ask me, every school Needs to have an awesome LEGO-filled, imagination-boosting club like this. Building with LEGOs is just so much fun and you learn a ton about design, following instructions, visual creativity and problem solving too. But most of all, it's an incredibly good time! A couple hours of pure LEGO joy with your best buddies - what could be better than that? I'll give you a hint: nothing! Well, maybe a real life supply of infinite LEGOs...now THAT would be the best! A kid can dream, right? Gotta run - I have some LEGO preparations to do for next week. Let's go build something amazing!篇4After-School Adventures: The Chess ClubIt's 4 o'clock, and the school bell has just rung, signaling the end of another exciting day at Oakwood Primary School. Whilemost of my friends are rushing out to the playground or getting ready for their after-school activities, I'm headed to a very special place – the Chess Club!As I make my way down the hallway, I can't help but feel a little bit proud. You see, not everyone gets to be part of the Chess Club. You have to be really good at the game and show that you're serious about learning. Last year, when I first joined, I was one of the youngest members. But now, after months of practice and determination, I've become quite the little chess expert!I push open the door to the club's meeting room, and a familiar sight greets me. The long tables are already set up, with chessboards neatly arranged on top of them. The room is buzzing with excitement as my fellow club members trickle in, chatting excitedly about their day or analyzing their latest moves."Hey, Max!" I call out to my best friend, who's already claimed a seat at one of the tables. "Did you bring your notebook? I have a new strategy I want to show you."Max grins and holds up a well-worn notebook, covered in scribbles and diagrams. "You know it! I've been working on a new opening move, too. Can't wait to try it out."As more and more members arrive, the room starts to feel a little cramped, but that's just how we like it. Chess is all about concentration and focus, and the familiar buzz of voices and the clack of chess pieces against the boards create the perfect backdrop for our battles of wits.Finally, Mr. Thompson, our club advisor, claps his hands to get our attention. "Alright, everyone, settle down," he says with a smile. "It's time to begin our weekly chess tournament. You know the rules – no talking during games, and remember to be respectful of your opponents."With those words, the room falls silent, and the real fun begins. I take my seat across from Max, and we shake hands before setting up our pieces. The battle is on!For the next hour or so, the room is filled with the sound of clocks ticking and pieces being moved across the boards. Every now and then, someone will let out a little gasp or a cheer, but mostly, we're all too focused on our games to make much noise.I study the board intently, trying to anticipate Max's next move. He's always been a tricky opponent, but I've been practicing hard, and I think I might have a chance at beating him this time. Slowly, carefully, I move my knight into position, setting up a trap that I hope he'll fall for.Max narrows his eyes, clearly sensing my strategy. He leans back in his chair, stroking his chin as he considers his options. After what feels like an eternity, he makes his move, and I can't help but grin. He's walked right into my trap!With a few quick moves, I capture his queen, and just like that, the game is over. Max throws up his hands in defeat, but he's smiling. "Well played, my friend," he says. "You really had me going there for a while."We shake hands again, and I can't help but feel a sense of pride and accomplishment. Chess isn't just a game – it's a way of life, a constant challenge to think critically, strategize, and outsmart your opponent. And in the Chess Club, we're all united by our love for this ancient game and the thrill of a hard-fought battle.As the tournament winds down, Mr. Thompson calls us all together for a final debrief. He praises our moves, offers suggestions for improvement, and reminds us to keep practicing. "The more you play, the better you'll become," he says. "And who knows? Maybe one day, one of you will become a grandmaster!"We all laugh at the idea, but deep down, I can't help but wonder. Could I really become that good at chess one day? With enough dedication and practice, maybe it's not so far-fetched.As I gather up my things and head out of the school, I can't wait for next week's meeting. The Chess Club has become more than just an after-school activity for me – it's a place where I can challenge myself, learn from my mistakes, and grow as a person. And who knows what adventures and battles await me on the chessboard?篇5Yay, It's 4 O'Clock Activities!Ding ding ding! The final bell just rang, marking the end of another school day. But that doesn't mean it's time to go home yet - it's 4 o'clock activities time! I quickly gather up my books and supplies and race out to the hallway, not wanting to be late.Every Monday, Wednesday, and Friday, there are special activities and clubs that kids can join after regular classes end. There's something for everybody - art, music, sports, you name it! The hard part is choosing which one to go to. I usually just go with my friends since that makes it extra fun.Today, we all signed up for Arts & Crafts in the cafeteria. Mrs. Jenkins, who teaches 2nd grade, is the teacher leading it. She's really nice and always has great ideas for creative projects. When I get to the cafeteria, there are already a bunch of kids sitting at the tables with all sorts of art supplies spread out - crayons, markers, clay, pipe cleaners, pompoms, and more."Settle down everyone," Mrs. Jenkins calls out. "Today we're going to make sock puppets! Isn't that going to be fun?"There are murmurs of excitement as she shows us the plain white socks and other materials we'll be using to decorate them. Sockpuppets are the best - you can make them look like anything or anyone you can imagine. I've made puppets of my dog Bingo, my favorite superhero The Blur, and even one that looks just like my dad with his bald head and glasses."Let's get started! What animal or person do you want your puppet to be?" Mrs. Jenkins asks.My friend Molly raises her hand. "I'm going to do a unicorn!""Ooh, good idea! Unicorns are very popular," Mrs. Jenkins says with a smile.I think for a moment, and then I know - I'm going to make an alien! With crazy eyes and antennae and maybe even four arms. This is going to be so cool.For the next hour, the cafeteria is a flurry of activity as we snip and glue and stuff our socks to turn them into all kinds of crazy creations. I use green pipe cleaners for the alien's antennae and pompoms for its multiple eyes. Sally across from me is making a rabbit with a pink nose and floppy ears. Carlos is making what looks like a monster with purple fur and fangs made from white paper.Once we're done, Mrs. Jenkins has us go around the table to put on quick puppet shows with our creations. Molly's unicorn puppet goes on an adventure looking for rainbows. Carlos's monster goes "ROAR!" and pretends to eat a student (just playing, of course). I make my alien puppet speak in a funny alien language like "Bleep bloop bloop!" which makes everybody laugh.All too soon, it's 5 o'clock, which means 4 o'clock activities are over for today. We carefully put our puppets back into bags to take home and show our families. I can't wait to put on a show for my parents and little sister later!As I'm heading out the door, I hear Mrs. Jenkins call out, "Don't forget, kids - next session we're making Papier-mâché figures! Start thinking about what you might want to make."Papier-mâché? That's that stuff made out of paper and paste that you can mold into any shape, right? My mind is already racing with ideas. Maybe a dinosaur, or a rocket ship, or a bust of my head! This 4 o'clock activities session is going to be epic.I high-five Carlos and Molly as we go our separate ways. "See you guys next time!" I'll definitely be signing up again on Wednesday - 4 o'clock is the best time of the school day!篇6My Favorite After-School ClubDing ding ding! The final bell rings at 3:30pm, marking the end of another school day. I quickly pack up my books and head out to the lobby, eagerly awaiting the start of my favoriteafter-school activity - the Storytelling Club!Every Monday and Wednesday from 4-5pm, a small group of us gathers in the library to share stories, both ones we've written ourselves and classics we've read over the years. Mrs. Ellison, our sweet elderly librarian with rosy cheeks and a warm smile, is theclub supervisor. She has a magical way of bringing tales to life with her dramatic reading style and impressive array of character voices.As I enter the cozy library, the familiar scent of old books embraces me like an old friend. I spot a few of my clubmates already seated in a circle on the squashy beanbags in the reading nook. Molly gives me an enthusiastic wave, her fiery red pigtails bobbing up and down. Beside her, Amir flashes me a toothy grin from beneath his oversized baseball cap. Mrs. Ellison bustles out from behind the check-out counter, arms laden with an assortment of worn storybooks."Welcome, welcome! So wonderful to see all your bright smiling faces," she chirps in her singsong voice. "Who has a story to share with us today?"Amir's hand shoots up immediately. He's never been one to hold back. "Ooh, ooh, I do Mrs. E!" Without waiting to be called on, he launches into a meandering tale about a group of kids who find a magical refrigerator that can materialize any food they desire. Somehow it involves ninjas, robots, and a sassy talking squirrel. Only Amir's unique imagination could conceive of something so delightfully bizarre.Next up is Molly, who recounts a cherished folktale about a mythical unicorn and a young girl's quest to protect its forest home from greedy developers. Her freckled face glows with enthusiasm as she acts out the various characters, alternating between an airy, melodic voice for the unicorn and a gruff, growling tone for the villainous lumberjacks.As each person takes a turn, I find myself utterly transported to different fantastical realms - soaring over whimsical candy lands, delving into the depths of haunted pirate ships, even traversing alien worlds light years away. The library seems to melt away around us as we become fully immersed in the spell of storytelling.When my turn finally arrives, I take a deep breath and begin reciting a short story I penned about a youngwizard-in-training's mishaps at magic school. I may occasionally stumble over my words or mix up details, but my friends just listen with rapt attention, nodding in encouragement. In this safe space, there's no need for self-consciousness or fear of judgment. We're all here to celebrate our creativity and passion for tales untold.All too soon, the hour draws to a close. "Alright my darlings, I'm afraid it's time to wrap things up for today," Mrs. Ellisonchimes in with a hint of wistfulness. "But fret not - we'll pick up again same time on Wednesday. Perhaps you could spend some time between now and then dreaming up fresh new stories to dazzle us with!"As we groggily rise from our beanbag haven, I can't help but feel a tinge of sadness that the magic must end for today. Out in the harsh bright sunlight of the real world, unicorns and talking squirrels can't follow. But in my heart, I know those wondrous worlds are merely slumbering, waiting to be reawakened by the next spellbinding tale.I linger behind as the others head out, gazing at the titles lining the library shelves - The Chronicles of Narnia, Harry Potter, Holes, Charlotte's Web, innumerable enchanted lands and brave young heroes bound between pages. Mrs. Ellison seems to sense my reluctance to depart our storybook sanctuary.With a warm chuckle, she rests a frail hand on my shoulder. "Don't you worry, Liam. Those incredible places will always be here whenever you need to get swept away again." Her hazel eyes twinkle with a childlike glimmer of magic. "That's the true wonder of books, and of stories in general. They have a way of never really ending, of living on vividly in our imaginations long after the final word."I flash her a grateful smile, suddenly feeling lighter. As I sling my backpack over my shoulder and head for the door, I can't wait to come back on Wednesday and get lost in a brand new odyssey. No matter what awaits me out there in the ordinary world, I'll always have the extraordinary escape of storytime to look forward to. All I need to do is keep dreaming.。

美国药典541 titrimetry

美国药典541 titrimetry

Calculate the quantity, in mg, of thiamine hydrochloride (C12H17ClN4OS·HCl) in the assay material on the basis of the ali-quots taken. Where indicated, the quantity, in mg, of thiamine mononitrate (C12H17N5O4S) may be calculated by multiplyingthe quantity of C12H17ClN4OS·HCl found by 0.9706.á541ñ TITRIMETRYDirect Titrations—Direct titration is the treatment of a soluble substance, contained in solution in a suitable vessel (the titrate), with an appropriate standardized solution (the titrant), the endpoint being determined instrumentally or visually with the aid of a suitable indicator.The titrant is added from a suitable buret and is so chosen, with respect to its strength (normality), that the volume added is between 30% and 100% of the rated capacity of the buret. [N OTE—Where less than 10 mL of titrant is required, a suitable microburet is to be used.] The endpoint is approached directly but cautiously, and finally the titrant is added dropwise from the buret in order that the final drop added will not overrun the endpoint. The quantity of the substance being titrated may be calculated from the volume and the normality or molarity factor of the titrant and the equivalence factor for the substance given in the individual monograph.Residual Titrations—Some Pharmacopeial assays require the addition of a measured volume of a volumetric solution, in excess of the amount actually needed to react with the substance being assayed, the excess of this solution then being titrated with a second volumetric solution. This constitutes a residual titration and is known also as a “back titration.” The quantity of the substance being titrated may be calculated from the difference between the volume of the volumetric solution originally added, corrected by means of a blank titration, and that consumed by the titrant in the back titration, due allowance being made for the respective normality or molarity factors of the two solutions, and the equivalence factor for the substance given in the individual monograph.Complexometric Titrations—Successful complexometric titrations depend on several factors. The equilibrium constant for formation of the titrant-analyte complex must be sufficiently large that, at the endpoint, very close to 100% of the analyte has been complexed. The final complex must be formed rapidly enough that the analysis time is practical. When the analytical reaction is not rapid, a residual titration may sometimes be successful.In general, complexometric indicators are themselves complexing agents. The reaction between metal ion and indicator must be rapid and reversible. The equilibrium constant for formation of the metal-indicator complex should be large enough to produce a sharp color change but must be less than that for the metal-titrant complex. Indicator choice is also restricted by the pH range within which the complexation reaction must be carried out and by interference of other ions arising from the sample or the buffer. Interfering ions may often be masked or “screened” via addition of another complexing agent. (The masking technique is also applicable to redox titrations.)Oxidation-Reduction (Redox) Titrations—Determinations may often be carried out conveniently by the use of a reagent that brings about oxidation or reduction of the analyte. Many redox titration curves are not symmetric about the equivalence point, and thus graphical determination of the endpoint is not possible; but indicators are available for many determinations, and a redox reagent can often serve as its own indicator. As in any type of titration, the ideal indicator changes color at an endpoint that is as close as possible to the equivalence point. Accordingly, when the titrant serves as its own indicator, the difference between the endpoint and the equivalence point is determined only by the analyst's ability to detect the color change. A common example is the use of permanganate ion as an oxidizing titrant since a slight excess can easily be detected by its pink color. Other titrants that may serve as their own indicators are iodine, cerium (IV) salts, and potassium dichromate. In most cases, however, the use of an appropriate redox indicator will yield a much sharper endpoint.It may be necessary to adjust the oxidation state of the analyte prior to titration through use of an appropriate oxidizing or reducing agent; the excess reagent must then be removed, e.g., through precipitation. This is nearly always the practice in the determination of oxidizing agents since most volumetric solutions of reducing agents are slowly oxidized by atmospheric oxy-gen.Titrations in Nonaqueous Solvents—Acids and bases have long been defined as substances that furnish, when dissolved in water, hydrogen and hydroxyl ions, respectively. This definition, introduced by Arrhenius, fails to recognize the fact that prop-erties characteristic of acids or bases may be developed also in other solvents. A more generalized definition is that of Bröns-ted, who defined an acid as a substance that furnishes protons, and a base as a substance that combines with protons. Even broader is the definition of Lewis, who defined an acid as any material that will accept an electron pair, a base as any material that will donate an electron pair, and neutralization as the formation of a coordination bond between an acid and a base.The apparent strength of an acid or a base is determined by the extent of its reaction with a solvent. In water solution all strong acids appear equally strong because they react with the solvent to undergo almost complete conversion to oxonium ion and the acid anion (leveling effect). In a weakly protophilic solvent such as acetic acid the extent of formation of the ace-tate acidium ion shows that the order of decreasing strength for acids is perchloric, hydrobromic, sulfuric, hydrochloric, andnitric (differentiating effect).Acetic acid reacts incompletely with water to form oxonium ion and is, therefore, a weak acid. In contrast, it dissolves in a base such as ethylenediamine, and reacts so completely with the solvent that it behaves as a strong acid. The same holds for perchloric acid.This leveling effect is observed also for bases. In sulfuric acid almost all bases appear to be of the same strength. As the acid properties of the solvent decrease in the series sulfuric acid, acetic acid, phenol, water, pyridine, and butylamine, the bases become progressively weaker until all but the strongest have lost their basic properties. In order of decreasing strength, the strong bases are sodium 2-aminoethoxide, potassium methoxide, sodium methoxide, and lithium methoxide.Many water-insoluble compounds acquire enhanced acidic or basic properties when dissolved in organic solvents. Thus the choice of the appropriate solvent permits the determination of a variety of such materials by nonaqueous titration. Further-more, depending upon which part of a compound is the physiologically active moiety, it is often possible to titrate that part by proper selection of solvent and titrant. Pure compounds can be titrated directly, but it is often necessary to isolate the active ingredient in pharmaceutical preparations from interfering excipients and carriers.The types of compounds that may be titrated as acids include acid halides, acid anhydrides, carboxylic acids, amino acids,enols such as barbiturates and xanthines, imides, phenols, pyrroles, and sulfonamides. The types of compounds that may be titrated as bases include amines, nitrogen-containing heterocyclic compounds, oxazolines, quaternary ammonium com-pounds, alkali salts of organic acids, alkali salts of weak inorganic acids, and some salts of amines. Many salts of halogen acids may be titrated in acetic acid or acetic anhydride after the addition of mercuric acetate, which removes halide ion as the unionized mercuric halide complex and introduces the acetate ion.For the titration of a basic compound, a volumetric solution of perchloric acid in glacial acetic acid is preferred, although perchloric acid in dioxane is used in special cases. The calomel-glass electrode system is useful in this case. In acetic acid sol-vent, this electrode system functions as predicted by theory.For the titration of an acidic compound, two classes of titrant are available: the alkali metal alkoxides and the tetraalkylam-monium hydroxides. A volumetric solution of sodium methoxide in a mixture of methanol and toluene is used frequently, al-though lithium methoxide in methanol-benzene solvent is used for those compounds yielding a gelatinous precipitate on titra-tion with sodium methoxide.The alkali error limits the use of the glass electrode as an indicating electrode in conjunction with alkali metal alkoxide ti-trants, particularly in basic solvents. Thus, the antimony-indicating electrode, though somewhat erratic, is used in such titra-tions. The use of quaternary ammonium hydroxide compounds, e.g., tetra-n -butylammonium hydroxide and trimethylhexade-cylammonium hydroxide (in benzene-methanol or isopropyl alcohol), has two advantages over the other titrants in that (a)the tetraalkylammonium salt of the titrated acid is soluble in the titration medium, and (b) the convenient and well-behaved calomel-glass electrode pair may be used to conduct potentiometric titrations.Because of interference by carbon dioxide, solvents for acidic compounds need to be protected from excessive exposure to the atmosphere by a suitable cover or by an inert atmosphere during the titration. Absorption of carbon dioxide may be deter-mined by performing a blank titration. The blank should not exceed 0.01 mL of 0.1 N sodium methoxide VS per mL of sol-vent.The endpoint may be determined visually by color change, or potentiometrically, as indicated in the individual monograph.If the calomel reference electrode is used, it is advantageous to replace the aqueous potassium chloride salt bridge with 0.1 N lithium perchlorate in glacial acetic acid for titrations in acidic solvents or potassium chloride in methanol for titrations in basic solvents.Where these or other mixtures are specified in individual monographs, the calomel reference electrode is modified by first removing the aqueous potassium chloride solution and residual potassium chloride, if any, by rinsing with water, then elimi-nating residual water by rinsing with the required nonaqueous solvent, and finally filling the electrode with the designated nonaqueous mixture.In nearly all cases, except those where silver ion might interfere, a silver-silver chloride reference electrode may be substitu-ted for the calomel electrode. The silver-silver chloride electrode is more rugged, and its use helps to eliminate toxic mercury salts from the laboratory. Generally, a salt bridge may be used to circumvent interference by silver ion.The more useful systems for titration in nonaqueous solvents are listed in Table 1.Table 1. Systems for Nonaqueous TitrationsType ofAcidic (for titrationof bases and theirsalts)Relatively Neutral(for differentialtitration of bases)Basic (for titrationof acids)Relatively Neutral(for differentialtitration of acids) Solvent1Glacial Acetic Acid Acetonitrile Dimethylformamide AcetoneAcetic Anhydride Alcohols n-Butylamine AcetonitrileFormic Acid Chloroform Pyridine Methyl Ethyl KetonePropionic Acid Benzene Ethylenediamine Methyl Isobutyl KetoneSulfuryl Chloride Toluene Morpholine tert-Butyl AlcoholChlorobenzeneEthyl AcetateDioxaneIndicator Crystal Violet Methyl Red Thymol Blue Azo VioletQuinaldine Red Methyl Orange Thymolphthalein Bromothylmol Bluep-Naphtholbenzein p-Naphtholbenzein Azo Violet p-HydroxyazobenzeneAlphezurine 2-G o-Nitroaniline Thymol BlueMalachite Green p-HydroxyazobenzeneElectrodes Glass–calomel Glass–calomel Antimony–calomel Antimony–calomelGlass–silver–silver chloride Calomel–silver–silverchlorideAntimony–glass Glass–calomelMercury–mercuric acetate Antimony–antimony2Glass–platinum2Platinum–calomelGlass–calomel1 Relatively neutral solvents of low dielectric constant such as benzene, toluene, chloroform, or dioxane may be used in conjunction with any acidic or basic solvent in order to increase the sensitivity of the titration end-points.2 In titrant.Indicator and Potentiometric Endpoint Detection—The simplest and most convenient method by which the equivalence point, i.e., the point at which the stoichiometric analytical reaction is complete, may be determined is with the use of indica-tors. These chemical substances, usually colored, respond to changes in solution conditions before and after the equivalence point by exhibiting color changes that may be taken visually as the endpoint, a reliable estimate of the equivalence point.A useful method of endpoint determination results from the use of electrochemical measurements. If an indicator electrode, sensitive to the concentration of the species undergoing titrimetric reaction, and a reference electrode, whose potential is in-sensitive to any dissolved species, are immersed in the titrate to form a galvanic cell, the potential difference between the elec-trodes may be sensed by a pH meter and used to follow the course of the reaction. Where such a series of measurements is plotted correctly (i.e., for an acid-base titration, pH versus mL of titrant added; for a precipitimetric, complexometric, or oxida-tion-reduction titration, mV versus mL of titrant added), a sigmoid curve results with a rapidly changing portion (the “break”) in the vicinity of the equivalence point. The midpoint of this linear vertical portion or the inflection point may be taken as the endpoint. The equivalence point may also be determined mathematically without plotting a curve. However, it should be no-ted that in asymmetrical reactions, which are reactions in which the number of anions reacting is not the same as the number of cations reacting, the endpoint as defined by the inflection of the titration curve does not occur exactly at the stoichiometric equivalence point. Thus, potentiometric endpoint detection by this method is not suitable in the case of asymmetric reactions, examples of which are the precipitation reaction,2Ag+ + CrO4–2and the oxidation-reduction reaction,5Fe+2 + MnO4–.All acid-base reactions, however, are symmetrical. Thus, potentiometric endpoint detection may be employed in acid-base ti-trations and in other titrations involving symmetrical reversible reactions where an indicator is specified, unless otherwise direc-ted in the individual monograph.Two types of automatic electrometric titrators are available. The first is one that carries out titrant addition automatically and records the electrode potential differences during the course of titration as the expected sigmoid curve. In the second type, titrant addition is performed automatically until a preset potential or pH, representing the endpoint, is reached, at which point the titrant addition ceases.Several acceptable electrode systems for potentiometric titrations are summarized in Table 2.Table 2. Potentiometric Titration Electrode SystemsTitration Indicating Electrode Equation 1Reference Electrode Applicability 2Acid-base Glass E = k + 0.0591 pH Calomel or silver–silver chlorideTitration of acids and basesPrecipitimetric (silver)Silver E = E° + 0.0591 log [Ag +]Calomel (with potassium ni-trate salt bridge)Titration with or of silver in-volving halides or thiocya-nateComplexometric Mercury–mercury(II) E = E° + 0.0296(log k ¢ − pM)Calomel Titration of various metals(M), e.g., Mg +2, Ca +2 Al +3,Bi +3, with EDTAOxidation–reduction Platinum E = E° + (0.0591/n) × log [ox]/[red]Calomel or silver–silver chloride Titrations with arsenite, bro-mine, cerate, dichromate,exacyonoferrate(III), iodate,nitrite, permanganate, thio-sulfate1 Appropriate form of Nernst equation describing the indicating electrode system: k = glass electrode constant; k ¢ = constant derived from Hg–Hg(II)–EDTA equi-librium; M = any metal undergoing EDTA titration; [ox] and [red] from the equation, ox + n e ®¬red.2Listing is representative but not exhaustive.Blank Corrections—As previously noted, the endpoint determined in a titrimetric assay is an estimate of the reaction equiv-alence point. The validity of this estimate depends upon, among other factors, the nature of the titrate constituents and theconcentration of the titrant. An appropriate blank correction is employed in titrimetric assays to enhance the reliability of theendpoint determination. Such a blank correction is usually obtained by means of a residual blank titration , wherein the required procedure is repeated in every detail except that the substance being assayed is omitted. In such instances, the actual volumeof titrant equivalent to the substance being assayed is the difference between the volume consumed in the residual blank titra-tion and that consumed in the titration with the substance present. The corrected volume so obtained is used in calculatingthe quantity of the substance being titrated, in the same manner as prescribed under Residual Titrations . Where potentiometricendpoint detection is employed, the blank correction is usually negligible.á551ñ VITAMIN E ASSAYINTRODUCTIONThe following liquid chromatographic procedures are provided for the determination of vitamin E as an active pharmaceutical ingredient, as a dietary supplement ingredient, or as a component in compendial dosage forms in the forms of alpha toco-pherol (C 29H 50O 2), alpha tocopheryl acetate (C 31H 52O 3), or alpha tocopheryl acid succinate (C 33H 54O5).Throughout this assay, protect solutions containing, and derived from, the test specimen and the Reference Standard from the atmosphere and light, preferably by the use of a blanket of inert gas and low-actinic glassware.Where vitamin E (alpha tocopherol, alpha tocopheryl acetate, or alpha tocopheryl acid succinate) is specified in the following procedure, use the chemical form present in the formulation and the relevant USP Reference Standard.ASSAY• P ROCEDURE 1•This procedure can be used to determine vitamin E in:•Oil-Soluble Vitamins Tablets•Oil-Soluble Vitamins Capsules•Oil-Soluble Vitamins with Minerals Tablets•Oil-Soluble Vitamins with Minerals Capsules•Oil- and Water-Soluble Vitamins Tablets•Oil- and Water-Soluble Vitamins Capsules•Oil- and Water-Soluble Vitamins with Minerals Tablets•Oil- and Water-Soluble Vitamins with Minerals Capsules•This is a neutral procedure that involves the use of dimethyl sulfoxide to dissolve the excipients in the sample, fol-lowed by a liquid–liquid extraction of vitamin E with hexane. The hexane extract is then evaporated in vacuum todryness, and the residue is reconstituted in methanol prior injection into the chromatograph.•Unless specified in the individual monographs, the System suitability solution , Standard solution , Sample solutions , and reagent solutions are prepared as follows.Solution A:Phosphoric acid solution (1 in 100) in waterMobile phase: Methanol and Solution A (19:1)。

《金融英语》习题答案unit1-10

《金融英语》习题答案unit1-10

“高职高专商务英语专业规划教材”Unit 1 Financial Market Research练习参考答案I.Read through the text and answer the following questions.1.A financial market is a mechanism that allows people to easily buy andsell (trade) financial securities (such as stocks and bonds), commodities (such as precious metals or agricultural goods), and other fungible items of value at low transaction costs and at prices that reflect the efficient-market hypothesis.2.The raising of capital ;the transfer of risk and international trade3.Capital markets,commodity markets,money markets, derivative markets,insurance markets and foreign exchange markets .4.Financial markets fit in the relationship between lenders andborrowers.5.Individuals, companies, governments, municipalities and publiccorporations.II. Paraphrase the following expressions or abbreviations and translate them into ChineseCheck the answers from the Special Term Lists.III. Fill in the blanks with the proper wordsThe global financial crisis, brewing for a while, really started to show its effects in the middle of 2007 and into 2008. Around the world stock markets have fallen, large financial institutions have collapsed or been bought out, and governments in even the wealthiest nations have had to come up with rescue packages to bail out their financial systems.On the one hand many people are concerned that those responsible for the financial problems are the ones being bailed out, while on the other hand, a global financial meltdown will affect the livelihoods of almost everyone in an increasingly inter-connected world. The problem could have been avoided, if ideologues supporting the current economics models weren’t so vocal, influential and inconsiderate of others’ viewpoints and concerns.IV.Translation.1.金融市场包括很多方面,包括资本市场,华尔街,甚至是市场本身。

外文翻译--计算机程序

外文翻译--计算机程序

外文原文:Computer Program1IntroductionComputer Program, set of instructions that directs a computer to perform some processing function or combination of functions. For the instructions to be carried out, a computer must execute a program, that is, the computer reads the program, and then follow the steps encoded in the program in a precise order until completion. A program can be executed many different times, with each execution yielding a potentially different result depending upon the options and data that the user gives the computer.Programs fall into two major classes: application programs and operating systems. An application program is one that carries out some function directly for a user, such as word processing or game-playing. An operating system is a program that manages the computer and the various resources and devices connected to it, such as RAM, hard drives, monitors, keyboards, printers, and modems, so that they may be used by other programs. Examples of operating systems are DOS, Windows 95, OS\2, and UNIX.2Program DevelopmentSoftware designers create new programs by using special applications programs, often called utility programs or development programs. A programmer uses another type of program called a text editor to write the new program in a special notation called a programming language. With the text editor, the programmer creates a text file, which is an ordered list of instructions, also called the program source file. The individual instructions that make up the program source file are called source code. At this point, a special applications program translates the source code into machine language, or object code—a format that the operating system will recognize as a proper program and be able to execute.Three types of applications programs translate from source codeto object code: compilers, interpreters, and assemblers. The three operate differently and on different types of programming languages, but they serve the same purpose of translating from a programming language into machine language.A compiler translates text files written in a high-level programming language--such as FORTRAN, C, or Pascal—from the source code to the object code all at once. This differs from the approach taken by interpreted languages such as BASIC, APL and LISP, in which a program is translated into object code statement by statement as each instruction is executed. The advantage to interpreted languages is that they can begin executing the program immediately instead of having to wait for all of the source code to be compiled. Changes can also be made to the program fairly quickly without having to wait for it to be compiled again. The disadvantage of interpreted languages is that they are slow to execute, since the entire program must be translated one instruction at a time, each time the program is run. On the other hand, compiled languages are compiled only once and thus can be executed by the computer much more quickly than interpreted languages. For this reason, compiled languages are more common and are almost always used in professional and scientific applications.Another type of translator is the assembler, which is used for programs or parts of programs written in assembly language. Assembly language is another programming language, but it is much more similar to machine language than other types of high-level languages. In assembly language, a single statement can usually be translated into a single instruction of machine language. Today, assembly language is rarely used to write an entire program, but is instead most often used when the programmer needs to directly control some aspect of the computer’s function.Programs are often written as a set of smaller pieces, with each piece representing some aspect of the overall applicationprogram. After each piece has been compiled separately, a program called a linker combines all of the translated pieces into a single executable program.Programs seldom work correctly the first time, so a program called a debugger is often used to help find problems called bugs. Debugging programs usually detect an event in the executing program and point the programmer back to the origin of the event in the program code.Recent programming systems, such as Java, use a combination of approaches to create and execute programs. A compiler takes a Java source program and translates it into an intermediate form. Such intermediate programs are then transferred over the Internet into computers where an interpreter program then executes the intermediate form as an application program.3Program ElementsMost programs are built from just a few kinds of steps that are repeated many times in different contexts and in different combinations throughout the program. The most common step performs some computation, and then proceeds to the next step in the program, in the order specified by the programmer. Programs often need to repeat a short series of steps many times, for instance in looking through a list of game scores and finding the highest score. Such repetitive sequences of code are called loops.One of the capabilities that makes computer so useful is their ability to make conditional decisions and perform different instructions based on the values of data being processed. If-then-else statements implement this function by testing some piece of data and then selecting one of two sequences of instructions on the basis of the result. One of the instructions in these alternatives may be a goto statement that directs the computer to select its next instruction from a different part of the program. For example, a program might compare two numbers and branch to a different part of the program depending on theresult of the comparison:If x is greater than yThenGoto instruction # 10Else continueProgram often use a specific sequence of steps more than once. Such a sequence of steps can be grouped together into a subroutine, which can then be called, or accessed, as needed in different parts of the main program. Each time a subroutine is called, the computer remembers where it was in the program when the call was made, so that it can return there upon completion of the subroutine, allowing a very general piece of code to be written once and used in multiple ways.Most programs use several varieties of subroutines. The most common of these are functions, procedures, library routines, system routines, and device drivers. Functions are short subroutines that compute some value, such as computations of angles, which the computer cannot compute with a single basic instruction. Procedures perform a more complex function, such as sorting a set of names. Library routines are subroutines that are written for use by many different programs. System routines are similar to library routines but are actually found in the operating system. They provide some service for the application programs, such as printing a line of text. Device drivers are system routines that are added to an operating system to allow the computer to communicate with a new device, such as a scanner, modem, or printer. Device drivers often have features that can be executed directly as applications programs. This allows the user to directly control the device, which is useful if, for instance, a color printer needs to be realigned to attain the best printing quality after changing an ink cartridge.4Program FunctionModern computers usually store programs on some form of magnetic storage media that can be accessed randomly by thecomputer, such as the hard drive disk permanently located in the computer, or a portable floppy disk. Additional information on such disks, called directories, indicate the names of the various program begins on the disk media. When a user directs the computer to execute a particular application program, the operating system looks through these directories, locates the program, and reads a copy into RAM. The operating system then directs the CPU to start executing the instructions at the beginning of the program. Instructions at the beginning of the program prepare the computer to process information by locating free memory locations in RAM to hold working data, retrieving copies of the standard options and defaults the user has indicated from a disk, and drawing initial displays on the monitor.The application program requests copy of any information the user enters by making a call to a system routine. The operating system converts any data so entered into a standard internal form. The application then uses this information to decide what to do next---for example, perform some desired processing function such as reformatting a page of text, or obtain some additional information from another file on a disk. In either case, calls to other system routines are used to actually carry out the display of the results or the accessing of the file from the disk.When the application reaches completion or is prompted to quit, it makes further system calls to make sure that all data that needs to be saved has been written back to disk. It then makes a final system call to the operating system indicating that it is finished. The operating system then frees up the RAM and any device that the application was using and awaits a command from the user to start another program.5 HistoryPeople have been storing sequences of instructions in the form of a program for several centuries. Music boxes of the 18thcentury and player pianos of the late 19th and early 20th centuries played musical programs stored as series if metal pins, or holes in paper, with each line representing when a note was to be played, and the pin or hole indicating what note was to be played at that time. More elaborate control of physical devices became common in the early 1800s with French inventor Joseph Marie Jacquard’s invention of the punch-card controlled weaving loom. In the process of weaving a particular pattern, various parts of the loom had to be mechanically positioned. To automate this process, Jacquard used a single paper card to represent each positioning of the loom, with hole in the card to indicate which loom actions should be done. An entire tapestry could be encoded onto a deck of such cards, with the same deck yielding the same tapestry design each time it was used. Programs of over 24,000 card were developed and used. The world’s first programmable machine was designed---although never fully built---by the English mathematician and inventor, Charles Babbage. This machine, called the Analytical Engine, used punch cards similar to those used in the Jacquard loom to select the specific arithmetic operation to apply at each step. Inserting a different set of cards changed the computations the machine performed. This machine had counterparts for almost everything found in modern computers, although it was mechanical rather than electrical. Construction of the Analytical Engine was never completed because the technology required to build it did not exist at the time.The first card deck programs for the Analytical Engine were developed by British mathematician Countess Augusta Ada Lovelace, daughter of the poet Lord Byron. For this reason she is recognized as the world’s first programmer.The modern concept of an internally stored computer program was first proposed by Hungarian-American mathematician John von Neumann in 1945. Von Neumann’s idea was to use the computer’smemory to store the program as well as the data. In this way, programs can be viewed as data and can be processed like data by other programs. This idea greatly simplifies the role of program storage and execution in computers.6 The FutureThe field of computer science has grown rapidly since the 1950s due to the increase in their use. Computer programs have undergone many changes during this time in response to user need and advances in technology. Newer ideas in computing such as parallel computing, distributed computing, and artificial intelligence, have radically altered the traditional concepts that once determined program form and function.Computer scientists working in the field of parallel computing, in which multiple CPUs cooperate on the same problem at the same time, have introduced a number of new program models. In parallel computing parts of a problem are worked on simultaneously by different processors, and this speeds up the solution of the problem. Many challenges face scientists and engineers who design programs for parallel processing computers, because of the extreme complexity of the systems and the difficulty involved in making them operate as effectively as possible.Another type of parallel computing called distributed computing uses CPUs from many interconnected computers to solve problems. Often the computers used to process information in a distributed computing application are connected over the Internet. Internet applications are becoming a particularly useful form of distributed computing, especially with programming languages such as Java. In such applications, a user logs onto a web site and downloads a Java program onto their computer. When the Java program is run, it communicates with other programs at its home Web site, and may also communicate with other programs running on different computers or Web sites.Research into artificial intelligence has led to several other new styles of programming. Logic programs, for example, do not consist of individual instructions for the computer to follow blindly, but instead consist of sets of rules: if x happens then do y. A special program called an inference engine uses these rules to “reason”its way to a conclusion when presented with a new problem. Applications of logic programs include automatic monitoring of complex systems, and proving mathematical theorems.A radically different approach to computing in which there is no program in the conventional sense is called a neural network.A neural network is a group of highly interconnected simple processing elements, designed to mimic the brain. Instead of having a program direct the information processing in the way that a traditional computer does, a neural network processes information depending upon the way that its processing elements are connected. Programming a neural network is accomplished by presenting it with known patterns of input and output data and adjusting the relative importance of the interconnections between the processing elements until the desired pattern matching is accomplished. Neural networks are usually simulated on traditional computers, but unlike traditional computer programs, neural networks are able to learn from their experience.。

2023-2024学年内蒙古自治区乌兰察布市高一上学期1月期末英语试题

2023-2024学年内蒙古自治区乌兰察布市高一上学期1月期末英语试题

2023-2024学年内蒙古自治区乌兰察布市高一上学期1月期末英语试题How exercising changed their lifeName: Katelyn Block, 19The problem: At the end of her junior year of high school, she fell into a serious eating disorder.The change: She was an athlete, but while she was sick, she stopped running. Later, she decided to get back into running. She made the decision to build her body back from the ground up. With a few months of hard work and determination, she graduated from high school with a healthy body. Name: Amalia Biro, 24The problem: Amalia was a horseback rider with her sight set on the Olympics, until one day she was thrown off a horse, leaving her left knee badly injured.The change: She ran a 5K at the request of her friend. Running lets her clear her head. She found herself starting to turn to running instead of breaking away from her social life. And she was in good shape and felt better than before.Name: Sarah Jane Parker, 28The problem: She had a lot of fear and anxiety about different things. The fear was taking over her life.The change: She tried indoor rock climbing with her friend’s encouragement. When she finally managed to climb to the top, she fell in love with the sport. Eventually she used the courage she got from climbing to break away from her fear. Name: Kimberly Whittaker, 25The problem: Two car accidents in one month made Kimberly have joint problems in both knees and pain in her lower back.The change: She joined a gym and worked with a physical trainer three times a week to help her become healthy again. She took spin classes (动感单车) the most often because she felt like she was able to focus her energy just on riding.1. What was the problem that Katelyn was facing?A.She got a fever. B.She was anxious.C.She couldn’t eat normally.D.She hurt her knees.2. What do Amalia and Sarah have in common?A.They had the same dream. B.They attended the Olympics.C.They didn’t trust themselves.D.They should thank their friends. 3. How did Kimberly become healthy again?A.By changing her diet. B.By seeing a doctor.C.By joining a gym. D.By studying hard.Growing old is something that happens to all of us. But often, older people seem “invisible” in society. Many people see them as physically weak, helpless or unable to contribute anything.Starting in 1990, the United Nations has made Oct 1 of every year the International Day of Older Persons. It is a day to fight this stereotype (刻板印象) and raise awareness of issues faced by older people in society.How do you feel about getting old? I chatted with my grandma to find out her opinions. Born in 1927, my grandma Solveig King grew up in Sweden during the Great Depression of the 1930s and World War Ⅱ. Everything was rationed (定量配给). There were no outdoor lights and no running water. “But it was a very happy childhood: snow every winter and always sunshine in summer, enough food, but no luxuries,” she said. This explains where she got her habit of keeping old boxes and containers and nev er wasting any food. It’s a habit many people of her generation seem to have. In 2015, I went to live with my grandma for a few months. We would sit together and read books, go to the swimming pool, watch some travel programs or documentaries on TV, do some gardening, try some crossword puzzles, and then do it all again the next day. It was quite fun!Now 96 years old and in a wheelchair, Solveig can’t go swimming any more, but she still keeps up with her other hobbies. “I don’t feel ‘old’, just a little di sabled! But I never wish I could do something I know I can’t do. I remember one of my favorite teachers saying: ‘That is just wasted mental energy!’ Nor do I ever wish to relive any part of my life. I am very happy with the road I have taken.”As for getting older and wiser, Solveig thinks wisdom comes with experience and reasoning, but not everyone is willing to take notice of it. And she keeps a curious and adventurous mindset. “Soon, I’ll need to go live at a nursing home for two weeks while my family is away. I’m excited because I’ll get to learn all about old people!” she said.4. What does Solveig think of her childhood?A.It was filled with fear due to the war. B.It was marked by food shortages.C.It was joyful despite hardships. D.It was poor and hopeless.5. What does Solveig think about her life?A.She longs to relive it. B.She regrets wasting her mental energy.C.She feels upset about aging. D.She is satisfied with her decisions.6. What does Solveig think is the origin of wisdom?A.Curiosity and open-mindedness. B.Experience and reasoning.C.Extensive reading. D.Formal education.7. Which of the following best describes Solveig?A.Funny and generous. B.Curious and positive.C.Creative and sociable. D.Friendly and patient.The Yellow River is the cradle of China’s civilization. And flood control and prevention have always been key to the wellbeing of the people living along it. Now, scientists can better work on these issues by giving the river a digital twin.The digital twin of the Yellow River uses various technologies, including big data, artificial intelligence, and the internet of things. Devices (设备) set up along the river collect and transmit information to the center. Based on the information, a 3D model of the river is presented on the computer screen. It’s like the Yellow River has a twin that reflects its real conditions.One big breakthrough in the river’s digital governance (治理) is “smart stones”. According to Wang Qin, a lead researcher at the Information Center of Yellow River Henan Bureau, a smart stone is a water-proof stone-shaped device with chips, a battery, and a signal transmitter. They are buried in important dike (堤坝) locations to record and report the movement of dike stones. “Upon feeling movement of the dike stones, the smart stone sends an alarm to the center for quick response,” Wang said.“In the past, researchers had to learn the conditions of the dike on the spot by themselves, putting their lives at risk,” said Zhao Xiao from the bureau. “Now the smart stones ca n do this for us, more safely, quickly, and accurately.”And in the sky, drones (无人机) are flying. On the routes designed by engineers, the drones become expert patrollers (巡逻员) of the river, looking at its dikes and flood prevention projects. According to Shen Lin from the Yellow River Conservancy Commission, thanks to the drones, researchers at the command center can get first-hand photos and information. “Researchers then update the 3D model according to the changes the drones reported. The newly updated model helps us test our floodwater release plans in case we ever need to batten down the hatches (未雨绸缪), ”said Shen.Under the water and up in the sky, intelligence systems are helping to protect the Yellow River Basin on all fronts. According to the Ministry of Water Resources, in the future, we can expect to see the construction of an even more comprehensive digital system for this important river.8. What is the main purpose of creating a digital twin of the Yellow River?A.To conduct historical research.B.To create a virtual tourist attraction.C.To raise public awareness of river protection.D.To improve flood control and prevention efforts.9. How do the smart stones contribute to the river’s digital governance?A.They record water quality.B.They improve the river’s beauty.C.They monitor and report dike movements.D.They serve as markers for important locations.10. What is one of the functions of drones in the digital governance of the Yellow River?A.Entertaining tourists. B.Collecting information on dikeconditions.C.Patrolling and take wildlife photos. D.Testing water quality.11. What does the under lined word “comprehensive” in the last paragraph probably mean?A.Complete. B.Basic. C.Beautiful. D.Natural.Do you know about bioplastic (生物塑料)? It is a kind of plastic. But it is different. Normal plastic is made from chemical materials and takes a very long time to degrade (降解). But bioplastic is good for the environment. It is made by using bacteria (细菌) to process natural sources like vegetable oils, corn or sugar. It can degrade more easily.But there is a problem with bioplastic. The “food” that bacteria eat is also what we eat. This means that bacteria are competing against humans for the same resources.Now scientists have found a new way to make bioplastic using two kinds of bacteria and sunlight, according to Newsweek.One of the bacteria is called synthetic cyanobacteria (合成蓝藻), which can use sunlight to produce sugar. The other kind is Halomonas boliviensis (玻利维亚盐单胞菌), which lives in the salty waters of Bolivia. It eats the sugar that the first bacteria produce and then it can produce polymers (聚合物). Polymers are used to create bioplastics. The way the bacteria store polymers is similar to how humans store fats.Producing bioplastic with these two bacteria has many advantages. It is 20 times faster than the normal way we produce bioplastic. Also, using these two bacteria saves resources.First, producing large amounts of bioplastic requires corn and sugar, which are used to feed normal bacteria. And growing corn and sugar needs farmland. But these two special bacteria can just use sunlight. The land that is saved can be used to grow food for humans.Besides, this process doesn’t need rich land or clean water at all, scient ists said to Newsweek.The next challenge scientists face is that they want to put their lab research into real-world practice. By doing this, bioplastic made with these two bacteria can be widely produced in the future.12. What’s special about the biopla stic compared to normal plastic?A.It is easier to transport. B.It is easier to degrade.C.It produces no waste. D.It uses more materials.13. What problem can bioplastic cause?A.Humans might have less food to eat.B.It helps spread harmful bacteria.C.People are afraid to use bioplastic.D.It leads to the overuse of chemical materials.14. What advantages can the new way of making bioplastic have?A.It only requires farmland. B.It saves time and resources.C.It helps kill harmful bacteria. D.Its process produces lots of fats.15. What is the main idea of the text?A.Bacteria can be environmentally friendly.B.Bacteria are competing with humans for resources.C.Scientists introduced a new way to fight bacteria.D.Scientists invented a better way of producing bioplastic.If your stress-response is always on, your immune system suffers and your blood pressure increases.16 . So what are some ways to quiet your body’s stress response and gain some much-needed calm?17The first way to start your relaxation mode is to breathe. Now, you may be saying, “I breathe all day. If I didn’t, I’d be dead.” 18 . But many of us go through our days without breathing deeply. There’s a difference between stressed-out shallow breathing and slow, deep breaths. This kind of deep breathing leads to all sorts of health benefits such as decreased oxygen consumption, decreased blood pressure, and increased carefulness.Practice ImaginationYou can experience that relaxation mode by trying imagination. My favorite is to imagine I’m on a beach. I use all five senses to try to bury myself in the imagined experience of relaxation on a beach.I try to smell the ocean air and see and hear the waves. 19 .Play Pretend20 . I find that if I pretend I’m a professional California surfer, it’s much easier to decrease stress and get into my relaxation mode. A simple “No problem” can go a really long way.I started collecting shopping lists around 1997. It was just by ________. I was shopping for my wife’s birthday party in St Louis, and I remember coming across a yellow sticky note. I picked it up and it was somebody’s shopping list. I thought, “That’s ______ Whenever I see them at the store, I am goin g to ________ them. ”At first, it was just people I knew who would ________ lists for me. In 2000, I put it online. The Internet then was fun and friendly. A lot of people ________ me. Therefore, I set up a(n) ________ and started receiving lists from everywhere in the world. Around 2005, a publisher approached me and wanted to turn my ________ into a book. That’s when I started going through all my lists, figuring out ways to interpret (诠释) and ________ them.I found lists written on ________ things: leaflets (传单), clothing tags (标签), tax return forms and even a piece of wood. Some lists are written in detail. Others are ________ or short. There is one with just “toothbrush”, and another with just “celery (芹菜)”—not exactly the one-item list you would expect. Lists can ________ you all sorts of things about a person. Some of us are ________ and divide lists into parts—fruit, vegetables and drinks. Most of us are careless. Some are saving________ and you can really tell from their lists, perhaps just “sandwich 50% off”.Everyone writes lists, and I just saw the potential in something that seems without ________. It’s an everyday kind of art that everyone can make. You can find similarities in the most ________ places.21.A.invitation B.luck C.mistake D.chance22.A.interesting B.surprising C.boring D.encouraging 23.A.read B.stick C.keep D.copy24.A.save B.write C.search D.post25.A.recognized B.reached C.recommended D.inspired26.A.organization B.system C.workshop D.mailbox27.A.collection B.contribution C.instruction D.operation28.A.group B.separate C.mark D.check29.A.extra B.regular C.important D.various30.A.strange B.unique C.unclear D.different31.A.tell B.report C.describe D.send32.A.stressed B.experienced C.organized D.determined33.A.space B.money C.energy D.time34.A.order B.cost C.value D.support35.A.unspoken B.unexpected C.unknown D.unforgettable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。

湖南省长沙市雅礼中学2024届高三下学期3月综合测试(一)英语试题

湖南省雅礼中学2024届高三综合自主测试(一)英语试卷第一部分听力(共两节,满分30分)做题时,先将答案标在试卷上。

录音内容结束后,你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节(共5小题;每小题1.5分,满分7.5分)1.Why does the woman intend to go to Rome?A. To work.B. To study.C. To travel.2.What does the woman think of the trip?A. Worthless.B. Terrible.C. Great.3.In which city did the woman and John stay the longest?A. Vienna.B. Rome.C. Paris.4.What is “couscous”?A.A new hotel.B.A kind of food.C.A close relative.5.Where does the conversation most probably take place?A. In a park.B. In a zoo.C. In a pet store.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听下面一段对话,回答6-7小题。

6.Where are the speakers?A. In a restaurant.B. In a bookstore.C. In a supermarket.7.What does the man have to do now?A. Sign his name.B. Wait for his turn.C. Call his friend.听下面一段对话,回答8-10小题。

unit 1 计算机导论

• The control unit, ALU, registers, and basic I/O (and often other hardware closely linked with these) are collectively known as a central processing unit (CPU). Early CPUs were composed of many separate components but since the mid-1970s CPUs have typically been constructed on a single integrated circuit (5)called a microprocessor.注2
电路 注1: 主语:Each circuit;谓语:represents;so that:引 导了一个目的状语从句;when the circuit is on是目的状 语从句的主语;it为代词;and when off与when the circuit is on是并列的从语主语。
Text A The function of computers
(5)集成电路 注2: 主语:Early CPUs;谓语:were composed of; have typically been constructed为谓语,通过but把 两句话并列;called a microprocessor后置定语修饰 integrated circuit。
Text A The function of computers
寄存器 专门的
Text A The function of computers
• Write the result from the ALU back to(14) a memory location or to a register or perhaps an output device.

七年级英语六选五专题人教版

七年级英语六选五专题人教版七年级英语人教版六选五专题练习题(20题)及解析。

一、练习题。

(一)根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。

选项中有一项为多余选项。

My name is Bill. I'm in No. 6 Middle School. 1.______ I love basketball.I play it with my friends after school. It's very relaxing.I like math best. It's difficult but interesting. Mr. Green is my math teacher. 2.______ His class is very interesting. I like his teaching methods (方法).I have a good friend. His name is Mike. 3.______ He has a great sports collection. He has two basketballs, three baseballs and four footballs. He likes playing sports very much.My school has some clubs. 4.______ I'm in the basketball club and the math club. I like these clubs very much.5.______ It's from Monday to Friday. I'm busy but happy at school.A. He is a great teacher.B. I'm a student in Class Three, Grade Seven.C. I go to school five days a week.D. He likes sports, too.E. I like to join some clubs.(二)根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。

《C#高级编程》中英文对照_类

Object and Types对象和类型WHAT'S IN THIS CHAPTER?本章内容:The differences between classes and structs 类和结构的区别Class members 类成员Passing values by value and by reference 按值和按引用传送参数Method overloading 方法重载Constructors and static constructors 构造函数和静态构造函数Read-only fields 只读字段Partial classes 部分类Static classes 静态类The object class, from which all other types and derived Object类,其他类型都从该类派生而来So far, you've been introduced to some of the building blocks of the C# language, including variables,data types, and program flow statements, and you have seen a few very short complete programs containing little more than the Main() method. What you haven't really seen yet is how to put all these together to form a longer, complete program. The key to this lies in working with classes ----- the subject of this chapter.Note that we cover inheritance and features related to inheritance in Chapter 4, "Inheritance."到目前为止,我们介绍了组成C#语言的主要模块,包括变量、数据类型和程序流语句,并简要介绍了一个只包含Main()方法的完整小例子。

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Two Classes of Special Functions Using Fourier Transforms of Some Finite Classes of Classical Orthogonal Polynomials
WOLFRAM KOEPF1 and MOHAMMAD MASJED-JAMEI2


−p
−1 x
(4)
1.2. Finite classical orthogonal polynomials with weight W2 ( x, p, q) =
xq on (1 + x) p + q
[0, ∞) Similarly, if ( a, b, c, d , e) = (1,1, 0, − p + 2, q + 1) is considered in (1), then the equation ′ ( x ) − n( n + 1 − p ) y n ( x ) = 0 ′′ ( x) + ((2 − p) x + q + 1) y n x( x + 1) y n has the polynomial solution [Mas2]
1 ∞
B (a, b) = ∫ x a −1 (1 − x) b −1 dx = ∫
0
t a −1 Γ(a )Γ(b) dt = a +b (1 + t ) Γ ( a + b) 0
(8)
where
Γ( z ) = ∫ x z −1e − x dx
0 ∞
Re( z ) > 0
(9)
denotes the Gamma function satisfying the fundamental recurrence relation Γ( z + 1) = zΓ( z ) . The Fourier transform of a function, say g ( x) , is defined as
(1)
in which a, b, c, d , e are all real parameters and n is a positive integer. In general, six special classes of orthogonal polynomials can be extracted from the differential equation (1). Three of them, namely the Jacobi, Laguerre and Hermite polynomials, are known as the infinite classical orthogonal polynomials. Three other classes, which are less known, are the finite classical orthogonal polynomials that are respectively orthogonal with respect to the generalized T, inverse Gamma and F distributions, see [Les, Mas1, Mas2] for more details.

1
⎛ n! ( p − (n +1))! ⎞ p −1 ( p) ( p) x e Nn ( x) Nm ( x) dx = ⎜ ⎟ δ n,m for m, n = 0,1, 2,..., N < 2 ⎝ p − (2n + 1) ⎠ 0 ⎧0 if n ≠ m where δ n ,m = ⎨ . ⎩1 if n = m
p −1 , q > −1 . 2
Some orthogonal polynomial systems are mapped onto each other by the Fourier transform or by another integral transform such as the Mellin and Hankel transform (for integral transforms see [EMOT]). The best-known examples of this type are the Hermite functions, i.e. the Hermite polynomials H n ( x) multiplied by exp(− x 2 / 2) , which are eigenfunctions of the Fourier transform. For more examples we refer the reader to [Koor1, Koor2] and [Koel]. The latter showed that the Jacobi and continuous Hahn polynomials can be mapped onto each other in such a way, and the orthogonality relations for the continuous Hahn polynomials then follow from the orthogonality relations for the Jacobi polynomials and the Parseval formula.
2. Fourier transform of twals and their orthogonality properties
( p ,q ) ( p) ( x) defined in To derive the Fourier transform of the polynomials M n ( x) and N n (3) and (6), we will use the well-known identity for the Beta integral
with respect to the weight function W2 ( x, p, q) =
x on [0, ∞) if and only if (1 + x) p + q q > −1 and p > 2 N + 1 . The corresponding orthogonality relation takes the form
Abstract Some orthogonal polynomial systems are mapped onto each other by the Fourier transform. The best-known example of this type is the Hermite functions, i.e. the Hermite polynomials multiplied by exp(− x 2 / 2) , which are eigenfunctions of the Fourier transform. In this paper, we introduce two new examples of finite systems of this type and obtain their orthogonality relations. We also estimate a complicated integral and propose a conjecture for a further example of finite orthogonal sequences. Keywords Classical orthogonal polynomials, Fourier transform, hypergeometric functions, Gosper identity, Ramanujan integral MSC(2000): 33C45
n ⎛ p − (n + 1) ⎞ ⎛ q + n ⎞ ( p, q) k ( x) = (−1) n n !∑ ⎜ Mn ⎟ ⎜ ⎟ (− x) k k =0 ⎝ ⎠ ⎝n−k ⎠
(5)
(6) is orthogonal
( p ,q ) N ( x)}n According to [Mas2], it can be shown that the finite set {M n =0
weight function W1 ( x, p ) = x − p e x on [0, ∞) if and only if p > 2 N + 1 . The orthogonality relation corresponding to these polynomials is given by
1 Department of Mathematics, University of Kassel, Heinrich-Plett-Str. 40, D-34132 Kassel, Germany 2 Department of Mathematics, K.N.Toosi University of Technology, Sayed Khandan, Jolfa Av., Tehran, Iran
1 2
E-mail: koepf@mathematik.uni-kassel.de E-mail: mmjamei@
1
Since the general properties of the finite classes whose weight functions correspond to the inverse Gamma and F distributions [PFTV, WF] are required in this paper, we restate them here in summary.
n ⎛ p − (n + 1) ⎞ ⎛ n ⎞ ( p) k Nn ( x) = (−1) n ∑ k ! ⎜ ⎟ ⎜ ⎟ (− x) . k n k − k =0 ⎝ ⎠ ⎝ ⎠
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