Non-interacting KN contribution in the QCD sum rule for the pentaquark Theta^+(1540)

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写一篇暑期社会实践活动的建议英语作文

写一篇暑期社会实践活动的建议英语作文

写一篇暑期社会实践活动的建议英语作文Here is an English essay on the topic of "Suggestions for a Summer Social Practice Activity", with a word count exceeding 1000 words.Summer is a time of year when many students have the opportunity to engage in social practice activities. These activities can provide valuable experiences and help students develop important skills. In this essay, I will offer some suggestions for a meaningful and impactful summer social practice activity.One potential social practice activity that I would recommend is volunteer work at a local community organization. This could involve assisting at a food bank, homeless shelter, or other similar facility that serves those in need. Volunteering allows students to directly contribute to the wellbeing of their community and make a tangible difference in the lives of others. It also provides an opportunity to develop empathy, compassion, and a sense of social responsibility. Through interacting with the individuals and families served by these organizations, students can gain a deeper understanding of the challenges they face and the importance of community support.Another option for a summer social practice activity is an internshipor job shadowing experience. This could involve working at a business, government agency, or non-profit organization that aligns with the student's academic or career interests. An internship allows students to apply the knowledge and skills they have learned in the classroom to a real-world setting, while also gaining valuable hands-on experience. Job shadowing, on the other hand, provides an opportunity to observe professionals in their work environment and gain insights into the day-to-day responsibilities and challenges of a particular career path. Both of these experiences can help students make more informed decisions about their future academic and professional pursuits.A third suggestion for a summer social practice activity is a community service project. This could involve organizing a clean-up event, building or repairing homes, or implementing an educational or recreational program for underserved youth. Community service projects not only benefit the local community but also help students develop leadership, problem-solving, and teamwork skills. They also provide an opportunity for students to work collaboratively with their peers and build a sense of camaraderie and shared purpose.Regardless of the specific activity chosen, it is important that the social practice experience be well-structured and meaningful. This means that the activity should have clear learning objectives, provide opportunities for reflection and feedback, and be aligned with thestudent's personal and professional goals. It is also important that the activity be conducted in a safe and ethical manner, with appropriate supervision and support.One way to ensure that a social practice activity is meaningful and impactful is to incorporate a reflective component. This could involve keeping a journal or blog to document the student's experiences, challenges, and insights. Alternatively, students could participate in group discussions or presentations to share their learnings with their peers and mentors. Reflective activities not only help students cement their understanding of the experience but also encourage them to think critically about their own growth and development.Another key consideration in designing a successful social practice activity is the level of engagement and commitment required. While some activities may be relatively short-term or episodic, others may involve a more sustained and intensive commitment. For example, a student might volunteer at a local food bank once a week throughout the summer, or they might participate in a multi-week community service project. The level of commitment should be appropriate for the student's schedule and personal circumstances, and should be balanced with other academic, extracurricular, and personal commitments.Finally, it is important to recognize that social practice activities canhave a significant impact not only on the students themselves but also on the communities they serve. By engaging in these activities, students can contribute to the betterment of their local communities while also developing valuable skills and experiences that will serve them well in their future academic and professional pursuits. Moreover, the positive impact of these activities can ripple outward, as students share their experiences and inspire others to get involved in similar initiatives.In conclusion, a well-designed and impactful summer social practice activity can be a transformative experience for students. Whether it involves volunteer work, an internship, or a community service project, these activities provide opportunities for personal growth, skill development, and meaningful contribution to the greater good. By incorporating reflective components and ensuring a appropriate level of engagement, students can maximize the benefits of these experiences and build a strong foundation for their future success.。

英语口语评分标准-中英版

英语口语评分标准-中英版
-Less active participation in the discussion,
and occasional inability to adapt to new topics or changes of direction.
4
-Unintelligibility caused by grammatical/lexical errors.
-Frequent pauses while organizing thoughts and searching for words, which sometimes interfere with communication.
-Frequent contribution to the discussion but sometimes not to the point or without directly interacting with other participants.
-表达过程中词汇较丰富.
-发音尚可
-能进行较连贯的发言,但多数发言 较简短
-组织思想和搜寻词语时频繁出现停 顿,有时会影响交际
-能够较积极地参与讨论,但有时内 容不切题或未能与小组成员直接 交流
-语言的使用基本上能与语境、功能 和目的相适应
6
-语法和词汇有错误,且有时会影响交际
-表达过程中词汇不丰富,语法结构较简单
-Use of language basically appropriate to context, function and intention
6
-The use of grammatic al/lexic al items may be incorrect and sometimes impede communication.

议论文——2024届高考英语高考阅读理解文体分类练(含答案)

议论文——2024届高考英语高考阅读理解文体分类练(含答案)

议论文——2024届高考英语高考阅读理解文体分类练学校:___________姓名:___________班级:___________考号:___________一、阅读理解Underwater travel is difficult and dangerous, but many people have to stay deep under the ocean. Thus, humans have come up with a few designs of vehicles to move around under the ocean. But what if there was a better way to travel?Hilary Bart-Smith, an engineer at the University of Virginia, thinks a vehicle that travels like a manta ray (魔鬼鱼) would be able to operate for long periods at sea. Manta rays which can grow up to 29 feet long are among the most efficient swimmers in the ocean. Different from animals and people pushing against water, manta rays swim by moving through the water with wing-like movements of their fins (鳍) . Efficiency means using less energy to move farther.Bart-Smith and other engineers at the University of Virginia had to find out what manta rays looked like on the inside to better understand how they move. They took X-rays to find out how a manta ray's fins are built. They found that a web of cartilage (软骨) stretches across each fin.Once the engineers knew how a manta ray's fin was constructed, they could build one of their own. They made a long row of metal struts with many hinges to imitate the manta ray's web of cartilage. The engineers put their design inside a flexible cover, shaped like a manta ray's fin. Then they tested it in the university swimming pool. They were happy to see that it swam just like a manta ray in the ocean.Engineers and scientists are still learning and experimenting with how to imitate these amazing animals. For now, engineers study their movements and learn from the most efficient swimmers in the ocean. Perhaps someday engineers will be able to build manta ray robots that are big enough to transport people.1.How do manta rays swim?A.By moving like birds.B.By swimming like humans.C.By swimming like other fishes.D.By pushing against water like animals. 2.What can we learn from the second and third paragraphs?A.Manta rays look like travel vehicles.B.Manta rays are the fastest swimmers.C.Manta rays can grow at least 29 feet long.D.Manta rays'fins consist of a web of cartilage.3.Why do the engineers study manta rays?A.To learn about their habits.B.To control manta ray robots.C.To protect marine creatures.D.To design undersea vehicles.4.What's the author's attitude towards the research?A.Supportive.B.Negative.C.Doubtful.D.Objective.People tend to pay less attention to tasks when working alongside a robot, according to research that found evidence of "social loafing", where team members work less hard if they think others will cover for them.Researchers at the Technical University of Berlin said people come to see robots as part of their team. Where they think a colleague or the technology performs particularly well, or where they think their own contribution would not be appreciated, people tend to take a more laid-back approach."Teamwork is a mixed blessing, "said Dietlind Helene Cymek (DHC) , the first author of the study. "Working together can motivate people to perform well but it can also lead to a loss of motivation because the individual contribution is not as visible. We were interested in whether we could also find such motivational effects when the team partner is a robot."The team tested their hypothesis by asking a group of workers to check the quality of a series of tasks. The workers were all asked to carry out checks for errors on circuit boards (电路板) . Half of them were told the tasks were also performed by a robot. While they did not work directly with the robot, named Panda, those people had seen it and were able to hear it operating.Their activity was monitored by the researchers, who blurred out the images of the boards the workers received, only showing them an image they could check once they actively opened it.Initially, they said they found no statistical difference in the time the two groups-those who were told they were working with a robot and those who were not-spent inspecting the circuit boards, or in the area they searched for errors.However, when the researchers investigated the participants' error rates, they found those knowing Panda's presence were catching fewer defects after they had seen the robot had successfully flagged many errors. They said this could reflect a "looking but not seeing" effect, where people engage less once they feel a colleague or resource is reliable.While participants who were asked to rate their own performance thought they werepaying an equivalent amount of attention, the researchers felt that subconsciously they had begun to assume Panda had picked up defects well.5.Why do people pay less attention to tasks when working with a robot?A.They see the robot as their colleague.B.They think the robot can cover all tasks.C.They believe their performance will be appreciated.D.They feel unvalued about their personal contribution.6.What does DHC mean by saying "Teamwork is a mixed blessing"?A.Teamwork is of great help for workers.B.Teamwork can improve work efficiency.C.Teamwork involves different kinds of weaknesses.D.Teamwork has both advantages and disadvantages.7.What did the workers need to do during the researchers' test?A.They need to blur out the images of the circuit boards.B.They need to check errors on circuit boards with robotsC.They need to see and hear how the robots were operating.D.They need to monitor the robots to check the quality of circuit boards.8.Which of the following can best describe the procedure of the study?A.Group→Instruct→Monitor→RateB.Question→Detect→Demonstrate→CollectC.Monitor→Group→Investigate→RateD.Monitor→Investigate→Reflect→InstructInterspecies was once a technical term used in science to describe how one species got along with another. Now it is a word of more consequence: it arouses the new connections between humans and non-humans that are being made possible by technology. In Ways of Being, James Bridle, a British artist and technology writer, explores what this means for understanding the non-human intelligence on Earth.Mr Bridle makes it clear that three kinds of minds are now interacting: humans, non-humans and machines. Using artificial intelligence (AI), machines in the future will have the capability to interpose(使介入) themselves as translators between humans and other biological life forms.It is true that profit is the main motive for advances in AI; as yet nature does not get muchof a look-in, and non-human intelligence goes unexplored outside zoology departments. Computing is as focused on humans as ever, even as climate change and biodiversity-loss suggest it should devote much greater attention to other species.The first step towards an interspecies future, Mr Bridle argues, is showing more appreciation for other forms of intelligence. To some extent, this is already happening. For example, through films and other initiatives many people now know that octopuses(章鱼) have advanced and strange intelligence. The next step, Mr Bridle declares, is recognizing that people live in a "more-than-human" world. Other forms of intelligence have developed from a common evolutionary base, and they overlap(重叠) in ways that science is just beginning to discover.Ways of Being would have benefited from sharper editing. Yet, in making clear the patience, imagination and humility required to better know and protect other forms of intelligence on Earth, he has made an admirable contribution to the dawning of the interspecies age. 9.Which of the following best illustrates the term "interspecies"?A.A wolf hunts a rabbit.B.A robot does housework.C.A lady walks her dog.D.A boy records a video for squirrels.10.What does AI lay emphasis on nowadays?A.Biodiversity.B.Other species.C.Humans.D.Climate change. 11.What is Paragraph 4 mainly about?A.The characteristics of species evolution.B.Expectations for the future development of AI.C.Suggestions on future exploration of interspecies.D. The importance of appreciation for other forms of intelligence.12.Which word best describes the author's attitude to Ways of Being?A.Skeptical.B.Favorable.C.Tolerant.D.Conservative.Steam trains paved the way for modern-day transportation, but just how much do you know about them?The roots of steam trains can be traced back to the 18th century when the Scottish engineer James Watt improved steam engine technology. Watt’s improvements significantly enhanced the efficiency of steam engines. This breakthrough paved the way for the application of steam power in various industries, marking the beginning of the Industrial Revolution. As the 19th century started, George Stephenson used the power of steam to power locomotives (火车头), telling the age of steam-powered transportation.Steam trains played a vital role in transforming the world into a connected network of nations. The completion of the Transcontinental Railroad in the United States in 1869 marked a historic moment, as steam locomotives linked the East and West coasts, reducing travel time and expanding economic, opportunities.Similarly, the Orient Express in Europe became a symbol of luxury and international travel, carrying passengers from Paris to Istanbul in a quick way. The rhythmic sound of wheels on rails echoed (回响) through diverse landscapes, from the dry deserts of Australia to the snowy expanses of Siberia, as steam trains formed paths of connectivity across continents. During times of war, the role of steam trains extended to soldier transportation.While steam trains led the railway landscape for over a century, the mid-20th century witnessed the arrival of electric and diesel locomotives, claiming greater efficiency and lower operational costs, and signaling a transformative shift.As steam trains were not mainstream transportation, enthusiasts worldwide have preserved and restored steam locomotives, ensuring that these classic engine s continue to attract new generations with their nostalgic (怀旧的) charm, and that their stories continue to be told for ages to come.For Heritage railways, they dedicate to the restoration and operation of classic steam locomotives. From the Bluebell Railway in England to the Strasburg Rail Road in the United States, these living museums allow modern-day travelers to experience the magic of steam travel. Riding the polished carriages and hearing the distinctive whistle, visitors experience a sensory voyage, connecting with a time when steam trains were the heartbeat of progress and adventure.13.What marks the beginning of the Industrial Revolution?A. Rapid expansion of railways.B. Advance of steam locomotives.C. Great efficiency of transportation.D. The use of steam power in industries.14.What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs.B. Add more facts to the role of steam trains.C. Share a historic moment.D. Introduce the Orient Express.15.How do Heritage railways react to the decline of steam trains?A. They welcome the arrival of electric engines.B. They insist on using steam trains.C. They offer a journey back in time.D. They prefer to improve steam engines.16.Where is the text probably taken from?A. A travel guide.B. A book review.C. A history paper.D. A newspaper report.Ancient builders across the world created structures that are still standing today, thousands of years later. Roman builders built thick concrete sea barriers against waves. Mayan builders created great sculptures, and Chinese builders constructed walls against foreign enemies.A growing number of scientists have been studying materials since a long time ago. They are breaking apart pieces of buildings and reading historical texts hoping to learn how they have stood for thousands of years. The research has turned up a surprising list of materials that were mixed into old buildings. They include tree bark, volcanic ash, rice and beer. These unexpected materials can have the ability to get stronger over time. Figuring out how to copy these features can have real impacts today. While some of our modern concrete has the strength to hold up very tall buildings and heavy structures, it cannot compete with the durability of these ancient materials.Many scientists have turned to the Romans. Starting around 200 BC, the Roman Empire was building concrete structures that have stood the test of time. Even in places where seawater has been hitting structures for ages, you will find concrete basically the way it was when it was poured 2,000 years ago. They think they have found an important reason why some Roman concrete has held up structures for thousands of years. That the ancient materials have an unusual power to restore themselves and “cure” cracks (裂缝) when they form is the most shocking for them. Exactly how is not yet clear, but scientists are starting to find the reasons.Today’s builders cannot just copy the ancient processes. Even though Roman concrete lasted a long time, it couldn’t hold up heavy buildings. Instead, researchers are trying to take some of th e ancient materials and add them into modern mixes. People don’t need to make things last quite as long as the Romans did. If we add 50 or 100 years to concrete’s lifespan, we’ll surely require less pulling down, less maintenance and less material in the l ong run. 17.What were the mentioned Roman and Chinese buildings both used for?A. Travel.B. Defence.C. Soldier training.D. Seawater control.18.Which word can best describe the ancient buildings?A. Long-lasting.B. Energy-efficient.C. Delicate.D. Flexible.19.What surprises the scientists most about the ancient building materials?A. Their large cracks.B. Their clear concrete.C. Their internal structures.D. Their self-repairing ability.20.What is the author’s attitude to the future concrete?A. Tolerant.B. Expectant.C. Suspicious.D. Indifferent.O'Brien and Samantha Kassirer from the Kellogg School of Management at Northwestern University conducted two experiments to determine the levels of people's happiness when they gave away money or when they spent it on themselves.The first experiment involved 96 college students receiving $5 every day for five days. They had to spend the money on the same thing each day. Researchers randomly asked the participants to either spend the money on themselves or give it to someone else, like through a tip or an online donation to a charity. The participants ended each day by reflecting on their spending experience and their overall level of happiness. Regardless of how they spent the money, everyone started off with roughly the same level of self-reported happiness. Those who spent the money on themselves, however, experienced a decline in happiness over the five-day period. The people who gave the money to someone else maintained their happiness levels.The second experiment conducted online, involved 502 people playing 10 rounds of a word puzzle game. When the players won in a round, they received 5 cents. The participants could either keep the 5 cents or donate it to a charity. After each round, people rated the level of happiness they felt after winning a round. As with the first study, those who gave away the money reported a longer stretch of happiness than those who kept the money for themselves. As for why people who used the money for themselves aren't happy for so long, the researchers explain that focusing on an outcome—like getting paid—can diminish the experience. When people focus on an action—like giving to charity—they concentrate more on the act itself as a joyful event, explaining why happiness stays more consistent among those who spend the money on others. "If you want to sustain happiness over time, our new research shows that repeated giving, even in the same way to the same people, may make you continue to feel much fresher and more enjoyable," O'Brien said.So the next time you think about spending money on yourself, maybe give it to someone in need instead. Your happiness will thank you.21.What is the finding of the experiments?A.People get more happiness when giving money to others.B.Those who give money to others like to do it online.C.Your level of happiness can be influenced by many factors.D.Those who win rewards are willing to give money to a charity.22.According to O'Brien, what is the secret of maintaining happiness?A.Saving enough money.B.Trying something new.C.Keeping on giving.D.Balancing rest and work.23.Which of the following shows the correct structure of the whole text?A. B. C. D.24.What is the best title for the text?A.Money isn't the key to happinessB.It is better to give than to receiveC.Happiness depends upon ourselvesD.People spend their money differently参考答案1.答案:A解析:细节理解题。

论有意义的大学生活英语作文提纲

论有意义的大学生活英语作文提纲

论有意义的大学生活英语作文提纲全文共3篇示例,供读者参考篇1Title: The Significance of College Life1. Introduction- The importance of college life in shaping individuals' future- The role of college education in personal growth and development2. Academic Growth- Opportunities for learning from experienced professors- Access to a wide range of academic resources- Developing critical thinking and problem-solving skills through coursework3. Personal Development- Building interpersonal skills through social interactions with classmates- Gaining independence and self-reliance through living away from home- Exploring new interests and hobbies through extracurricular activities4. Career Preparation- Internship opportunities to gain practical experience in chosen field- Networking with professionals and potential employers- Career counseling and guidance to help navigatepost-graduation plans5. Cultural Enrichment- Exposure to diverse perspectives and cultures through classmates from around the world- Participation in cultural events and activities on campus- Broadening one's understanding of the world and fostering empathy towards others6. Health and Wellness- Access to campus resources for mental health support and counseling- Opportunities for physical activity through sports teams and fitness classes- Encouragement of work-life balance and stress management techniques7. Conclusion- The value of a meaningful college experience in shaping individuals' future- Embracing the challenges and opportunities of college life to grow personally and academically.In conclusion, college life offers a wealth of opportunities for academic, personal, and professional growth. By immersing oneself in the diverse experiences and resources available on campus, individuals can develop essential skills and knowledge that will serve them well in their future careers and personal lives. It is important to make the most of this transformative period to cultivate a sense of purpose and fulfillment as one navigates the challenges and joys of college life.篇2Title: The Significance of College LifeIntroduction- Defining college life and its importance- Briefly introducing the key points to be discussedBody1. Personal growth and development- Opportunities for self-discovery and learning- Building independence and resilience- Developing critical thinking and problem-solving skills- Forming lifelong habits of learning and self-improvement2. Academic and professional preparation- Acquiring knowledge and skills in chosen fields of study- Engaging in research, internships, and practical experiences- Establishing networks and connections with professors and peers- Setting the foundation for future career success3. Social and cultural experiences- Interacting with a diverse community of students and faculty- Participating in extracurricular activities and clubs- Exploring different cultures and perspectives- Developing communication and teamwork skills4. Personal well-being and health- Fostering physical and mental health through sports and fitness activities- Seeking support and guidance from counseling services- Balancing academic, social, and personal responsibilities- Cultivating hobbies and interests for relaxation and enjoymentConclusion- Summarizing the key points discussed- Emphasizing the importance of making the most of college life- Encouraging students to embrace challenges and opportunities for growth.Overall, college life is a transformative experience that shapes individuals into well-rounded and prepared adults. By actively engaging in academic, social, and personal pursuits, students can make the most of their college years and lay the foundation for a successful future ahead.篇3Title: The Meaningful University LifeI. IntroductionA. Statement of the problem: Many college students struggle to find the meaning and purpose in their university life.B. Thesis statement: A meaningful university life involves personal growth, academic success, social connections, and contribution to the community.II. Personal GrowthA. Self-discovery: Exploring interests, talents, and passions.B. Setting goals: Academic, career, and personal development.C. Overcoming challenges: Building resilience and grit.D. Seeking support: Counseling services, mentorship, and peer relationships.III. Academic SuccessA. Engagement in classes: Participating, asking questions, and seeking help.B. Time management: Balancing coursework, extracurricular activities, and social life.C. Study skills: Effective reading, note-taking, and exam preparation.D. Utilizing resources: Library services, tutoring centers, and academic advisors.IV. Social ConnectionsA. Building friendships: Meeting new people, joining clubs, and attending events.B. Networking: Connecting with professors, alumni, and professionals in the field.C. Diversity and inclusion: Embracing different perspectives and cultures.D. Communication skills: Listening, speaking, and collaborating with others.V. Contribution to the CommunityA. Volunteering: Serving local organizations and causes.B. Leadership roles: Leading student clubs, projects, or initiatives.C. Sustainability efforts: Promoting environmental awareness and action.D. Civic engagement: Voting, advocacy, and activism for social change.VI. ConclusionA. Restate thesis: A meaningful university life encompasses personal growth, academic success, social connections, and contribution to the community.B. Summary of key points: Each aspect contributes to a well-rounded and fulfilling college experience.C. Call to action: Encourage students to reflect on their own university life and strive for meaning and purpose.In conclusion, a meaningful university life goes beyond attending classes and earning a degree. It involves personal growth, academic success, social connections, and contribution to the community. By focusing on these areas, college students can make the most of their time in university and prepare themselves for a successful and fulfilling future.。

(完整版)大学英语(三)第1阶段测试题

(完整版)大学英语(三)第1阶段测试题

江南大学现代远程教育第一阶段测试卷考试科目:《大学英语(三)》时间:90分钟学习中心(教学点)批次:层次:专业:学号:身份证号:姓名:得分:第一部分:词汇与结构(共10小题;每小题2分,满分20分)此部分共有10个未完成的句子,针对每个句子中未完成的部分有4个选项,请从A、B、C、D四个选项中选出正确选项。

1.The invention of the telephone was a great _______ to human communication.A) stress B) inquiry C) intention D) contribution2.Everyone of us ______ tired and wanted a good rest.A) seem B) was seemed C) seems D) seemed3.3.Since China has entered the WTO, the _______ on foreign businesses will gradually be reduced.A) restrictions B) access C) exchange D) opportunity4.I’d _______ it if you would turn the radio down.A) amuse B) undertake C) appreciate D) suspect5.Bob took a part-time job ________ handbills for a cosmetic company.A) checking out B) setting up C) putting down D) giving out6.By the time we arrived at the airport, the rain ________already _______ .A) has …stopped B) had… stopped C) /…stopped D) / … stops7.The plane _______ take off at 8:30 a.m. has been delayed because of thick fog.A) due to B) already C) far from D) so far8.Take this medicine, _____ you will not recover.A) and B) so C) or D) because9.The computer is very useful because it is able to store ____________.A) much information B) a number of informationsC) many informations D) a lot information10.The Internet enables us to ________ the world without leaving home.A) register B) explore C) secure D) conduct第二部分:阅读理解(共15小题;每小题2分,满分30分)Passage 1Ever since humans have inhabited the earth, they have made use of various forms of communication. Generally, this expression of thoughts and feelings has been in the form of oral speech. When there is a language barrier, communication is accomplished through sign language in which motions stand for letters, words and ideas. Tourists, the deaf, and the mute have had to resort to this form of expression. Many of these symbols of whole words are very picturesque and exact and can be used internationally; spelling, however, cannot. Body language transmits ideas or thoughts by certain actions, either intentionally or unintentionally.. A wink can be a way of flirting or indicating that the party is only joking. A nod signifies approval, while shaking the head indicates a negative reaction.Other forms of nonlinguistic language can be found in Braille ( a system of raised dots read with the fingertips), signal flags, ,Morse code, and smoke signals. Road maps and picture signs also guide, warn, and instruct people. While verbalization is the most common form of language, other systems and techniques also express human thoughts and feelings.11. Which of the following best summarize this passage?A) When language is a barrier, people will find other forms of communicationB) Everybody uses only one form of communication.C) Nonlinguistic language is invaluable to foreignersD) Although other forms of communication exist, verbalization is the fastest12. Which of the following statements is NOT true according to the passage?A) There are many forms of communication in existence todayB) Verbalization is the most common form of communicationC) The deaf and mute do not need sign language for communicationD) Ideas and thoughts can be transmitted by language13. Which form other than oral speech would be most commonly used among blindpeople?A) Picture sign B) Braille C) Body language D) Signalflags14. How many different forms of communication are mentioned here?A)2-4 B)5-7 C)8-10 D) over 1015. Sign language is said to be very picturesque and exact and can be used internationallyas it doesn’t represent _____________.A) Spellings B) whole words C) ideas D) feelings Passage 2College brings together people from all walks of life. There are so many different types of people in the world but if you go to a college campus, you are sure to find at least one of every kind. The great part about being here with so many different people is that you get to interact with some interesting characters and see how to deal with them. You will meet the people you dread the most, the smart –ass, the brain, or the unique spirit, but no matter who it is that is your worst nightmare to be around you will always be paired up with them in a group project. When you get into the real world you are not going to be able to pick your boss or coworkers. Interacting with these people in college and living with different roommates will help you learn how to cooperate with the people in life you find so unpleasant. College life is fun. The fact that I have been here for a short time just means it has not yet been a life changing experience to me. If I were to give any tips on how to survive, it would not be how to survive college, but how to survive life. I would have to say that one should be outgoing and live life to the fullest. Meet new people whenever you can because they just may be a major influence in your life. Also, get your work done before you go out and party. Lastly, I would have to say, in life if you ever feel lost or alone, talk to someone about it. Everyone gets depressed at times in their life and there is always someone who will listen to your problems.16.What is the theme of the passage?A) Relationships in college B)Homework in collegeC) Freedom in collegeD)Party in college17. What does the author say about group projects?A) They are always unpleasant. B) They are always difficult.C) Partners may not cooperate.D) Partners may be lazy18. Why does the author recommend meeting many new people?A) They may become your best friends B) They may influence your lifeC) They may help you someday D) They make your life more fun.19. How would you describe the author’s personality?A) Shy and underconfident B) Strong but quietC) Extremely pessimistic. D) Optimistic and outgoing20. What does the author say to do if you’re depressed?A) Go somewhere by yourself B)Talk to someone about itC) Try to forget about it D) See a psychologist immediatelyPassage 3Our family is trying to decide where to go for our vacation this summer. Our son, Tom, wants to go to Yellow Stone Park again to see the bears. We did that last summer and what an experience it was! When we got there, we put up our tent and went to explore. As we returned, we heard our daughter Susie cry out and then we saw a bear enter our camp. Tom wanted his father to chase himaway. His father said, "No, it's dangerous to chase a bear, and don't let him chase you!" Susie said"What shall we do? Maybe we ought to climb a tree." Tom said, "No, we've got to get him out of there. He might go to sleep in our tent." "Maybe we could make him leave if we put some honey outside for him to eat." Susie suggested. Then I said, "How are you going to get the honey? It's in the tent."We watched the bear enter the tent and heard him upset everything inside. "It's foolish for us to try to catch him," said my husband, "leave him alone and wait for him to come out." We waited, but the bear stayed inside. We had to sleep in the car.21. The family have decided to go camping in the vacation this summer.A.TB.F22. Susie saw the bear first.A.TB.F23. They chased the bear away when they saw a bear enter their tent.A.TB.F24. The bear drank the beer in the tent.A.TB.F25. Tom wanted to go to Yellow Stone Park to see wolves.A.TB.F第三部分: 完形填空(共20小题;每小题1分,满分20分)请认真阅读下面短文,从短文后各题所给的A、B、C、D四个选项中,选出最佳选项。

汽车电子行业英语单词积累LQ

汽车电子行业英语单词积累LQ

Surveillance criteriaTLR:Total Line rejectIn the case ofin case ofevolutionanniversaryVerifyarisesexplicitinterfacesrecurrencecriterianotifiedcritical characteristicsProbationnaryIQRM(Integrated quantitativeriskmanagement,IQRM)legergenericextentHumpolecproposalclarificationdepolymentoccurrenceidentificationworkflowaggregationpossible aggregationquotation tableproduct impactnote detailtrigger actionquotation gridRPNtriggerby exceptiongenericexchange withbranchequivallenceannexevolutiondepending ofintranethandbookcurrent releasecotationqualitativepropagation critical failureitemizationitemizefix knowledgeformalizeoptimizerecognize manufaturabilitydetectioncontrol stepaddressspecificity intended functionmannerintegrationschematicjustificationInitial anomalyinjurycumulativegiven causegivenvariablecharacterize down stream customerif differentIf Selecting Different DatumindipendentindependentassortmentMajor riskcompetency centrecompetencyreassessassessaccessvariousthis tablesIn addition toreturntransformpilotNota beneinduceultimatelybe addressedprobabilityphysical deviceinteractinganticipatemountingloss of functionsdegradedreduced performanceuntimelyproprietary inopportune operationprioritaryforceblockin-station teststationlegendfor instanceconstraintsodoursSPCSPPCdemonstrateinflammabilityconformityverificationhandlerealizecomputedmitigateemphasisSLIreferencedremainingescalatingresidualinstanceaspectdefectmoderateminorhazardoushazardous with explicit warningillustratediscerniblesqueakrattleaudiblediscriminationdegradationdegragationoccasional nuisanceoccasionalnuisanceitemreduced levelinterruptionportionembarrassmentdisturbancefinisprecursoryprecursory signinterfacesinterpretablecapitalizeenforcementimplyin placedocumentednewnessnewness degreejustificationrobustsubsequentconfigurationdiscrepantconfirmconformsitimulationsimulationcorrelateactualgaugingbenchverifymock-upstack-upprovenfield proven The Charting Methodinefficentgagereinstallationconsumingreducedinternallyhereunderhighlightjustificationnormsrobustadaptationart-knowknowdelectentailreductiondownstream embarrassmentendangernullprobabilityCharting methodEND OF MASS PRODUCTION LIFE MANAGEMENT (EMPL) Supplier development & follow-upfollow-upACRONYMS=acronymsphasestageslaunchfirst-offSupplier Service Rate: SSRregulatoryinitiatedkick-off toolingsconsequently to demonstrate the followingpreliminaryCAR=corrective action requestCmk(设备能力指数)≥2、Cpk(长期过程能力指数)>normalityintervalreserve the rightcarry outreinforced control plan(RCP)Car makers line or end of line rejects (C1). Warranty return (C1WR).Accredited bureauramp upsubject toescalationsuspensionconsolidateAt faultCSL1A Quality Improvement Plan (QIP)initiatedfollow-upprovisionin the fieldrecurrentdeploymentcontainmentperturbationreactivityconcludemandatesecuredincuredSSR=Supplier Service RateNLOTIF =Number of “pick-up order” Lines OnTime In FullNLR=Number of “pick-up order” LinesRequestedcommencing yearspecifyingstagnatinglaunchNBOH=NEW BUSINESS ON HOLDTLR(Toltal line rejects)GPS(Group priority supplier)GPSGPRS(General Packet Radio Service)quality fundermentals排名为前360名的“最差质量(绩效)表现供应商”(AZIMUT 360计划)。

劳动实践课安排的英语作文

劳动实践课安排的英语作文Hard work is the key to success. In today's fast-paced world, the importance of practical learning cannot be overstated. One such opportunity for practical learning is the labor practice course, which plays a crucial role in shaping the well-rounded development of students.The labor practice course is designed to provide students with hands-on experience in various fields, allowing them to apply the theoretical knowledge they have acquired in the classroom to real-world scenarios. This course not only enhances students' technical skills but also fosters valuable soft skills such as problem-solving, teamwork, and communication.One of the primary benefits of the labor practice course is the opportunity it provides for students to gain practical experience in their chosen field of study. Whether it's working in a manufacturing plant, a research laboratory, or a community organization, students are able to observe and participate in the daily operations of these establishments. This firsthand exposure to the realities of the workplace helps students develop a deeper understanding of the challenges and responsibilities associated with their future careers.Moreover, the labor practice course encourages students to step out of their comfort zones and engage in tasks that may be unfamiliar to them. This exposure to new experiences fosters a sense of adaptability and resilience, qualities that are highly valued in the modern job market. As students navigate through the various tasks and challenges presented during their labor practice, they learn to think critically, make informed decisions, and develop innovative solutions.Another significant aspect of the labor practice course is the opportunity for students to network and build connections with industry professionals. By interacting with experienced individuals in their field of interest, students can gain valuable insights, seek mentorship, and even explore potential career paths. These connections can prove invaluable as students transition from academia to the workforce, providing them with a supportive network and potential job opportunities.Furthermore, the labor practice course encourages students to develop a strong work ethic and a sense of responsibility. By actively participating in the daily operations of an organization, students learn the importance of punctuality, attention to detail, and a commitment to excellence. These qualities are not only essential for success in the workplace but also contribute to the overall personalgrowth and development of the students.In addition to the practical and professional benefits, the labor practice course also has a significant impact on students' personal development. Through the challenges and experiences encountered during their labor practice, students develop a greater sense of self-awareness, independence, and confidence. They learn to navigate complex situations, adapt to changing environments, and work collaboratively with diverse teams, all of which are valuable life skills that extend beyond the academic realm.Moreover, the labor practice course provides students with the opportunity to make a meaningful contribution to their communities. Whether it's volunteering at a local non-profit organization, assisting in a community development project, or engaging in environmental conservation efforts, students can use their skills and knowledge to make a positive impact on the world around them. This sense of civic responsibility and social awareness is an integral part of a well-rounded education.In conclusion, the labor practice course is a vital component of a student's academic journey. By providing hands-on learning experiences, fostering professional development, and promoting personal growth, this course equips students with the necessary skills and mindset to thrive in the ever-evolving job market and contributemeaningfully to their communities. As students embark on this journey of practical learning, they not only acquire technical expertise but also cultivate the essential qualities of leadership, adaptability, and social responsibility – attributes that will serve them well throughout their lives.。

大学英语(三)第1阶段练习题

江南大学现代远程教育第一阶段练习题考试科目:《大学英语(三)》学习中心(教学点)批次:层次:专业:学号:身份证号:姓名:得分:第一部分:词汇与结构(共10小题;每小题2分,满分20分)此部分共有10个未完成的句子,针对每个句子中未完成的部分有4个选项,请从A、B、C、D四个选项中选出正确选项。

1.The invention of the telephone was a great _______ to human communication.A) stress B) inquiry C) intention D) contribution2.Everyone of us ______ tired and wanted a good rest.A) seem B) was seemed C) seems D) seemed3.3.Since China has entered the WTO, the _______ on foreign businesses will gradually be reduced.A) restrictions B) access C) exchange D) opportunity4.I’d _______ it if you would turn the radio down.A) amuse B) undertake C) appreciate D) suspect5.Bob took a part-time job ________ handbills for a cosmetic company.A) checking out B) setting up C) putting down D) giving out6.By the time we arrived at the airport, the rain ________already _______ .A) has …stopped B) had… stopped C) /…stopped D) / … stops7.The plane _______ take off at 8:30 a.m. has been delayed because of thick fog.A) due to B) already C) far from D) so far8.Take this medicine, _____ you will not recover.A) and B) so C) or D) because9.The computer is very useful because it is able to store ____________.A) much information B) a number of informationsC) many informations D) a lot information10.The Internet enables us to ________ the world without leaving home.A) register B) explore C) secure D) conduct第二部分:阅读理解(共15小题;每小题2分,满分30分)Passage 1Ever since humans have inhabited the earth, they have made use of various forms of communication. Generally, this expression of thoughts and feelings has been in the form of oral speech. When there is a language barrier, communication is accomplished through sign language in which motions stand for letters, words and ideas. Tourists, the deaf, and the mute have had to resort to this form of expression. Many of these symbols of whole words are very picturesque and exact and can be used internationally; spelling, however, cannot. Body language transmits ideas or thoughts by certain actions, either intentionally or unintentionally.. A wink can be a way of flirting or indicating that the party is only joking. A nod signifies approval, while shaking the head indicates a negative reaction.Other forms of nonlinguistic language can be found in Braille ( a system of raised dots read with the fingertips), signal flags, ,Morse code, and smoke signals. Road maps and picture signs also guide, warn, and instruct people. While verbalization is the most common form of language, other systems and techniques also express human thoughts and feelings.11. Which of the following best summarize this passage?A) When language is a barrier, people will find other forms of communicationB) Everybody uses only one form of communication.C) Nonlinguistic language is invaluable to foreignersD) Although other forms of communication exist, verbalization is the fastest12. Which of the following statements is NOT true according to the passage?A) There are many forms of communication in existence todayB) Verbalization is the most common form of communicationC) The deaf and mute do not need sign language for communicationD) Ideas and thoughts can be transmitted by language13. Which form other than oral speech would be most commonly used among blindpeople?A) Picture sign B) Braille C) Body language D) Signalflags14. How many different forms of communication are mentioned here?A)2-4 B)5-7 C)8-10 D) over 1015. Sign language is said to be very picturesque and exact and can be used internationallyas it doesn’t represent _____________.A) Spellings B) whole words C) ideas D) feelings Passage 2College brings together people from all walks of life. There are so many different types of people in the world but if you go to a college campus, you are sure to find at least one of every kind. The great part about being here with so many different people is that you get to interact with some interesting characters and see how to deal with them. You will meet the people you dread the most, the smart –ass, the brain, or the unique spirit, but no matter who it is that is your worst nightmare to be around you will always be paired up with them in a group project. When you get into the real world you are not going to be able to pick your boss or coworkers. Interacting with these people in college and living with different roommates will help you learn how to cooperate with the people in life you find so unpleasant. College life is fun. The fact that I have been here for a short time just means it has not yet been a life changing experience to me. If I were to give any tips on how to survive, it would not be how to survive college, but how to survive life. I would have to say that one should be outgoing and live life to the fullest. Meet new people whenever you can because they just may be a major influence in your life. Also, get your work done before you go out and party. Lastly, I would have to say, in life if you ever feel lost or alone, talk to someone about it. Everyone gets depressed at times in their life and there is always someone who will listen to your problems.16.What is the theme of the passage?A) Relationships in college B)Homework in collegeC) Freedom in collegeD)Party in college17. What does the author say about group projects?A) They are always unpleasant. B) They are always difficult.C) Partners may not cooperate.D) Partners may be lazy18. Why does the author recommend meeting many new people?A) They may become your best friends B) They may influence your lifeC) They may help you someday D) They make your life more fun.19. How would you describe the author’s personality?A) Shy and underconfident B) Strong but quietC) Extremely pessimistic. D) Optimistic and outgoing20. What does the author say to do if you’re depressed?A) Go somewhere by yourself B)Talk to someone about itC) Try to forget about it D) See a psychologist immediatelyPassage 3Our family is trying to decide where to go for our vacation this summer. Our son, Tom, wants to go to Yellow Stone Park again to see the bears. We did that last summer and what an experience it was! When we got there, we put up our tent and went to explore. As we returned, we heard our daughter Susie cry out and then we saw a bear enter our camp. Tom wanted his father to chase himaway. His father said, "No, it's dangerous to chase a bear, and don't let him chase you!" Susie said"What shall we do? Maybe we ought to climb a tree." Tom said, "No, we've got to get him out of there. He might go to sleep in our tent." "Maybe we could make him leave if we put some honey outside for him to eat." Susie suggested. Then I said, "How are you going to get the honey? It's in the tent."We watched the bear enter the tent and heard him upset everything inside. "It's foolish for us to try to catch him," said my husband, "leave him alone and wait for him to come out." We waited, but the bear stayed inside. We had to sleep in the car.21. The family have decided to go camping in the vacation this summer.A.TB.F22. Susie saw the bear first.A.TB.F23. They chased the bear away when they saw a bear enter their tent.A.TB.F24. The bear drank the beer in the tent.A.TB.F25. Tom wanted to go to Yellow Stone Park to see wolves.A.TB.F第三部分: 完形填空(共20小题;每小题1分,满分20分)请认真阅读下面短文,从短文后各题所给的A、B、C、D四个选项中,选出最佳选项。

我们应更懂礼貌英语作文

我们应更懂礼貌英语作文Understanding Politeness in English。

Politeness is a universal language that transcends borders and cultures. In a world where interactions are increasingly globalized, understanding and practicing politeness in English is essential. Politeness not only facilitates smooth communication but also fosters positive relationships and mutual respect. In this essay, we will delve into the significance of politeness in English communication and explore various strategies to enhance politeness in our interactions.Firstly, politeness in English communication is crucial for building rapport and establishing a favorable impression. Whether it's a casual conversation with friends or a formal business meeting, using polite language demonstrates respect for the person you are communicating with. Simple gestures such as saying "please" and "thank you" go a long way in showing appreciation andacknowledging the other person's contribution. Moreover, addressing people with appropriate titles and using polite expressions such as "excuse me" and "I'm sorry" convey empathy and consideration for others' feelings.Furthermore, politeness in English communication extends beyond words to encompass nonverbal cues and body language. Maintaining eye contact, smiling, and nodding attentively during conversations signal engagement and attentiveness. Additionally, being mindful of personal space and avoiding intrusive gestures or actions demonstrates respect for cultural norms and individual boundaries. By being aware of both verbal and nonverbal aspects of politeness, we can communicate effectively and build strong interpersonal connections.Moreover, mastering politeness in English communication involves understanding cultural nuances and context-specific conventions. Different cultures have varying expectations regarding politeness, and what may be considered polite in one culture could be perceived differently in another. For instance, in some cultures,direct communication is valued, while in others, indirect language and implicit requests are preferred to avoid causing offense. Therefore, adapting our language and behavior to align with the cultural norms of the people we are interacting with demonstrates cultural sensitivity and enhances mutual understanding.In addition to cultural considerations, gender dynamics also play a role in politeness strategies in English communication. Research has shown that men and women may employ different linguistic strategies to convey politeness. For example, women are more likely to use mitigating language such as "would you mind" or "if it's not too much trouble," whereas men may use more assertive language. Recognizing these gender differences in language use can help bridge communication gaps and prevent misunderstandings in diverse social contexts.Furthermore, mastering politeness in English communication requires practice and continuous self-awareness. Reflecting on our own communication habits and soliciting feedback from others can help identify areas forimprovement. Additionally, exposing ourselves to diverse language inputs through reading, watching, and listening to English media can enrich our vocabulary and repertoire of polite expressions. By consciously incorporating polite language and gestures into our daily interactions, we can cultivate a culture of respect and civility in our communities.In conclusion, understanding politeness in English communication is essential for effective interpersonal communication and building positive relationships. By using polite language, respecting cultural differences, and being mindful of nonverbal cues, we can navigate diverse social contexts with grace and sensitivity. Moreover, by recognizing the influence of gender and practicing self-awareness, we can enhance our communication skills and foster mutual understanding. Ultimately, politeness is not just about words; it's about cultivating a culture of respect, empathy, and civility in our interactions, both in English and beyond.。

写一份关于班级变化的报告英语作文

写一份关于班级变化的报告英语作文全文共3篇示例,供读者参考篇1A Class in Transition: Navigating the Shifts and DynamicsAs I step into our classroom these days, the atmosphere feels different, charged with an energy that seems to ebb and flow with each passing week. Our little academic haven is undergoing a metamorphosis, a transformation that has been both exciting and challenging to navigate.It all started when our teacher, Mrs. Johnson, announced her impending retirement at the end of this school year. A bittersweet moment, for sure, as we've grown deeply fond of her nurturing guidance and unwavering dedication over the years. Yet, the prospect of a new teacher, a fresh face at the helm of our learning journey, stirred a whirlwind of emotions within our tight-knit group.The first wave of change came in the form of new students joining our ranks. The Peterson twins, Liam and Ava, transferred from a neighboring district, bringing with them a unique set of experiences and perspectives. Initially, their arrival was met witha mix of curiosity and apprehension, as we wondered how the dynamics of our established social circles might shift.To our surprise, Liam and Ava seamlessly integrated into our fold, their easygoing demeanors and infectious enthusiasm quickly winning over even the most skeptical of our classmates. Their presence not only added a touch of novelty but also fostered a renewed sense of camaraderie as we rallied around the shared goal of making them feel welcome.As if the addition of new students wasn't enough, Mrs. Johnson decided to shake things up further by rearranging our seating assignments. A move that was met with a chorus of groans and protests, as we clung to the familiar comfort zones we had carved out for ourselves over the years.Reluctantly, we acquiesced, shuffling into our new spots with varying degrees of resignation. To our collective astonishment, the simple act of reshuffling our physical positions unlocked a newfound dynamism in our interactions. Conversations flowed more freely, perspectives were exchanged with greater ease, and the boundaries that had once divided us began to dissolve.It was during this period of transition that an unexpected friendship blossomed between two unlikely candidates – the ever-studious Emily and the mischievous prankster, Jake. Theirdesks situated side by side, they soon discovered a shared love for science fiction novels and an insatiable curiosity about the cosmos. What had once been an uneasy truce between the class clown and the straight-A student evolved into a sincere bond, one that transcended the superficial labels we had so hastily assigned.As the weeks rolled by, our classroom became a vibrant tapestry of transformation, each thread woven with the stories and experiences of individuals who were learning, growing, and evolving together. The once-rigid hierarchies and cliques that had defined our social landscape gradually gave way to a more fluid, inclusive dynamic.It was during this time that I found myself forging connections with classmates I had previously overlooked or dismissed. Like a caterpillar emerging from its chrysalis, I discovered newfound confidence in voicing my thoughts and opinions, emboldened by the supportive environment that had blossomed around us.One particularly poignant moment etched itself into my memory – the day our resident wallflower, Sarah, mustered the courage to share her poetry during our weekly Creative Writing session. As her melodic words filled the air, a reverent hush fellupon the room, and we bore witness to the unveiling of a talent that had long been hidden in plain sight. In that moment, we were reminded of the profundity that can arise when we create spaces for vulnerability and self-expression.As the end of the school year loomed closer, the bittersweet realization that our time together was drawing to a close began to sink in. Mrs. Johnson's impending departure, once a source of trepidation, had evolved into a shared experience that bound us together in a collective spirit of gratitude and appreciation.In those final weeks, we orchestrated a heartfelt farewell celebration, pouring our collective creativity and affection into a tribute that would honor the indelible impact she had left on our lives. From heartfelt speeches to poignant performances, each contribution was a testament to the transformative power of a dedicated educator.As I reflect upon the whirlwind of changes that swept through our classroom, I am struck by the profound lessons that emerged from this period of transition. We learned the value of embracing change, of shedding our preconceived notions and opening ourselves to the richness of diverse perspectives.We discovered the inherent strength that lies in unity, in forging bonds that transcend superficial divisions andcelebrating the unique tapestry woven by our individual stories. Above all, we gained a deeper appreciation for the fleeting nature of time and the importance of cherishing the moments and connections that shape our journeys.As we bid farewell to this chapter of our lives, each of us carries within us the indelible imprint of the transformations we witnessed and experienced together. Though the future holds uncertainties and new challenges, we venture forth armed with the resilience, empathy, and camaraderie forged in the crucible of our ever-evolving classroom community.篇2A Class in TransitionIt's been quite a year in Mrs. Peterson's 5th grade class at Oakwood Elementary. At the start of the school year back in September, things looked pretty typical. We had our usual mix of students - some old friends from previous years, some new kids who had just moved to town. Mrs. Peterson went over the class rules and curriculum for the year. Overall, it seemed like it was going to be a pretty standard 5th grade experience.Little did we know, so much was about to change over the course of the year. In some ways, big changes. In others, smallershifts that accumulated into something more substantial. But taken all together, our class underwent a massive transition that makes me look back now and realize how naive I was thinking it would be just another year.The first big jolt came a few weeks into the fall semester. One day, Mrs. Peterson informed us that a new student named Ahmed would be joining our class. What made this out of the ordinary was that Ahmed had recently immigrated to the United States from Syria with his family. He spoke very little English at first.I remember feeling simultaneously excited at the prospect of having someone from such an different background in our class, but also apprehensive. How would we communicate? What was his story? Where had he come from and why did his family leave Syria? So many questions raced through my young mind.Ahmed's arrival forced our class into a period of adjustment. Mrs. Peterson had to go slower on some lessons to allow Ahmed to translate instructions. A few kids volunteered to help catch him up on material he missed. Sessions with the English as a Second Language tutor became a weekly ritual. Slowly but surely, Ahmed's English began to improve as the months rolled along.What struck me most was not just Ahmed's language acquisition, but his overall acclimatization to American society and school culture. The things I took for granted - raising my hand to speak, times set aside for free reading, access to computers - were all new experiences for him. I watched Ahmed transform from a shy, overwhelmed kid who didn't understand the rhythms of our classroom into a smiling, engaged student.Seeing the world through Ahmed's eyes was an education in itself. He taught us details about life in Syria before having to flee the civil war there. He explained Islam and Arabic culture, from the adhaan (call to prayer) to the rules around handling the Quran with respect. His show-and-tell recreated a mock Syrian marketplace. We became fascinated by the Arabic language's flowing script and rich calligraphy.In this way, having Ahmed in our class wasn't just about him adapting to us. We adapted to him as well. Our perspective on the world expanded. We learned about realms of experience most of us never could have conceived of from the comfort of our suburban American town. A Middle Eastern refugee became one of us, while we became a bit more like him too.The second major transition came several months later in springtime. During our lesson on Simple Machines one day, wehad a visitor join us - a quadruple amputee named Marcus who relied on advanced prosthetics. I still vividly remember the sight of this freakishly advanced robot-like limbs and computerized hands and feet as he wheeled his way into our classroom.Marcus was brought in for a demonstration of levers, pulleys, wheels and other basic mechanisms that made up the prosthetics allowing him to function independently despite his disabilities. Seeing the gears and motors under that artificial skin was utterly mesmerizing. All those scientific diagrams came to life before our eyes.From that day on, Marcus became a semi-regular guest in our class, returning periodically to discuss other STEM topics like hydraulics, battery power, and microchips related to hishigh-tech limbs. Having this human real-world case study sparked so many of us to take a deeper interest in these subjects. How could we not be captivated after directly interacting with such marvels of engineering and computer programming?Marcus also exposed us to the non-technical challenges he had to cope with, like social stigma and self-confidence issues stemming from his disabilities. We peppered him with childishly insensitive yet understandable questions only kids could ask about what caused his amputations, how he got around, whetherhe could still do basic tasks, and so on. To his credit, Marcus answered everything with patience and grace.Between Ahmed and Marcus alone, so much of our education that year transcended the textbooks and standardized tests. By coming face-to-face with such extraordinary individuals leading lives far outside our limited frame of reference, we were gifted perspectives that travel exhibits or documentaries alone couldn't convey. Our worldviews were smashed open.On a much smaller scale, other aspects of our class routine evolved too. Mrs. Peterson incorporated more hands-on STEM experiments and coding activities. We had trainings on digital citizenship and began using tablets and computers with greater frequency. Parents were brought in to share career insights during the newly instituted "FUTURE Fridays" program. Our static classroom transformed into an energetic learning lab.Inevitably, conflicts and growing pains emerged throughout this transitional year. Some students struggled to adapt to the infusion of new cultures and IDEAS. There was pushback from parents uncomfortable with certain changes. Technological glitches and implementation hurdles created headaches. Presentation days could get chaotic. But obstacles and all, our class's evolution was unstoppable.As I look towards middle school now, I realize how ahead of the curve this experience left me. No longer is learning just about regurgitating facts. It's about flexing your perspective, problem solving abilities and emotional intelligence. All the skills this distinctly 21st century education drilled into us.My class didn't just study globalization and technological disruption as abstract concepts. We were immersed in them first-hand. By following the arcs of Ahmed and Marcus, we witnessed the human dimension of those sweeping economic and social transformations. While kids elsewhere clung to outdated teaching methods, our class got the ultimate preparation for whatever upheavals lay ahead.Ultimately, the moral is this - never underestimate the ability of a class dynamic to reinvent itself from the ground up. What started as an unremarkable year became a period of profound change and growth, both for ourselves as individuals and the very philosophies underlying our education. All it took was a few wild cards being thrown into the mix to catalyze beautiful disruption.So to any student stressing over an impending year of school, thinking you've got it all figured out in advance, be ready. Your class's own transition could be right around the cornerwhen you least expect it. Hopefully one as enriching as the journey my classmates and I experienced this year. An evolution we'll carry with us forever, rippling into all our future endeavors and worldviews.篇3A Report on Changes in Our ClassroomIt's hard to believe how much has changed in our classroom since the start of the school year. When we first walked through that door back in September, everything felt so unfamiliar and uncertain. Now, as we approach the final weeks of the semester, I can confidently say our little community has transformed in some truly remarkable ways.The Physical SpaceLet me first address the most obvious changes – the physical setup and appearance of our classroom itself. On that first day of school, the room felt cold, sterile and uninviting. The desks were arranged in perfect rows, the walls were bare, and the air felt stifling. It was as if the classroom was purposely designed to squelch any sense of creativity, collaboration or comfort.How different it looks today! Our four corners have been converted into vibrant "learning zones" dedicated to differentsubjects. One is stocked with science materials like microscopes, scales and anatomy models. Another has comfy beanbags and tall bookshelves for our reading nook. We even have an art area equipped with an abundance of paints, brushes and colored pencils just waiting to be creatively unleashed.Perhaps the most dramatic visible change, however, has been the transformation of our classroom's walls. What were once empty canvases are now covered with our work – colorful posters, charts, drawings and photos that document our academic journey throughout the year. Whenever I look around, I'm reminded of all the hard work, laughs and accomplishments we've shared.The Social EnvironmentWhile the physical changes have been striking, I'd argue the shifts in our social dynamics and classroom culture have been even more profound. We spent those first few weeks as awkward strangers, uncertain of our place in this new environment. Everyone was tentative to speak up, reluctant to take risks, and honestly, more than a little intimidated by the whole school experience.Fast forward a few months, and we've formed a tight-knit community that feels more like a supportive family than aclassroom of students. We've learned to embrace our diversity and unique perspectives, recognizing that our differences are actually strengths that help us learn and grow together. We actively listen to each other's ideas, engage in respectful debates, and hold each other accountable in caring ways.I've watched as my peers have shed their shyness andself-consciousness, becoming increasingly confident and empowered with each passing week. These days, there are always multiple hands enthusiastically raised to answer questions or voice opinions. The room is consistently filled with a productive buzz of discussion, problem-solving and collaboration.Our MindsetsPerhaps the most encouraging change, however, has been the evolution in our overall attitudes and mindsets toward learning itself. I'll be the first to admit that back on day one, the prevailing mentality was "How can I get the right answers, get good grades, and just get through this?" There was very much a fixed mindset of trying to showcase what we already knew rather than embrace challenges to grow and learn.How that has shifted! Our teachers have relentlessly fostered a nurturing environment that celebrates effort, risk-taking andlearning from mistakes. Little by little, we've been liberated from that constrictive fixed mindset and opened our eyes to the empowering reality of having a growth mindset.Today, we aren't afraid to tackle difficult tasks and wrestle with complex concepts. We're eager to push boundaries, think critically and creatively, and figure out solutions through trial and error. Our teachers highlight the importance of the learning process over letter grades. We're graded on our intellectual curiosity, our willingness to take on new challenges, the quality of our questions, and our ability to apply effort and perseverance.Whereas tests and assignments once caused immense anxiety, they're now seen as exciting opportunities to explore new ideas and showcase our unique thought processes. Our classroom vibrates with energy and active participation –especially when things get complicated or puzzling. We feed off that productive struggle because we've learned that's where the true learning happens.Our Teachers' RolesNone of these transformative changes would have been possible without the skilled guidance and dedication of our teachers. While their roles encompass instructors, mentors andleaders, I've come to view them more as learning facilitators and coaches who empower us to take ownership of our education.Rather than lecturing or preaching their way through content, our teachers act as learning architects who craft engaging activities, spark thought-provoking discussions and guide us through interactive experiences tailored to our diverse needs. They've created a classroom framework with ample flexibility for us to take control of our learning journeys and make meaningful choices along the way.Their classrooms are true democratic environments where our voices are not just heard, but actively solicited and valued. Our opinions help shape lesson trajectories, project focuses and community policies. We're treated as respected partners whose unique backgrounds, experiences and perspectives enhance our collective understanding.Our teachers certainly haven't taken a hands-off approach. They constantly check for understanding through probing questions, frequent formative assessments and one-on-one conferencing. This continual monitoring ensures we're building solid conceptual foundations before pushing us to more advanced applications.When we do become stuck or hit inevitable roadblocks, our teachers are there to provide tailored guidance and coaching. They use insightful questioning techniques to identify misconceptions and learning gaps. With patience and expertise, they'll then model strategies to help us correct course and find our own pathway to comprehension.At the same time, our teachers have resisted the urge to spoon-feed us information or provide "the answers" too quickly. Instead, they've instilled the value of productive struggle, stepping back to allow us to grapple with problems and forge novel solutions through trial and error. Their coaching empowers us to become confident, resourceful and autonomous learners.Looking AheadAs our school year enters its final stretch, I can't help but feel inspired by how drastically our classroom community has evolved over these past months. What began as an uninviting, stifling space filled with anxious strangers has blossomed into a dynamic hub of engaged learning, risk-taking, collaboration and personal growth.While I'll certainly miss this transformative environment and all the relationships I've built, I take heart knowing that the changes we've experienced have been profoundly internalized.The growth mindsets we've developed, the empowerment we've gained, and the skills we've honed will undoubtedly propel us into whatever future learning environments or life endeavors await.Most importantly, our classroom's culture has instilled a deep love of learning itself. We've learned how to embrace challenges with enthusiasm, view setbacks as opportunities, and take ownership of our growth in authentic ways. Armed with these invaluable tools, I'm confident our class will continue evolving as fearless, passionate learners no matter where our individual paths may lead.。

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a rXiv:h ep-ph/5540v16May25Non-interacting KN contribution in the QCD sum rule for the pentaquark Θ+(1540)Youngshin Kwon,1,2,∗Atsushi Hosaka,1,†and Su Houng Lee 2,‡1Research Center for Nuclear Physics (RCNP),Osaka University,Ibaraki,Osaka 567-0047,Japan 2Institute of Physics and Applied Physics (IPAP),Yonsei University,Seoul 120-749,Korea Abstract We perform a QCD sum rule analysis for the pentaquark baryon Θ+with the non-interacting KN contribution treated carefully.The coupling of the Θ+current to the KN state is evaluated by applying the soft kaon theorem and vacuum saturation.When using a five-quark current including scalar and pseudo-scalar diquarks,the KN contribution turns out not to be very important and the previous result of the negative parity Θ+is reproduced again.The Borel analysis of the correlation function for Θ+with the KN continuum states subtracted yields the mass of the J P =1/2−Θ+around 1.5GeV.PACS numbers:11.30.Er,11.55.Hx,12.38.Aw,14.80.-j Keywords:Pentaquark,Θ+(1540),QCD sum rulesI.INTRODUCTIONThe experiment by the LEPS Collaboration[1]at SPring-8suggested the existence of the exotic baryonΘ+(1540)of strangeness S=+1.Subsequent experiments at CLAS collaboration as well as the reanalyses of the existing data seem to support the LEPS result. Yet,recently many negative results have been also reported[2].We need more convincing experiments with high statistics especially near the threshold regions[3].A quantitative analysis wasfirst performed for exotic baryons includingΘ+by Diakonov ing the chiral soliton model[4].They predicted a small mass around1.5GeV and a narrow width of order of ten MeV forΘ+.In the chiral soliton model,J P=1/2+has been also predicted,with itsflavor state being in the antidecuplet representation¯10of SU(3). Contrary,in a quark model,afive quark state with positive parity requires additional orbital excitation and therefore,the low mass around1.5GeV seems difficult to explain[5,6,7]. Furthermore,lattice QCD[8,9,10]and QCD sum rule[11,12]analyses seem to support a negative parity state.In view of variation of theoretical predictions,dynamics of the low energy QCD is less understood than we have thought previously.One of the difficulties in the theoretical methods for the exotic pentaquark states is that they can couple to scattering meson-baryon states.In the lattice QCD or QCD sum rule analyses where two point correlation functions are studied,thefive-quark currents forΘ+ couples to the KN scattering state which would contaminate the analysis of the resonance ofΘ+.This is related to the fact that there are only three color degrees of freedom,and therefore hadronic operators of more than four quarks must always couple to two(or more) color singlet hadronic states.Therefore,the removal of the KN state is a key issue to understand the properties ofΘ+.Motivated by such an observation,Kondo,Morimatsu and Nishikawa proposed a method to isolate the KN continuum contribution in their QCD sum rule analysis by Fierz rear-ranging thefive quark operator into a sum of products of two color-singlet components[13]. Then they expressed the non-interacting KN contribution as a convolution of the kaon and nucleon correlation functions.In their analysis,the KN contribution was large and changed the parity ofΘ+before and after the subtraction of the KN contribution.However,in their convolution integral,the momenta for the kaon and nucleon correlation functions were not always in the asymptotic region where the OPE can be applicable.Recently,two of the present authors(S.H.Lee and Y.Kwon)and H.Kim performed a QCD sum rule analysis where they attempted to isolate the KN contribution by applying the soft kaon theorem[14].Their method is reliable concerning the application of the OPE, since it contains an evaluation of a single correlation function which is well defined in the asymptotic region.It was then found that the KN contribution is negligibly small and the original observation by Sugiyama,Doi and Oka remained unchanged.In their analysis a coupling of afive quark current to the nucleon state was considered.Since the coupling of the ground state nucleon to thefive-quark current is expected to be small,it naturally suppressed the relevant KN contribution.Intuitively,however,theΘ+current contains three quark terms which is coupled by the ground state nucleon.Diagrammatically,these two processes are depicted in Fig.1.Naively,one expects that the process of Fig.1-(b)would be a major coupling to the KN state.In this report,we study the KN scattering contribution in the QCD sum rule.We apply the previously proposed method of soft kaon theorem to compute the KN to the vacuum matrix element of the pentaquark current.This corresponds to the background methodwhen computing meson-baryon couplings in the QCD sum rule.After taking a commuta-tion relation of the pentaquark current with the kaonic axial charge,we find an expression containing the scalar operator qq .This will be replaced by the vacuum condensate by assuming the vacuum saturation.Such a process can be understood in an effective meson theory in terms of the matrix element of the axial vector current for the kaon decay.5N 3++ΘΘN FIG.1:(a)five quark nucleon decay (b)fall apart decayII.KN CONTRIBUTION TO THE SUM RULELet us start with the KN contribution in the two point correlation functionΠ(q )= d 4x(2π)4γ5(/p +m N )γ5(p −q )2−m 2K.(3)Hence the determination of the coupling strength λKN is the crucial thing.To this end,we apply the soft kaon theorem to the l.h.s.of Eq.(2)0|J Θ|KN =−1charge has a piece of time derivative of the Nambu-Goldstone bosonfield.In particular we haveQ K5=−if K d3x∂0K+ (6)Applying the canonical commutation relation[ΠK(x),K(y)]=iδ3(x−y)whereΠK(x)=∂0K(x),wefind[Q K5,JΘ]=af K N+ (7)In this procedure,the kaonfield in(5)has been replaced bythe decayconstantf K∼ ¯q q , which is a consequence of the spontaneous breaking of chiral symmetry.In this way we expect to have a nucleon current written by three quarks as in the r.h.s of(7).In the QCD sum rule calculation,the contributions corresponding to(7)can be computed first extracting the(¯s q)K(qqq)N piece by the Fierz rearrangement of JΘ(¯s qqqq),and then the¯q q pair in[Q K5,(¯s q)K]is replaced by the vacuum expectation value.Let us now consider the followingΘ+currentJΘ=ǫabcǫdefǫcfg(u T a Cd b)(u T d Cγ5d e)C¯s T g(8) as used in Ref.[12],where C is a charge conjugation matrix and T denotes transpose.As shown in Ref.[14],we obtain[Q K5,JΘ]=J N5,(9) whereJ N5=ǫabcǫdefǫcfg {u T a Cγ5s b}{u T d Cγ5d e}C¯s T g+{u T a Cd b}{u T d Cs e}C¯s T g+{u T a Cd b}{u T d Cγ5d e}Cγ5¯d T g .(10) Forming a scalar quantity¯q q in(10)after the Fierz rearrangement and replace it by the vacuum expectation value(vacuum saturation)we obtain0|JΘ|KN =−16f K ¯s s+¯dd 0|JN3|N=−f K m2K6m sλN3.(14)N u c l e o n M a s s [G e V ]Borel Mass [GeV]FIG.2:The masses of the nucleon in the QCD sum rule as functions of the Borel mass in units of GeV.Three different values 1.9,2.0and 2.1GeV are used for the threshold value.In order to determine the coupling λN 3,we have performed the sum rule analysis for thenucleon in an old fashioned manner with the positive parity states are properly projected out by using the projector (1+γ0)/2.Fig.2shows the Borel mass analysis for the sum rule for nucleon.Here we have verified that the Borel stability is well achieved.From this,we find the mass of the nucleon around 1GeV when a threshold value√M 2= √M 2ρ±OP E (q 0)− ∞m K +m Ndq 0e −q 20s 0=2.2GeV.In principle,there remains a question of theconvergence of the OPE.Here we have included,as before,the results up to dimension 6.Furthermore we have adopted a threshold value√change in the sign of the positive parity case,however,does not necessarily mean the exis-tence of a resonance state.It indicates that the sum rule for the positive parity is rather sensitive to(or equivalently unstable against)the choice of the threshold value.For the KN contribution,we can see from Figs.3,that it is substantial for the negative parity case, while almost negligible for the positive parity case.The less important contribution of the positive parity maybe understood due to the suppression factor of the p-wave coupling of the KN state toΘ+[15].Borel Mass [GeV]x1-1[GeV12]Borel Mass [GeV]x1-9[GeV12]FIG.3:Borel curves for the negative parity(left panel)and positive parity(right panel)pen-taquarks as we add up the OPE order by order.In the total result(solid line),the KN contribution is subtracted.Now,we have performed the sum rule analysis forΘ+.In Fig.4,we have shown the Borel mass dependence of the mass ofΘ+for the negative parity case for three threshold values of√s0=1.8GeV is used,we found unstable result. Hence,we have found once again a negative parityΘ+at the mass region around where experimentally expected.On the contrary,for the positive parity case,we could notfind a realistic solution for the sum rule equation,though the l.h.s.of Eq.(15)is positive.As anticipated,this is due to the instability of the spectral function,which should not be the case when there is a stable(or quasi-stable)state.IV.SUMMARY AND CONCLUSIONSIn this paper we have reanalyzed the QCD sum rule forΘ+with the KN continuum contribution being subtracted out.Physically such a contribution should be dominated by the coupling of theΘ+current to the kaon and three-quark nucleon state,which we were able to estimate by utilizing the soft kaon theorem and vacuum saturation.The KN contribution was found to be substantial for the negative parity but almost negligible for the positive parity case.Furthermore,we should point out that the spectral function of OPE was rather stable against the threshold parameter for the negative parity case,but extremely sensitive for the positive parity case.These results have once again lead to theΘ+of negative parity with a mass around1.5-1.6GeV,while it was not possible to find a solution in the positive parity state.Although the QCD sum rule is a systematic method based on the established technique of QCD,there remain still several questions,such as convergence of the OPE and dependenceT h e t a +M a s s [G e V ]Borel Mass [GeV]FIG.4:The masses of Θ+in the QCD sum rule as functions of the Borel mass in units of GeV.Three different values 2.2,2.3and 2.4GeV are used for the threshold value.of the choice of pentaquark currents.Together with the separation of the KN contribution,these questions must be very important.Further study with proper consideration of them is needed for better understanding of the exotic states.[1]LEPS Collaboration,T.Nakano et al.,Phys.Rev.Lett.91,012002(2003).[2]For a recent situation,see,for instance presentations at the international workshop PEN-TAQUARK04held at SPring-8,July,2004;wwww.rcnp.osaka-u.ac.jp/penta04.The proceed-ings will appear,ed.by A.Hosaka and T.Hotta,World Scientific,(2005).[3]For instance,a recent CLAS data from the proton target was reported by R.De Vita in theApril APS meeting at Tampa,Florida,April (2005).[4] D.Diakonov,V.Petrov and M.Polyakov,Z.Phys.A359,305(1997).[5]M.Oka,Prog.Theor.Phys.112,1(2004)[arXiv:hep-ph/0406211].[6]S.Takeuchi and K.Shimizu,arXiv:hep-ph/0411016.[7] F.Huang,Z.Y.Zhang,Y.W.Yu and B.S.Zou,Phys.Lett.B586,69(2004).[8]S.Sasaki,Phys.Rev.Lett.93,152001(2004)[arXiv:hep-lat/0310014].[9] F.Csikor,Z.Fodor,S.D.Katz and T.G.Kovacs,JHEP 0311,070(2003)[10]T.T.Takahashi,T.Umeda,T.Onogi and T.Kunihiro,arXiv:hep-lat/0503019.[11]S.L.Zhu,Phys.Rev.Lett.91,232002(2003)[arXiv:hep-ph/0307345].[12]J.Sugiyama,T.Doi and M.Oka,Phys.Lett.B581,167(2004).[13]Y.Kondo,O.Morimatsu and T.Nishikawa,Phys.Lett.B611,93(2005)[14]S.H.Lee,H.Kim and Y.Kwon,Phys.Lett.B609,252(2005).[15] A.Hosaka,M.Oka and T.Shinozaki,Phys.Rev.D 71,074021(2005)[arXiv:hep-ph/0409102].。

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