以下是小编整理的平安5讲通关范文，本文共18篇，欢迎阅读与收藏。
篇1： 认标记讲平安大班教案
二、运动目的
1、勉励幼儿在生存中做一个擅长的故意人
2、进一步造就幼儿的说话表达本领，本领和判定的本领
3、资助幼儿熟悉生存中的一些常见的标记，重要熟悉：小心触电小心中毒克制炊火
4、明白根基的平安常识知道产生火警今后简朴的自救要领，进步自我掩护意识
三、运动预备
1、多媒体课件一套
2、平安标记图片一套
3、挂图四幅
4、部署好“平安图片展览”
四、运动历程
1、开端部门：多媒体课件会语言的标记导入课题
师：小朋友适才谁在语言，提示我们留意平安（平安标记）
在我们生存的四周有很多如许的标记时候提示我们留意平安，以是须要我们去熟悉它小朋友看――它来了（大屏幕涌现标记娃娃：小朋友们好！我是标记娃娃，本日我带来了很多多少的朋友，它们都藏在运动室里，你们能找到它们和它们做好朋友吗？）
先生和你们一路找，你能报告先生你是在什么处所找到的吗？是在小椅子上面照旧下面找到的？
2、根基部门：熟悉平安标记
师：小朋友我们坐下来和你的标记朋友说说静静话，看他叫什么？
提示我们怎么做？也可以把你标记朋友的名字报告你的好朋友。各人相互说一说。动头脑想一想。（小朋友自由评论辩论一分钟）如今先生请小朋友把你的标记朋友先容给各人，幼儿手工制作让各人都来熟悉他（请三个小朋友上来先容本身的标记朋友）这么多小朋友都想上来先容你的朋友，如许吧请各人也把你的标记朋友送到磁力板上，先生和你们一路来熟悉。先生有一个小小的请求：请把色彩一样，外形一样的标记朋友放到一排，要是有两个一样的我们只留下一个就可以了。
（先生和幼儿一路来熟悉平安标记）
小朋友看标记娃娃也把标记朋友请到大屏幕上来了，适才有几个标记娃娃来晚了，我们没有熟悉过，你能找到吗？（幼儿探求，先生操纵多媒体找出三个标记：小心触电小心中毒克制炊火）
小心触电：警示我们这里有电，伤害，报告我们小朋友不要用手摸更不克不及进去玩，要阔别这个处所。
小心中毒：提示我们这里的'物品有剧毒，万万不克不及用手去摸。
克制炊火：报告我们这里堆放的物品都是易燃物品，克制在这里焚烧，吸烟，放鞭炮。不然会产生火警。
小朋友，火警恐怖吗？幼儿园教案无情的大火能吞失一座座衡宇，让人们无家可归，大火还能淹没一片片丛林，让动物没有了本身的故里，大火还能烧逝世人和动物，让我们感觉痛楚，以是火警太恐怖了。小朋友，万一我们身边产生火警我们该怎么办呀？（幼儿自由答复）先生这里有几个题目请小朋友思索：要是我们身边产生小火，该怎么办？（用水毁灭用脚踩灭用厚的工具压灭）万一小火酿成了大火该怎么办呀？（立刻报告大人，打火灾德律风119等）要是放生火警今后我们被困在房子里该怎么办？（幼儿自由答复）（用湿毛巾湿衣服把门缝堵住不让浓烟进房子，然后打开窗户，拿出最美丽的衣服高声呼唤：救命呀！人们听到喊声就会来就你。我们看大屏幕上的朋友是怎么做的？（出示大屏幕让幼儿模拟用湿布堵住嘴哈腰逃离火场的措施）
本日先生和小朋友熟悉了这么多的平安标记。还知道了产生火警今后怎么办？我们不但掩护了本身并且还要学会资助别人。这里有几幅画许多有伤害的处所都没有平安标记。我们给它贴上平安标记，如许别人走到这里就知道该怎么做了。（幼儿分成4组给计划好的场景贴平安标记，末了先生领导幼儿总结讲评）
3、竣事部门：参不雅平安图片展览
本日小朋友表示的都很棒，今后小朋友平常要留意你生存的四周另有那些标记，提示我们该奈何做？我们这里另有一个标记图片展览，先生带你们去参不雅一下，今后我们也要做小小计划师，来计划更多的标记。
4、运动延长：为幼儿园计划标记
篇2：机械制图教程第5讲-几何作图
课 题：1、圆弧的连接
2、椭圆的画法课堂类型：讲授教学目的：1、讲解各种形式圆弧连接的作图方法和步骤2、介绍用同心圆法和四心圆弧法画椭圆教学要求：1、掌握各种形式圆弧连接方法2、用四心圆弧法画椭圆教学重点：圆弧连接和用四心圆弧法画椭圆教 具：挂图“圆弧连接的作图原理”、“四心法画椭圆”教学方法：讲授和黑板作图演示相结合，机械制图教程第5讲-几何作图
。教学过程：一、复习旧课讲评上次作业，强调几个概念。二、引入新课题在绘制零件的轮廓形状时，经常遇到从一条直线（或圆弧）光滑地过渡到另一条直线（或圆弧）的情况，这种光滑过渡的连接方式，称为圆弧连接。三、教学内容（一）圆弧的连接1、圆弧连接作图的基本步骤首先求作连接圆弧的圆心，它应满足到两被连接线段的距离均为连接圆弧的半径的条件。然后找出连接点，即连接圆弧与被连接线段的切点。最后在两连接点之间画连接圆弧。已知条件：已知连接圆弧的半径。实质：就是使连接圆弧和被连接的直线或被连接的圆弧相切。关键：找出连接圆弧的圆心和连接点（即切点）。2、直线间的圆弧连接作图法归纳为三点：（1）定距：作与两已知直线分别相距为R（连接圆弧的半径）的平行线。两平行线的交点O即为圆心。（2）定连接点（切点）从圆心O向两已知直线作垂线，垂足即为连接点（切点）（3）以O为圆心，以R为半径，在两连接点（切点）之间画弧。3、圆弧间的圆弧连接（1）连接圆弧的圆心和连接点的求法作图法归纳为三点：1）用算术法求圆心：根据已知圆弧的半径R1或R2 和连接圆弧的半径R计算出连接圆弧的圆心轨迹线圆弧的半径R′：外切时：R′＝R＋R1内切时：R′＝│R—R2│2）用连心线法求连接点（切点）外切时：连接点在已知圆弧和圆心轨迹线圆弧的圆心连线上内切时：连接点在已知圆弧和圆心轨迹线圆弧的圆心连线的延长线3）以O为圆心，以R为半径，在两连接点（切点）之间画弧。（2）圆弧间的圆弧连接的两种形式1)外连接：连接圆弧和已知圆弧的弧向相反（外切）1) 内连接：连接圆弧和已知圆弧的弧向相同（内切）2)3、作与已知圆相切的直线与圆相切的直线，垂直于该圆心与切点的连线。因此，利用三角板的两直角边，便可作圆的切线。（a）方法如图1—31所示。（b）（c） （d）图1－31 作圆的切线（二）椭圆的画法课 题：1、圆弧的连接2、椭圆的画法课堂类型：讲授教学目的：1、讲解各种形式圆弧连接的作图方法和步骤2、介绍用同心圆法和四心圆弧法画椭圆教学要求：1、掌握各种形式圆弧连接方法2、用四心圆弧法画椭圆教学重点：圆弧连接和用四心圆弧法画椭圆教 具：挂图“圆弧连接的作图原理”、“四心法画椭圆”教学方法：讲授和黑板作图演示相结合。教学过程：一、复习旧课讲评上次作业，强调几个概念。二、引入新课题在绘制零件的轮廓形状时，经常遇到从一条直线（或圆弧）光滑地过渡到另一条直线（或圆弧）的情况，这种光滑过渡的连接方式，称为圆弧连接，三、教学内容（一）圆弧的连接1、圆弧连接作图的基本步骤首先求作连接圆弧的圆心，它应满足到两被连接线段的距离均为连接圆弧的半径的条件。然后找出连接点，即连接圆弧与被连接线段的切点。最后在两连接点之间画连接圆弧。已知条件：已知连接圆弧的半径。实质：就是使连接圆弧和被连接的直线或被连接的圆弧相切。关键：找出连接圆弧的圆心和连接点（即切点）。2、直线间的圆弧连接作图法归纳为三点：（1）定距：作与两已知直线分别相距为R（连接圆弧的半径）的平行线。两平行线的交点O即为圆心。（2）定连接点（切点）从圆心O向两已知直线作垂线，垂足即为连接点（切点）（3）以O为圆心，以R为半径，在两连接点（切点）之间画弧。3、圆弧间的圆弧连接（1）连接圆弧的圆心和连接点的求法作图法归纳为三点：1）用算术法求圆心：根据已知圆弧的半径R1或R2 和连接圆弧的半径R计算出连接圆弧的圆心轨迹线圆弧的半径R′：外切时：R′＝R＋R1内切时：R′＝│R—R2│2）用连心线法求连接点（切点）外切时：连接点在已知圆弧和圆心轨迹线圆弧的圆心连线上内切时：连接点在已知圆弧和圆心轨迹线圆弧的圆心连线的延长线3）以O为圆心，以R为半径，在两连接点（切点）之间画弧。（2）圆弧间的圆弧连接的两种形式1)外连接：连接圆弧和已知圆弧的弧向相反（外切）1) 内连接：连接圆弧和已知圆弧的弧向相同（内切）2)3、作与已知圆相切的直线与圆相切的直线，垂直于该圆心与切点的连线。因此，利用三角板的两直角边，便可作圆的切线。（a）方法如图1—31所示。（b）（c） （d）图1－31 作圆的切线（二）椭圆的画法椭圆常用画法有同心圆法和四心圆弧法两种：1、同心圆法。如图1—32(a）所示，以AB和CD为直径画同心圆，然后过圆心作一系列直径与两圆相交。由各交点分别作与长轴、短轴平行的直线，即可相应找到椭圆上各点。最后，光滑连接各点即可。2、椭圆的近似画法（四心圆弧法）。已知椭圆的长轴AB与短轴CD，（1）连AC，以O为圆心，OA为半径画圆弧，交CD延长线于E ；（2）以C为圆心，CE为半径画圆弧，截AC于E1 ；（3）作A E1 的中垂线，交长轴于O1 ，交短轴于O2 ，并找出O1和O2的对称点O3和O4 ；（4）把O1与O2、O2与O3、O3与O4、O4与O1分别连直线；（5）以O1、O3为圆心，O1A为半径；O2、O4为圆心，O2C为半径，分别画圆弧到连心线，K、K1、N1、N为连接点即可。（a） 同心圆法 （b） 四心圆弧法四、小结1、总结各类圆弧连接的特点，尤其强调要抓住圆心和连接点两个关键。2、简述四心法作椭圆的步骤。五、布置作业习题集1－6篇3：剑桥雅思阅读5原文精讲(test3)
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Early Childhood Education
New Zealand’s National Party spokesman on education, Dr Lockwood Smith,
recently visited the US and Britain. Here he reports on the findings of his trip
and what they could mean for New Zealand’s education policy
A
‘Education To Be More’ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?
B
A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words — most of the language they will use in ordinary conversation for the rest of their lives.
Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.
C
It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.
Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.
D
As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.
The programme involved trained parent — educators visiting the parents’ home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.
Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.
E
At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.
Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child’s development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.
F
These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.
Questions 1-4
Reading Passage 1 has six sections, A-F.
Which paragraph contains the following information?
Write the correct letter A-F in boxes 1-4 on your answer sheet.
1 details of the range of family types involved in an education programme
2 reasons why a child’s early years are so important
3 reasons why an education programme failed
4 a description of the positive outcomes of an education programme
Questions 5-10
Classify the following features as characterising
A the ‘Headstart’ programme
B the ‘Missouri’ programme
C both the ‘Headstart’ and the ‘Missouri’ programmes
D neither the ‘Headstart’ nor the ‘Missouri’ programme
Write the correct letter A, B, C or D in boxes 5-10 on your answer sheet.
5 was administered to a variety of poor and wealthy families
6 continued with follow-up assistance in elementary schools
7 did not succeed in its aim
8 supplied many forms of support and training to parents
9 received insufficient funding
10 was designed to improve pre-schoolers’ educational development
Questions 11-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 11-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
11 Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening speaking, reasoning and interacting with others.
12 ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests.
13 The richer families in the ‘Missouri’ programme had higher stress levels.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.
Questions 14-17
Reading Passage 2 has six paragraphs, A-F.
Choose the correct heading for paragraphs B and D-F from the list of headings below.
Write the correct number i-viii in boxes 14-17 on your answer sheet.
List of Headings
I Effects of irrigation on sedimentation
Ii The danger of flooding the Cairo area
Iii Causing pollution in the Mediterranean
Iv Interrupting a natural process
V The threat to food production
Vi Less valuable sediment than before
Vii Egypt’s disappearing coastline
Viii Looking at the long-term impact
Example Paragraph A Answer vii
14 Paragraph B
Example Paragraph C Answer vi
15 Paragraph D
16 Paragraph E
17 Paragraph F
Disappearing Delta
A The fertile land of the Nile delta is being eroded along Egypt’s Mediterranean coast at an astounding rate，in some parts estimated at 100 metres per year.In the past，land scoured away from the coastline by the currents of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Nile，but this is no longer happening.
B Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt，which hold back virtually all of the sediment that used to flow down the river. Before the dams were built，the Nile flowed freely carrying huge quantities of sediment north from Africa’s interior to be deposited on the Nile delta.This continued for 7,000 years，eventually covering a region of over 22,000 square kilometres with layers of fertile silt.Annual flooding brought in new, nutrient-rich soil to the delta region，replacing what had been washed away by the sea，and dispensing with the need for fertilizers in Egypt’s richest food-growing area.But when the Aswan dams were constructed in the 20th century to provide electricity and irrigation，and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought，most of the sediment with its naturaI fertilizer accumulated up above the dam in the southern, upstream half of Lake Nasser, instead of passing down to the delta.
C Now, however, there turns out to be more to the story.It appears that the sediment-free water emerging from the Aswan dams picks up silt and sand as it erodes the river bed and banks on the 800-kilometre trip to Cairo.Daniel Jean Stanley of the Smithsonian Institute noticed that water samples taken in Cairo，just before the river enters the delta，indicated that the river sometimes carries more than 850 grams of sediment per cubic metre of water — almost half of what it carried before the dams were built. ‘I’m ashamed to say that the significance of this didn’t strike me until after I had read 50 or 60 studies，’ says Stanley in Marine Geology.‘There is still a lot of sediment coming into the delta, but virtually no sediment comes out into the Mediterranean to replenish the coastline.So this sediment must be trapped on the delta itself.’
D Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals and only a small proportion reaches the sea directly through the rivers in the delta.The water in the irrigation canals is still or very slow-moving and thus cannot carry sediment, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta.So very little of it actually reaches the coastline to replace what is being washed away by the Mediterranean currents.
E The farms on the delta plains and fishing and aquaculture in the lagoons account for much of Egypt’s food supply.But by the time the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people.’Pollutants are building up faster and faster,’ says Stanley.
Based on his investigations of sediment from the delta lagoons, Frederic Siegel of George Washington University concurs. ‘In Manzalah Lagoon, for example, the increase in mercury, lead, copper and zinc coincided with the building of the High Dam at Aswan, the availability of cheap electricity, and the development of major power-based industries,’ he says. Since that time the concentration of mercury has increased significantly. Lead from engines that use leaded fuels and from other industrial sources has also increased dramatically. These poisons can easily enter the food chain, affecting the productivity of fishing and farming. Another problem is that agricultural wastes include fertilizers which stimulate increases in plant growth in the lagoons and upset the ecology of the area, with serious effects on the fishing industry.
F According to Siegel, international environmental organisations are beginning to pay closer attention to the region, partly because of the problems of erosion and pollution of the Nile delta, but principally because they fear the impact this situation could have on the whole Mediterranean coastal ecosystem. But there are no easy solutions. In the immediate future, Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. ‘In my view, Egypt must devise a way to have more water running through the river and the delta,’ says Stanley. Easier said than done in a desert region with a rapidly growing population.
Questions 18-23
Do the following statements reflect the claims of the writer in Reading Passage 2?
In boxes 18-23 on your answer sheet, write
YES if the statement reflects the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
18 Coastal erosion occurred along Egypt’s Mediterranean coast before the building of the Aswan dams.
19 Some people predicted that the Aswan dams would cause land loss before they were built.
20 The Aswan dams were built to increase the fertility of the Nile delta.
21 Stanley found that the levels of sediment in the river water in Cairo were relatively high.
22 Sediment in the irrigation canals on the Nile delta causes flooding.
23 Water is pumped from the irrigation canals into the lagoons.
Questions 24-26
Complete the summary of paragraphs E and F with the list of words A-H below.
Write the correct letter A-H in boxes 24-26 on your answer sheet.
In addition to the problem of coastal erosion, there has been a marked increase in the level of 24………………contained in the silt deposited in the Nile delta. To deal with this, Stanley suggests the use of 25………………in the short term, and increasing the amount of water available through 26………………in the longer term.
A artificial floods B desalination C delta waterways D natural floods
E nutrients F pollutants G population control H sediment
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
The Return of Artificial Intelligence
It is becoming acceptable again to talk of computers performing
human tasks such as problem-solving and pattern-recognition
A After years in the wilderness, the term ‘artificial intelligence’ (AI) seems poised to make a comeback. AI was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of AI, a movie about a robot boy. This has ignited public debate about AI, but the term is also being used once more within the computer industry. Researchers, executives and marketing people are now using the expression without irony or inverted commas. And it is not always hype. The term is being applied, with some justification, to products that depend on technology that was originally developed by AI researchers. Admittedly, the rehabilitation of the term has a long way to go, and some firms still prefer to avoid using it. But the fact that others are starting to use it again suggests that AI has moved on from being seen as an over-ambitious and under-achieving field of research.
B The field was launched, and the term ‘artificial intelligence’ coined, at a conference in 1956, by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research, cybernetics, logic and computer science. The goal they shared was an attempt to capture or mimic human abilities using machines. That said, different groups of researchers attacked different problems, from speech recognition to chess playing, in different ways; AI unified the field in name only. But it was a term that captured the public imagination.
C Most researchers agree that AI peaked around 1985. A public reared on science-fiction movies and excited by the growing power of computers had high expectations. For years, AI researchers had implied that a breakthrough was just around the corner. Marvin Minsky said in 1967 that within a generation the problem of creating ‘artificial intelligence’ would be substantially solved. Prototypes of medical-diagnosis programs and speech recognition software appeared to be making progress. It proved to be a false dawn. Thinking computers and household robots failed to materialise, and a backlash ensued. ‘There was undue optimism in the early 1980s,’ says David Leake, a researcher at Indiana University. ‘Then when people realised these were hard problems, there was retrenchment. By the late 1980s, the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.“
D Ironically, in some ways AI was a victim of its own success. Whenever an apparently mundane problem was solved, such as building a system that could land an aircraft unattended, the problem was deemed not to have been AI in the first place. ‘If it works, it can’t be AI,’ as Dr Leake characterises it. The effect of repeatedly moving the goal-posts in this way was that AI came to refer to ‘blue-sky’ research that was still years away from commercialisation. Researchers joked that AI stood for ‘almost implemented’. Meanwhile, the technologies that made it onto the market, such as speech recognition, language translation and decision-support software, were no longer regarded as AI. Yet all three once fell well within the umbrella of AI research.
E But the tide may now be turning, according to Dr Leake. HNC Software of San Diego, backed by a government agency, reckon that their new approach to artificial intelligence is the most powerful and promising approach ever discovered. HNC claim that their system, based on a cluster of 30 processors, could be used to spot camouflaged vehicles on a battlefield or extract a voice signal from a noisy background — tasks humans can do well, but computers cannot. ‘Whether or not their technology lives up to the claims made for it, the fact that HNC are emphasising the use of AI is itself an interesting development,’ says Dr Leake.
F Another factor that may boost the prospects for AI in the near future is that investors are now looking for firms using clever technology, rather than just a clever business model, to differentiate themselves. In particular, the problem of information overload, exacerbated by the growth of e-mail and the explosion in the number of web pages, means there are plenty of opportunities for new technologies to help filter and categorise information — classic AI problems. That may mean that more artificial intelligence companies will start to emerge to meet this challenge.
G The 1969 film, :A Space Odyssey, featured an intelligent computer called HAL 9000. As well as understanding and speaking English, HAL could play chess and even learned to lipread. HAL thus encapsulated the optimism of the 1960s that intelligent computers would be widespread by 2001. But 2001 has been and gone, and there is still no sign of a HAL-like computer. Individual systems can play chess or transcribe speech, but a general theory of machine intelligence still remains elusive. It may be, however, that the comparison with HAL no longer seems quite so important, and AI can now be judged by what it can do, rather than by how well it matches up to a 30-year-old science-fiction film. ‘People are beginning to realise that there are impressive things that these systems can do.’ says Dr Leake hopefully.
Questions 27-31
Reading Passage 3 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter A-G in boxes 27-31 on your answer sheet.
NB You may use any letter more than once.
27 how AI might have a military impact
28 the fact that AI brings together a range of separate research areas
29 the reason why AI has become a common topic of conversation again
30 how AI could help deal with difficulties related to the amount of information available electronically
31 where the expression AI was first used
Questions 32-37
Do the following statements agree with the information given in Reading Passage 3?
In boxes 32-37 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information about this
32 The researchers who launched the field of AI had worked together on other projects in the past.
33 In 1985, AI was at its lowest point.
34 Research into agent technology was more costly than research into neural networks.
35 Applications of AI have already had a degree of success.
36 The problems waiting to be solved by AI have not changed since 1967.
37 The film 2001: A Space Odyssey reflected contemporary ideas about the potential of AI computers.
Questions 38-40
Choose the correct letter A, B, C or D.
Write your answers in boxes 38-40 on your answer sheet.
38 According to researchers, in the late 1980s there was a feeling that
A a general theory of AI would never be developed.
B original expectations of AI may not have been justified.
C a wide range of applications was close to fruition
D more powerful computers were the key to further progress.
39 In Dr Leake’s opinion, the reputation of AI suffered as a result of
A changing perceptions.
B premature implementation
C poorly planned projects.
D commercial pressures.
40 The prospects for AI may benefit from
A existing AI applications.
B new business models.
C orders from internet-only companies.
D new investment priorities.
篇4：剑桥雅思阅读5原文精讲(test3)
TEST 3 PASSAGE 1 参考译文：
Early Childhood Education
New Zealand’s National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand’s education policy.
儿童早期教育
新西兰国家党教育发言人Lockwood Smith博士最近访问了美国和英国。下面是他撰写的一份报告，文中阐述了他此行的收获以及这些收获对新西兰教育政策的意义。
A
‘Education To Be More’ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?
A 《教育增进能力》是一份由新西兰政府儿童早期关怀和教育工作小组所作的报告，于去年8月出版。该报告呼吁促进机会均等、加强对儿童的关爱和对儿童早期教育机构的资助。毫无疑问，这的确是必要的。但是一般而言，家长直到孩子3岁时才把他们送到早期教育学校，这样一来，我们是不是错过了教育孩子的最佳时期?
B
A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words — most of the language they will use in ordinary conversation for the rest of their lives.
B 哈佛大学进行了一项长达的儿童早期发展的研究，结果表明：到了3岁时，大多数孩子已经具备理解1000个单词的能力，这些词汇是他们在以后的一生中进行日常对话时会经常用到的。
Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.
该研究还表明：尽管每个孩子都有与生俱来的好奇心，但是这种好奇心却可能在2岁到3岁时受到强烈的压抑。研咳嗽北硎荆说母鲂允窃诔錾蟮牧侥曛行纬傻模搅3岁的时候，孩子们已经掌握了将来在家庭和学校中会用到的基本技能。从3岁以后，孩子们就开始在已有知识的基础上继续拓展对世界的认识。
C
It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.
C 人们一般认为，家庭社会地位和经济条件不太好的孩子往往在学校表现不佳。不仅新西兰有这种情况，澳大利亚、英国和美国也都有这种情况。为了改变这种状况，美国于1965年在全国开展了一项“先发优势”计划，并投人大量资金。按照该计划，孩子在3岁时被送进早期教育学校，以帮助家境不好的孩子在学校取得成功。
Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.
尽管投人了大量资金，结果却令人失望。这可能有两个原因。首先，该计划所定开始年龄太大，许多3岁时进入早教学校的孩子此时已经在语言和智力发育上落后于他们的同龄人了。其次，这些孩子的家长并没有参与进来。每天放学后，这些孩子又回到了不利于他们成长的家庭环境中。
D
As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.
D 由于越来越多的研究表明儿童3岁前的时间是非常重要的，而且“先发优势”计划的结果又令人失望，所以，美国密苏里州实施了一项试点项目，其核心就是把家长作为孩子的第一任老师。研究表明：与家长合作而不是绕过家长，是帮助孩子获得人生最佳起跑点的最有效方式。密苏里州的这个项目正是以这一研究成果为基础的。该项目为期4年，包含了380个即将迎来第一个孩子的家庭，涵盖了不同家庭经济状况、社会地位、年龄段和家庭构成，其中包括单亲家庭、双亲家庭、双职工家庭以及父母中有一方居家的家庭。
The programme involved trained parent — educators visiting the parents’ home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.
该项目派出受过专业训练的教育学家进行家访，与家长和孩子共同合作。项目提供了孩子发展的相关知识，以及孩子成长过程中要注意的事项。此外，该项目还提供在促进孩子智力、语言、社会和运动技能等方面的指导，定期检查孩子教育和感官(听觉和视觉)能力的发展情况，以及时发现孩子在成长和发育过程中的障碍，其中涉及到的医疗问题则由专门的医生处理。
Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.
教育学家亲自进行家访，对家长进行培训，并每月召开集体会议与那些新做爸爸妈妈的家长分享经验，讨论他们关心的问题。位于校内的家长资源中心则为家长和资助者提供关爱孩子的学习资料。
E
At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.
E 当密苏里项目中的孩子3岁时，研究人员将这些孩子与来自相同经济状况、社会地位、家庭状况的孩子以及随机抽取的同龄的孩子放在一起，共同进行评估。结果是惊人的。到了3岁的时候，参与项目的孩子在语言发育方面已远远领先于他们的同龄人。他们解决问题的能力和其他的知识技能得到了更明显的提高，在社会交往方面也取得了很大的进步。事实上，在诸如听力理解、口头表达和语言能力方面，参与项目的孩子一般都处于同龄人中前15%-20%的位置。
Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child’s development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.
最重要的是，结果还表明传统意义上的一些不利因素，如家长的年龄和受教育程度、是否是单亲家庭等，与孩子所取得的进步大小和语言发育几乎没有任何关系。无论项目中的这些孩子所处的经济条件或社会条件如何不利，他们的表现都毫不逊色。虐待儿童的现象几乎完全消失了。人们发现惟一一个会影响孩子发展的因素就是由干家庭压力所导致的亲子交流质量不佳，而这种交流在较为贫困的家庭倒不一定差。
F
These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.
F 这些研究结果是令人激动的。在新西兰，有越来越多的例证表明家庭经济条件和社会背景不佳的孩子入学时的发育就不是很充分，但我们的教育体制却在延续这种劣势。而上述项目中创新的做法则可以打破这种恶性循环。与家长在家庭、单位中进行合作的理念与儿童早期关怀和教育工作小组的报告提出的观念形成了鲜明的对比。该小组所关注的是使母亲和孩子能得到儿童保育，并使早期教育制度化。3岁到5岁间的教育无疑是非常重要的，但某些实例表明：如果不重视对家长的培训，不重视孩子3岁前的时间，那么这种教育将无法克服教育上的差距。
TEST 3 PASSAGE 2 参考译文：
Disappearing Delta
日益消失的三角洲
A The fertile land of the Nile delta is being eroded along Egypt’s Mediterranean coast at an astounding rate，in some parts estimated at 100 metres per year.In the past，land scoured away from the coastline by the currents of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Nile，but this is no longer happening.
A 尼罗河三角洲在地中海沿岸的肥沃土地正以惊人的速度遭到侵蚀。在某些地段，估计侵蚀速度会达到100米/年。过去，由地中海洋流冲刷掉的沿岸土地会得到由尼罗河带到三角洲的土壤的补充，但是现在情况却发生了改变。
B Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt，which hold back virtually all of the sediment that used to flow down the river. Before the dams were built，the Nile flowed freely carrying huge quantities of sediment north from Africa’s interior to be deposited on the Nile delta.This continued for 7,000 years，eventually covering a region of over 22,000 square kilometres with layers of fertile silt.Annual flooding brought in new, nutrient-rich soil to the delta region，replacing what had been washed away by the sea，and dispensing with the need for fertilizers in Egypt’s richest food-growing area.But when the Aswan dams were constructed in the 20th century to provide electricity and irrigation，and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought，most of the sediment with its naturaI fertilizer accumulated up above the dam in the southern, upstream half of Lake Nasser, instead of passing down to the delta.
B 到目前为止，人们一直在指责埃及南部阿斯旺的两座大坝，认为它们造成了三角洲土地的流失，这两座大坝几乎将所有原来顺尼罗河直下的淤泥都阻挡住了。在建坝之前，尼罗河可以自由地流动，携带非洲北部内陆地区的大量泥沙、淤积到尼罗河三角洲地区，这种情况一直持续了 70，最终将这个22,000多平方公里的土地覆盖上了一层又一层肥沃的淤泥。每年的洪水泛滥都会给尼罗河三角洲地区带来新的富有营养的淤泥，补充那些被海水冲刷走的土壤。这样一来，尽管这个地区是埃及粮食产量最高的地区，却不需施加肥料。但是，到了 20世纪，人们建造了阿斯旺水坝来提供电力和进行灌溉，并保护开罗这个人口大城及其周边地区免遭洪水和干旱。自那时起，大多数淤泥连带其中的丰富养分都在大坝南部，Nasser湖的上游淤积起来，而没有被带入尼罗河三角洲。
C Now, however, there turns out to be more to the story.It appears that the sediment-free water emerging from the Aswan dams picks up silt and sand as it erodes the river bed and banks on the 800-kilometre trip to Cairo.Daniel Jean Stanley of the Smithsonian Institute noticed that water samples taken in Cairo，just before the river enters the delta，indicated that the river sometimes carries more than 850 grams of sediment per cubic metre of water — almost half of what it carried before the dams were built. ‘I’m ashamed to say that the significance of this didn’t strike me until after I had read 50 or 60 studies，’ says Stanley in Marine Geology.‘There is still a lot of sediment coming into the delta, but virtually no sediment comes out into the Mediterranean to replenish the coastline.So this sediment must be trapped on the delta itself.’
C 然而，现在看来，情况似乎不这么简单。从阿斯旺水坝流出的无沉淀物的河水在到达开罗前的800公里的路程当中，似乎在不断地侵蚀其流经的河床和河岸，泥沙含量在不断增加。Smithsonian学院的Daniel Jean Stanley注意到,从河水流人三角洲前的开罗河段中采集的水样表明，尼罗河携带的泥沙含量有时会多于850g/m3，差不多相当于建坝前的一半。Stanley在《海洋地质学》杂志上说：“说起来有些羞愧，我读了 50到60项研究才惊讶地发现这一重大情况，仍然有大量淤泥流入三角洲地区，但却几乎没有淤泥由此处流入地中海来补充海岸线，这就说明这些淤泥肯定淤积在了三角洲地区。”
D Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals and only a small proportion reaches the sea directly through the rivers in the delta.The water in the irrigation canals is still or very slow-moving and thus cannot carry sediment, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta.So very little of it actually reaches the coastline to replace what is being washed away by the Mediterranean currents.
D 从前在开罗北部，尼罗河水大部分被引入长达1,000公里的灌溉渠道，只有一小部分通过三角洲地区的河流直接汇入海洋。Stanley解释说，因为灌溉渠道中的河水是不流动的或流速很慢，所以不会携带泥沙。泥沙会沉积到灌溉渠的底部，然后由农民施加到田里，或者和河水一起被抽人三角洲外缘附近的四大淡水泻湖中。所以，事实上只有很小的一部分泥沙到达海岸线，补充被地中海洋流冲刷走的土壤。
E The farms on the delta plains and fishing and aquaculture in the lagoons account for much of Egypt’s food supply.But by the time the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people.’Pollutants are building up faster and faster,’ says Stanley.
E 三角洲平原的农业和泻湖地区的渔业和水产养殖业为埃及提供了大部分食物。但当淤泥开始逐渐在田里和泻湖沉积的时候，淤泥中已经含有大量来自开罗这个人口超过4000万城市的工业和农业废弃物。Stanley说：“污染物增加的速度越来越快。”
Based on his investigations of sediment from the delta lagoons, Frederic Siegel of George Washington University concurs. ‘In Manzalah Lagoon, for example, the increase in mercury, lead, copper and zinc coincided with the building of the High Dam at Aswan, the availability of cheap electricity, and the development of major power-based industries,’ he says. Since that time the concentration of mercury has increased significantly. Lead from engines that use leaded fuels and from other industrial sources has also increased dramatically. These poisons can easily enter the food chain, affecting the productivity of fishing and farming. Another problem is that agricultural wastes include fertilizers which stimulate increases in plant growth in the lagoons and upset the ecology of the area, with serious effects on the fishing industry.
乔治华盛顿大学的Frederic Siegel根据自己对尼罗河三角洲地区泻湖沉积物的调查，对Stanley的说法表示赞同。他说：“以Manzalah泻湖为例，随着阿斯旺高坝的建设、廉价电力的使用和大型耗电工业的发展，湖中汞、铅、铜和锌的含量也增多了。”从那时起，汞的浓度便大幅上升。使用含铅燃料的发动机产生的铅和其他工业源产生的铅也大幅度增加。这些有害物质很容易就会进入到食物链中，从而影响渔业和农业的产量。另一个问题就是包括化肥(残留物)在内的农业废弃物会刺激泻湖中植物的迅速生长，扰乱该地区的生态平衡，进而对渔业产生严重的影响。
F According to Siegel, international environmental organisations are beginning to pay closer attention to the region, partly because of the problems of erosion and pollution of the Nile delta, but principally because they fear the impact this situation could have on the whole Mediterranean coastal ecosystem. But there are no easy solutions. In the immediate future, Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. ‘In my view, Egypt must devise a way to have more water running through the river and the delta,’ says Stanley. Easier said than done in a desert region with a rapidly growing population.
F 据Siegel说，国际环保组织开始日益关注这一地区，一部分原因是因为侵蚀问题和尼罗河三角洲污染的问题，但主要原因还是他们害怕这种情况会影响到整个地中海沿岸的生态系统。可是对于这个问题并没有简单的解决方案。Stanley认为，在不远的将来，使用人工洪水，像建造大坝前自然洪水那样冲刷三角洲的水道可能会是一种解决方案。但是，他又说，从长远角度来看，可能需要采取其他的作法(如海水淡化)来增加可用水的数量。Stanley说：“我认为，埃及必须设计出一种方案，使更多的水流入尼罗河，流经三角洲地区。”在这样一个人口迅速增长的沙漠地区，做到这一点的确不是一件容易的事。
TEST 3 PASSAGE 3 参考译文：
The Return of Artificial Intelligence
It is becoming acceptable again to talk of computers performing human tasks such as problem-solving and pattern-recognition
人工智能的回归
谈论计算机执行人类才能执行的任务，如解决问题、模式识别，再一次成为受欢迎的话题。
A After years in the wilderness, the term ‘artificial intelligence’ (AI) seems poised to make a comeback. AI was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of AI, a movie about a robot boy. This has ignited public debate about AI, but the term is also being used once more within the computer industry. Researchers, executives and marketing people are now using the expression without irony or inverted commas. And it is not always hype. The term is being applied, with some justification, to products that depend on technology that was originally developed by AI researchers. Admittedly, the rehabilitation of the term has a long way to go, and some firms still prefer to avoid using it. But the fact that others are starting to use it again suggests that AI has moved on from being seen as an over-ambitious and under-achieving field of research.
A 在失宠数年之后，“人工智能”这个词好像在准备着东山再起。人工智能在20世纪80年代非常流行，但到了20世纪90年代却突然消声匿迹了。随着《人工智能》这部关于机器男孩的电影的上映，这个词又重新回到公众的意识之中。虽然这部电影引发了公众对于人工智能的辩论，但这个词还是在计算机领域再次被使用。研究人员、行政管理人员和营销人员使用这个词的时候不再带有嘲讽的意味，也不再加引号。关于这个词，也不再总是天花乱坠的宣传。现在，这个术语逐渐被合理地应用到某些产品中，而这些产品正是依托原来人工智能研究人员开发的技术。诚然，这个词的复活还有待时日，而且有些公司仍尽量避免使用它。但是其他人已经开始再次使用这个词汇，这表明人们渐渐地不再将人工智能看作是好高骛远、无所建数的研究的代名词。
B The field was launched, and the term ‘artificial intelligence’ coined, at a conference in 1956, by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research, cybernetics, logic and computer science. The goal they shared was an attempt to capture or mimic human abilities using machines. That said, different groups of researchers attacked different problems, from speech recognition to chess playing, in different ways; AI unified the field in name only. But it was a term that captured the public imagination.
B 1956 年，一组包括 Marvin Minsky、John McCarthy、Herbert Simon 和Alan Newell 在内的研究人员在一次大会上创造了“人工智能”这一名词，并开创了这一研究领域。这几位研究人员后来都成了这一领域的领军人物，这个研究领域涵盖了先前几个毫不相关的领域，如工序研究、控制论、逻辑和计算机科学。而人工智能一词为这个研究领域起了一个吸引人而又有实质内涵的名字。这些研究的共同目标就是试图用机器来模拟或再现人类的能力。说到这，需要指出的是，不同的研究小组用不同的方法解决不同的问题，包栝从语音识别到下棋等众多方面，人工智能只是在名字上将这个领域统一了起来，但这个词却引发了公众的无限遐想。
C Most researchers agree that AI peaked around 1985. A public reared on science-fiction movies and excited by the growing power of computers had high expectations. For years, AI researchers had implied that a breakthrough was just around the corner. Marvin Minsky said in 1967 that within a generation the problem of creating ‘artificial intelligence’ would be substantially solved. Prototypes of medical-diagnosis programs and speech recognition software appeared to be making progress. It proved to be a false dawn. Thinking computers and household robots failed to materialise, and a backlash ensued. ‘There was undue optimism in the early 1980s,’ says David Leake, a researcher at Indiana University. ‘Then when people realised these were hard problems, there was retrenchment. By the late 1980s, the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.”
C 大多数研究人员都认为1985年是人工智能的鼎盛时期。由科幻电影培育起来的、对计算机日益增强的能力激动不已的公众，对人工智能抱着很高的期望。多年来，人工智能的研究人员一直暗示成功近在咫尺。1967年，Marvin Minsky曾说，建立人工智能的实质性问题在一代人的时间里就将得以解决。医疗诊断程序和语音识别软件的雏形似乎都在取得进展。但最终这一切却成了一场空欢喜。有思维能力的计算机和家庭机器人都没能问世，紧接着又出现了强烈反对的舆论。印第安纳大学的研究员David Leake说：“20世纪80年代早期的人们是过于乐观了。此后人们意识到这些问题并不好解决，于是就纷纷退出。到了 20世纪80年代晚期，许多研究人员都避免使用人工智能这个词，转而称自己从事的是一些具体分支学科的研究，如神经网络、智能主体技术和个案推理等等。”
D Ironically, in some ways AI was a victim of its own success. Whenever an apparently mundane problem was solved, such as building a system that could land an aircraft unattended, the problem was deemed not to have been AI in the first place. ‘If it works, it can’t be AI,’ as Dr Leake characterises it. The effect of repeatedly moving the goal-posts in this way was that AI came to refer to ‘blue-sky’ research that was still years away from commercialisation. Researchers joked that AI stood for ‘almost implemented’. Meanwhile, the technologies that made it onto the market, such as speech recognition, language translation and decision-support software, were no longer regarded as AI. Yet all three once fell well within the umbrella of AI research.
D 颇具讽刺意义的是，在某些方面，人工智能反而成为自己成功的受害者。每当解决了一个现实世界中的问题，如建造了一个可以无人在场的飞机降落系统，人们都不会将此归功于人工智能。正如Leake博士所说：“起作用的肯定不是人工智能。”这种不断拔高研究目标所造成的后果使有关人工智能的研究成了一种纯理论的研究，要实现其商业化还要很多年的时间。研究人员打趣说人工智能就是“接近完成”的代名词。与此同时，将人工智能推向市场的许多技术，如语音识别、语言翻译和决策支持软件，已不再被认为是人工智能，然而这三项技术曾经一度是完全属于人工智能研究领域的。
E But the tide may now be turning, according to Dr Leake. HNC Software of San Diego, backed by a government agency, reckon that their new approach to artificial intelligence is the most powerful and promising approach ever discovered. HNC claim that their system, based on a cluster of 30 processors, could be used to spot camouflaged vehicles on a battlefield or extract a voice signal from a noisy background — tasks humans can do well, but computers cannot. ‘Whether or not their technology lives up to the claims made for it, the fact that HNC are emphasising the use of AI is itself an interesting development,’ says Dr Leake.
E 据Leake博士说，现在这种趋势可能要开始扭转了。圣地亚哥的HNC软件得到了某个政府机构的支持，这一软件的研究人员认为他们处理人工智能的新方法是迄今为止所发现的最有效、最具前景的方法。HNC称，他们这一由30个处理器支持的系统可以在战场上发现伪装的车辆或从嘈杂的环境中提取某一声音信号。这些任务原来都是人可以做到、但计算机做不到的。Leake博士说：“无论他们的技术能否达到他们所宣称的水准，HNC强调自己在使用人工智能技术本身就是一个颇有意思的进展。”
F Another factor that may boost the prospects for AI in the near future is that investors are now looking for firms using clever technology, rather than just a clever business model, to differentiate themselves. In particular, the problem of information overload, exacerbated by the growth of e-mail and the explosion in the number of web pages, means there are plenty of opportunities for new technologies to help filter and categorise information — classic AI problems. That may mean that more artificial intelligence companies will start to emerge to meet this challenge.
F 在不远的将来，还可能会有另外一个使人工智能前景更光辉灿烂的因素。为了突显自己的个性，投资者不再单纯地寻求一种精明的商业模式，转而寻求与利用智能技术的公司的合作。电子邮件和网页数量的激增加剧了信息超载问题，这一特别的问题意味着新技术在信息过滤和分类方面将大有可为，而这些其实都是人工智能要解决的典型的问题。这就意味着更多的人工智能公司会应运而生。
G The 1969 film, 2001:A Space Odyssey, featured an intelligent computer called HAL 9000. As well as understanding and speaking English, HAL could play chess and even learned to lipread. HAL thus encapsulated the optimism of the 1960s that intelligent computers would be widespread by 2001. But 2001 has been and gone, and there is still no sign of a HAL-like computer. Individual systems can play chess or transcribe speech, but a general theory of machine intelligence still remains elusive. It may be, however, that the comparison with HAL no longer seems quite so important, and AI can now be judged by what it can do, rather than by how well it matches up to a 30-year-old science-fiction film. ‘People are beginning to realise that there are impressive things that these systems can do.’ says Dr Leake hopefully.
G 1969年一部名为《2001太空漫游》的电影，主要描述了一个叫HAL 9000的智能计算机的故事。HAL除了能懂英语和说英语之外，还可以下棋甚至通过观察人的嘴唇动作来理解话意。因此HAL集中体现了 20世纪60年代的乐观情绪，认为到了 ，智能计算机将得到广泛应用。但20已成为过去，HAL那样的智能计算机仍然没有丝毫出现的迹象。单独的系统可以下棋或转换语音，但是仍然没有一套关于机器智能的宏观理论。或许，与HAL之间的比较已变得不那么重要，人工智能可以凭借自己的作为得到公正的评判，而无需与一个30多年前的科幻电影中的人工智能机器进行比照。Leake博士满怀希望地说：“人们开始意识到人工智能系统是可以做出许多出色的工作的。”
篇5：剑桥雅思阅读5原文精讲(test3)
Test 3 Passage 1
Question 1
答案： D
关键词：details / the range of / family types /an education programme
定位原文: D段第3句”The four-year pilot study included…”
解题思路: 定位句对应题干上的the range of family。接下来作者详细地描述了这些家庭的状况：They included single-parent and two-parent families, families in which both parents worked，and families with either the mother or father at home.正好可以对应题干上的details一词。注意：尽管E段也提到了家庭，但是其论述重点已经不在干表明家庭的多样性，故不选。
Question 2
答案：B
关键词：reasons /early years / important
定位原文: B段内容
解题思路: 在这一部分怍者从两方面论述了早教为什么重要，尽管本段并没有直接说出reason这个词，但是我们足以总结出早期教育对儿童十分重要。答案是B
Question 3
答案： C
关键词：reasons / failed
定位原文: C段第2小段
解题思路: 这一部分直接阐述了explanations，所以对应题目。
Question 4
答案：E
关键词：description / positive outcomes
定位原文: E段第1小段内容
解题思路: programme were evaluated... The results were phenomenal...这些都对应了题目的总结。
Question 5
答案：B
关键词：poor/ wealthy
定位原文: D段第3句“The four-year pilot study included…”
解题思路: 其中a cross-section of socio-economic status 就证明该项目包含了 不同经济状况的家庭。而这一点在Headstart计划中并未提到。
Question 6
答案：D
关键词：follow-up/ elementary schools
定位原文: C、D、E段
解题思路: 题干：哪个项目包括在小学中提供后续帮助?结果是：两个顼目都没有提到这一点。所以答案选D。
Question 7
答案： A
关键词：did not succeed
定位原文: C段第2小段
解题思路: 定位句得知属于Headstart 项目。
Question 8
答案： B
关键词：support and training / parents
定位原文: D段第2小段
解题思路: 定位句得知属于Missouri项目。
Question 9
答案：D
关键词：insufficient funding
定位原文: C段第2小段
解题思路: C 段：Despite substantial funding...这句话证明Headstart计划资金充足。而关干密苏里计划，作者根本就没有提到资金的问题。所以这道题目只能选D。
Question 10
答案：C
关键词：pre-schoolers
定位原文: C段第1小段第3句;D段第1小段第1句
解题思路: C段定位句证明Headstart计划的目的正是为了促进儿童的教育;D段定位句证明密苏里计划是为了弥补Headstart计划的不足而产生的新计划，所以目标也是为了提升儿童的教育。所以答案选C。
Question 11
答案：TRUE
关键词：Missouri
定位原文: E段第1小段
解题思路: listening 等同于文中auditory comprehension;speaking 等同于文中verbal ability and language ability;reasoning 等同于文中problem solving;interacting 等同于文中social development。
Question 12
答案： FALSE
关键词：Missouri / young / uneducated / single
定位原文: E段第2小段第1句
解题思路: 定位句这句话明确表明家长的年龄，教育背景，或是否是单亲家庭，对孩子的成绩和语言发展都没有太太的影响。
Question 13
答案： NOT GIVEN
关键词：richer
定位原文: D段和E段
解题思路：如果回到文章通读密苏里计划所在的D段和E段，我们会发现作者根本没有提到富裕家庭所面临的压力问题。作者只在E段末句提到人们发现的惟一一个会影响孩子发展的因素就是由于家庭压力所导致的亲子交流质量不佳。而这种交流在较为贫困的家庭倒不一定差。但是从这句话我们也无法推知富裕家庭的压力是否更大。
Test 3 Passage 2
Question 14
答案：iv
关键词： 篇章匹配，无题干定位词
定位原文: B段第1句
解题思路: 文中对应点这句话告诉我们由干阿斯旺水坝的修建，原本的自然过程被打乱了，阻挡了原来顺流而下的淤泥，因此答案为iv。
Question 15
答案：i
关键词： 篇章匹配，无题干定位词
定位原文：D段内容
解题思路: D段详细地描述了灌漑渠里沉淀的淤泥对于尼罗河三角洲的影响。因此答案应该是i。
Question 16
答案：v
关键词： 篇章匹配，无题干定位词
定位原文: E段倒数第2句
解题思路: 本题可能会误选iii。本段的确讲到了尼罗河沿岸的污染问题，但是并未提到地中海，而是在段落末尾提到污染对农业及渔业的影响。因此答案是v。
Question 17
答案：viii
关键词： 篇章匹配，无题干定位词
定位原文: F段内容
解题思路: 这段话中的确提到了污染可能对地中海沿岸生态环境造成的影响。但是如果通观全局的话，viii是比vi更合适的答案。因为ⅷ更具概括性和终结感，更适合做末段的段意。
Question 18
答案： YES
关键词：Egypt's Mediterranean
定位原文: A段最后1句
解题思路: 这句话说明，在过去，尼罗河三角洲在地中海海浪的冲刷下，已经产生了部分的水土流失。scour away from 从……冲走。
Question 19
答案： NOT GIVEN
关键词：before
定位原文: B段前半段
解题思路: B段前半.部分提到：到目前为止，人们一直在指责埃及南部阿斯旺的两座大坝，认为它们造成了三角洲土地的流失。但是在这里作者并没有提到大坝建设之前是否有人就此进行预测，这是一个典型的完全未提及型的NOT GIVEN。
Question 20
答案： NO
关键词：Nile delta
定位原文: B段最后1句
解题思路: 这句话表明建设大坝的目的并非提髙尼罗河三角洲土壤土塊的肥力，而是为了提供电力和灌溉，保护首都开罗及周边地区免受洪涝灾害及旱灾。文中说做某事的目的是A，题中说做某事的目的是B，目的不同则视为矛盾，答案为NO。
Question 21
答案： YES
关键词：Stanley
定位原文: C段第3句
解题思路: 这句话表明，尽管在大坝修建之后，尼罗河水里的泥沙含量有所下降，但是相对而言还是很高的，几乎相当于大坝建设前的一半。所以答案应该选YES。
Question 22
答案： NOT GIVEN
关键词：irrigation canals
定位原文: D段内容前半部分
解题思路: D段前半部分提到了灌溉渠道，但是并没有说明是否是由干这些渠道里的泥沙而引起了洪水。这又是一道完全未提及型的NOT GIVEN。
Question 23
答案： YES
关键词：lagoons
定位原文: D段倒数第2句“The sediment…”
解题思路: 定位句说明泥沙和水一起被从灌溉渠中抽进了泻湖。
Question 24
答案： F
关键词： coastal erosion/ increase
定位原文: E段第3句“Pollutants…”
解题思路: 首先确定这道题目的位置在E段， building up对应summary中的increase。.推出尼罗河三角洲的问题不仅是泥沙沉积，还有污染问题。所以答案应该填F pollutants。
Question 25
答案： A
关键词： Stanley / in the short term
定位原文: F段第3句 “In the immediate…”
解题思路: 用Stanley一词将此题定位在F段，随后找到in the short term的对应词in the immediate future，,所以对付污染问题的短期解决方案是artificial floods。答案应该选A。
Question 26
答案： B
关键词： in the longer term
定位原文: F段第4句“...that in the long term an alternative process such as desalination...”
解题思路: 找到in the long term一词，很容易就可以找到desalination，,而随后的have to be used to increase the amount of water available。.更加证明答案应该是B。
Test 3 Passage 3
Question 27
答案：E
关键词：military
定位原文：E段第3句 “...could be used to spot camouflaged vehicles on a battlefield...”
解题思路：camouflage(伪装)和battlefield (战场)两个词都证明这一段提到了AI的军事用途。答案为E。
Question 28
答案： B
关键词：bring together/ separate research areas
定位原文: B段第2句 “...a research programme that…”
解题思路: 这个研究领域涵盖了先前几个毫不相关的领域，如工序研究、控制论、逻辑和计算机科学。答案为B。
Question 29
答案： A
关键词： reason/ common topic / again
定位原文: A段内容
解题思路: 这一段解释了AI回归的原因。答案为A。
Question 30
答案：F
关键词：difficulties / amount / information available electronically
定位原文: F段第2句“In particular…”
解题思路: AI在处理大量信息方面很有帮助。答案为F。
Question 31
答案：B
关键词：first
定位原文: B段第1句“The field…”
解题思路: 定位句中 coin的意思是“创造”，证明AI一词是在1956年第一次被创造出来的。答案为B。
Question 32
答案：NOT GIVEN
关键词：researchers/launch
定位原文: B段第1句 “The field…”
解题思路: 这句话仅仅提到了AI这一领域的开创者们后来都成了领军人物，但是并没有提到他们在过去是否进行过合作。这是一道明显的画蛇添足式的NOT GIVEN题目。
Question 33
答案：FALSE
关键词：1985
定位原文: C段第1句
解题思路: peak一词是指达到顶峰，与the lowest point正好相反。
Question 34
答案：NOT GIVEN
关键词： agent technology/neural networks
定位原文: C段最后1句
解题思路: 这句话只是简单地提到了神经网络和智能主体技术，并未将两者在花费上作任何比较，显然是一道典型的NOT GIVEN题型。
Question 35
答案： TRUE
关键词：applications/success
定位原文: D段最后两句
解题思路: 这句话提出人工智能研究中的三项技术已经取得了一定程度的商业成功。
Question 36
答案： FALSE
关键词：1967/problems
定位原文: E段和F段内容
解题思路: 在这两段中虽然没有直接提到人工智能所面临的问题是否已经变化，但是字里行间都在暗示变化正在产生。人工智能将会被应用到军事，谍报、信息处理等崭新领域。所以题目中提到的一成不变显然是错误的。
Question 37
答案： TRUE
关键词：A Space Odyssey
定位原文: G段第3句
解题思路: encapsulate 是“概括”的意思，contemporary 与1960s 对应。HAL集中体现了 20世纪60年代的乐观情绪，认为到了 年，智能计算机将得到广泛应用。
Question 38
答案： B
关键词： late 1980s
定位原文: C段内容
解题思路: A/C/D三个答案不是太绝对，就是和文中叙述相反，只有B反映出了80年代末人们对人工智能的看法。
Question 39
答案： A
关键词： Dr. Leake
定位原文: C段倒数3句内容
解题思路: retrenchment是“削减，减去，紧缩”的意思，在这里是指人们对人工智能的乐观态度正在消退。
Question 40
答案： D
关键词： prospect
定位原文: F段第1句
解题思路: C答案过于绝对，应该首先被排除。A答案显然与上文这句话不相符，也应该被排除。而B答案在文中并没有被提到。
剑桥雅思阅读5原文精讲(test3)
篇6：BEC商务英语初级口语讲义：第5讲参考
1.This task is a accomplished by great effort.
这项任务是经过巨大努力才完成的。
重点词语：task n.①任务，工作 ②定额
商务用语：fulfil a task 完成一项任务
task force 突击队，攻关小队(为完成某项任务而在一起的一组人)
2.These two shopkeepers are in prison for tax evasion.
这两个店主因逃税而坐牢。
重点词语：tax n.①税 ②税金
商务用语：free of tax 免税
capital gains tax 资本收益税
corporation tax 公司税，法人税
3.She has a taxable income of $50,000 per year.
她每年的应纳税收入是五万美元。
重点词语：taxable adj. 可征税的
商务用语：taxable income 应纳税收入的
taxable allowance 免税额
1.商务英语BEC初级口语
2.BEC商务英语：初级口语的第一讲讲义
3.商务英语BEC初级口语：要求优惠的10个口语短句
4.索赔理由及依据商务英语BEC初级口语摘录
5.商务英语BEC初级口语索赔理由及依据短句
6.总结商务英语BEC初级口语的考试短句
7.商务英语BEC初级口语考试短句10句
8.BEC商务英语活学活用参考
9.商务英语BEC初级口语词汇详解10句
10.报盘商务英语初级口语短句
篇7：第5讲：in hot water; throw cold water o
第5讲：in hot water; throw cold water on sth.
in hot water
to throw cold water on something
英语里有好些习惯用语都和“水”，就是water这个字有关系。有的用：hot water；还有的用：cold water or deep water。在英语里用这些词汇组成的习惯用语就和水一样普遍。但是，它们都有一个共同的特点，那就是它们一般都含有贬意。今天我们要向大家介绍两个用water这个字组成的习惯用语。第一个是：in hot water. In hot water的意思并不是“在热水中”。它的'确切意思是指某人或某些人出境困难,遇到非常麻烦的问题了。举个例子来说吧：
例句-1：“Joe is really in hot water now -- his girlfriend just found out he's seeing another woman.”
这句话的意思是：“乔伊现在可是难办了，因为他的女朋友最近发现他另外还有一个女朋友。”
我们再举一个例子：
例句-2：“That movie actor tried to cheat on his income tax, but he got caught and now he's in hot water with the government.”
这是说：“那个电影演员想在缴纳所得税的时候弄虚作假，可是给税务局发现了。现在，他可麻烦了。”
今天要讲的另一个和water有关的习惯用语是： to throw cold water on something. To throw cold water on something和中文里说的“泼冷水”意思完全一样。下面的例子是一个人在说他办公室里发生的事：
例句-3：“Everybody else in the office thought my idea was great, but the boss threw cold water on it.”
他说：“办公室里所有的人都认为我的主意很好，就是我们的老板给我泼冷水。”我们再举一个例子。这是一个儿子在说他的爸爸：
例句-4：“I had planned on going to medical school but my dad threw cold water on this idea the other day when he told me he wasn't sure he had the money to pay my tuition for so long.”
他说：“我一直想上医学院。可是，那天我爸爸给我泼冷水，说他不一定有能力替我付那么多年的学费。”
篇8：电脑基础知识教程第5讲：认识窗口
Windows被称作视窗操作系统，它的界面都是一个一个的窗口组成的，Windows的窗口是怎么样的呢？双击桌面上“我的电脑”图标，打开 这个窗口，我们来学习一下窗口的知识；
1、窗口的组成
1）边框和工作区 每个窗口都有四个边，将鼠标移到边上，指针会变成双箭头，这时拖动就可以改变窗口的大小，中间就是工作区 ；
2）标题栏 每个窗口最上面都有一个蓝色的长条，这是窗口的标题，称作标题栏，在标题栏的左边是窗口的名称，最右边是三个按钮图标，
从 图标上可以看出，第一个是最小化，中间是最大化，第三个就是关闭了，将鼠标移到标题栏上，然后拖动标题栏可以移动这个窗口；
3）菜单栏 在标题栏的下方是菜单栏，每个菜单都有一个文字名称，单击一下会出来 一个下拉菜单，
第一个是“文件”菜单，第二个是“编辑”菜单，里面都有相关的命令，记住文件菜单里有“保存”和“另存为”命令，编辑里有“复制”和“粘贴”命令；
4）工具栏 菜单栏的下方有一排按钮，它们是最常用的一些菜单命令，都是用按钮图标来表示，图标比文字更形象一些，操作也更简便，
记住后退按钮，向上按钮；
5）地址栏 在工具栏的下方有一个白色的长条，里面是当前的位置，长条右边有一个黑色的三角按钮，单击 它，可以选择其他的位置；
6）工作区 窗口中的空白区域就是工作区，里面可以放文件和文件夹，在“我的电脑”窗口中放的是磁盘，方形盒子形状的是逻辑硬盘，一个光盘形状的是光驱，
不同的窗口中工作区 也不同，例如在“记事本”窗口中可以输入文字，在“画图”程序窗口中可以绘画；
7）滚动条 在窗口的右边和底边有时会出现一个长条上下是两个黑箭头，这就是滚动条，单击黑箭头或者拖动滚动条，窗口中 遮挡的内容就会显现出来；
8）常见任务 在窗口左侧，显示了一些常用的操作，可以方便的切换到其他位置；
练习：
1、双击“我的电脑”图标，打开“我的电脑”窗口， 瞄准标题栏把它拖到右边，再移到中间，
最小化窗口、最大化窗口，然后再还原；
2、记住窗口的各个组成部分的名称和作用；
3、打开“我的电脑”窗口中“（C:）”盘，看一下窗口中的内容，单击工具栏上的“向上”按钮，回到“我的电脑”
再打开“（D:）”盘，看一下窗口中的内容 ，点“向上”按钮，回到“我的电脑”；
4、看一下地址栏中的内容，确定当前的位置，单击黑色的下拉按钮，在出现的下拉列表中单击“我的文档”文件夹，看一下窗口发生的变化，单击“后退”按钮返回原位；
5、找一个窗口有滚动条的窗口，拖动一下滚动条，再单击上下的黑三角按钮看看有什么不同？
本节学习了Windows的窗口知识，如果你成功地完成了练习，请继续学习下一课内容。
篇9：人人讲安全，事事为安全——平安医院创建标语
1、创建平安医院，构建和谐家园。
2、安全出效益，安全促发展。
3、质量是企业的生命，安全是职工的生命。
4、生产秩序乱，事故到处钻。
5、知险防险不危险，违章蛮干最危险。
6、骄傲自满是事故的导火线。
7、无事勤提防，遇事稳如山。
8、麻痹大意是祸，消除隐患是福。
9、人人讲安全，事事为安全。
10、只有麻痹吃亏，没有警惕上当。
11、安全靠规章，严守不能忘。
12、反违章，堵漏洞，查隐患，保安全。
13、严禁违章指挥，杜绝违章作业，遵守劳动纪律。
14、安全第一，预防为主，综合治理。
15、依靠人民群众创建平安，创出人民群众追求的平安。
16、多看一眼，安全保险；多防一步，少出事故。
17、金贵银贵平安最贵，千好万好平安。
18、建设平安医院，树立良好医风。
19、严格规章制度，确保安全生产。
20、安全——增产的细胞，隐患——事故的胚胎。
21、不怕千日紧，只怕一时松。
22、人人讲安全，家家保平安。
23、给我一份信任，还您一份健康。
24、事故教训是镜子，安全经验是明灯。
25、严是爱，松是害，搞好安全利三代。
26、质量为安全基础，安全为生产前提。
27、营造安全氛围，创造安全环境。
28、法律人人守，和谐处处见。
29、创建平安人人参与，平安医院人人共享。
30、安全生产，生产蒸蒸日上。
31、树岗位新风，展天使风采。
32、宣传安全法规，普及安全知识。
33、平安促进发展，发展保障幸福。
34、社会治安关系千家万户，平安创建重在众人参与。
35、安全不离口，规章不离手。
36、只有防而不实，没有防不胜防。
37、安全来自长期警惕，事故源于瞬间麻痹。
38、打造平安医院，提升医疗水平，改善医疗服务。
39、防事故年年平安福满门，讲安全人人健康乐万家。
40、深入开展隐患排查治理，限度减少事故发生。
41、重视安全硕果来，忽视安全遭祸害。
42、加强综合治理，创建平安医院。
43、以我真心、关心、耐心，放您放心、安心、舒心。
44、安全就是生命，健康就是幸福。
45、治理事故隐患，监督冒险作业。
46、以精湛技术为基础，以优质服务为载体，全心全意为病人服务。
47、来到医院安心，接受医疗满意顺心，离开医院放心。
48、事故不难防，重在守规章。
49、严排细整，群防群治，事故难藏。
50、时时注意安全，处处预防事故。
51、依法创安，科学创安，长治久安。
52、人人把好安全关，处处设防漏洞少。
53、高高兴兴上班，平平安安回家。
54、以人为本谋发展，同心协力创平安。
55、创建平安医院，需要您的支持。
56、违章操作，一害国家，二害自己。
57、船到江心补漏迟，事故临头后悔晚。
58、发现隐患是能力，消除隐患是政绩。
59、事故隐患不除尽，平安幸福无保障。
60、忽视安全抓生产是火中取粟。
61、警惕与安全共存，麻痹和事故同生。
62、安全措施订得细，事故预控有保证。
63、提高全民安全意识，倡导社会和谐风尚。
64、劳动创造财富，安全带来幸福。
65、医院是我家，平安靠大家。
66、同心创造和谐社会，携手共建平安医院。
67、共同建设和谐家园，携手创建平安医院。
68、消防事关你我他，安全系着千万家。
69、遵章守纪光荣，违章违纪可耻。
70、宁为安全操碎心，不让事故害人民。
71、人人讲安全，安全为人人。
72、安全为了生产，生产必须安全。
73、安全来自警惕，事故出于麻痹。
74、安全一个人，幸福千万家。
75、规范安全生产管理，建立安全长效机制。
76、质量是安全基础，安全为生产前提。
77、防护加警惕保安全，无知加大意必危险。
78、强综治，创平安，促发展。
79、操作保平安，班后讲安全，警钟鸣不断。
80、好钢靠锻打，安全要严抓。
81、安全是家庭幸福的保证，事故是人人悲剧的祸根。
82、安全和效益结伴而行，事故与损失同时发生。
83、安全人人抓，幸福千万家。
84、生命最宝贵，安全是保障。
85、安全是的节约，事故是的浪费。
86、时时处处查隐患，人人事事保平安。
87、坚持安全发展，构建和谐社会。
88、愚者用鲜血换取教训，智者用教训避免事故。
89、安全警钟长鸣，职工家庭幸福。
90、维护社会公平正义，促进社会和谐稳定。
91、深化隐患治理，保障安全生产。
92、建设平安医院，和谐医患关系。
93、隐患险于明火，防范胜于救灾，责任重于泰山。
94、苍蝇不叮无缝蛋，事故专找大意人。
95、安全生产法，保护你我他。
96、严格要求安全在，松松垮垮事故来。
97、全民动员找隐患，落实责任抓治理。
98、一人把关一处安，众人把关稳如山。
99、精心织造综治网络，悉心守护医院安宁。
100、麻痹是的隐患，失职是的祸根。
篇10：外科学主治医师》外科学——精讲班第5讲讲义
水、电解质代谢和酸碱平衡失调的防治原则
一、外科病人生理再要垦
按成人50kg体重计算每日的需要量为：①液体需要量为～2500ml；②晶体需要量为氯化钠4.5g，氯化钾3－4g，即每日可补给5％－10％葡萄糖溶液1500ml；5％葡萄糖盐溶液500ml；10％氯化钾溶液30～40ml。
二、平衡失调的纠正方法
苜先要治疗原发病，以控制体液继续丧失♂若患者有明显血容量不足时，应首先补充血容量，然后要明确水电解质和酸碱平衡失调的性质及程度，采用估计或计算的方法确定补液量。补液总量包括当日需要量、前1日的额外丧失量和以往的丧失量。
篇11：人教新目标七年级Unit 5 知识点精讲
作者：赫广春 齐淼
以下列举的都是本单元的重要知识点，我们在具体讲解的基础上，还为大家找到了历年中考考查这些知识点的原题，同学们可以到第五面的“考点近距离”中感受一下！
1. Let's play baseball. 我们打棒球吧。
①let's 是let us的缩略形式，“let+us+动词原形+其他”，意思是“让我们......吧。”，常用于提出建议。肯定回答一般用“OK. / All right.”；否定回答时一般用“Sorry, I...”如：
-Let's play basketball. 让我们玩篮球吧。
-OK. 好吧。
②play baseball的意思是“打棒球”，类似的还有：play basketball打篮球；play volleyball 打排球等。请注意：play后跟各种球类名词时，其后不接the, 而其后接乐器类名词时，要接the。如：play the piano 弹钢琴等。
2. That sounds good. 那听起来不错。
本句指示代词that，用来指代第一人所提出的建议(Let's play volleyball.)。动词sound的意思是“听起来”，属于系动词，后面接形容词作表语，表明听的感觉。如：
That sounds very interesting. 那听起来很有趣。
3. Join us soon!快来加入我们吧！
本句是一个祈使句，其中的动词join(=become a member of)意思是“参加，加入”，常用的结构为：join sb./join in sth.。如：
join the League入团； join the army参军等。
4． But he doesn't play sports. 但是他并不参加运动。
but 是一个常用的连词，在句中表示转折关系，连接前后两个互为相反的内容，常与not连用。而and也是连词，但它是表示递进关系，是对前面内容的补充。如：
I like singing, but I can't sing well. 我喜欢唱歌，但唱得不好。
篇12：外研新标准book1 module 5知识精讲
知识精讲(一)
1．The Reaction of Metals with Oxygen .
reaction n.反应 反作用力化学反应
reaction with和……反应
reaction to对……的反应
He made no reaction to my joke.
他对我的玩笑没有任何反应。
2．The reaction of metals with these substances can be put in order.
in order
（1）按照顺序；挨次
He put all the books in alphabet order on the shelf.他把所有的书按字母顺序放在书架上。
（2）整齐；整洁
（3）恰当，正确；符合程序
（4）in order that＋句子
为了……，目的在于……
（5）in order to do sth..
为了（做某事），以便（做某事）
（6）keep in order
使遵守秩序；维持秩序
（7）out of order
次序紊乱；（机器等）失灵，出故障，有病，违反议事规则
3．Here is a table with the metals that react most at the top，and the metals that react least at the bottom.
table表格，一览表；目录
a table of contents
The results of the experiments can be seen in the table.
实验结果可在表上看到。
知识精讲(二)
［注：上接知识精讲(一)］
4．Leave the tube for one week.
此处leave意为维持，使或允许在或保持某一特定状态 (To cause or al low to be or remain in a specified state)。如：
He left the lights on.
他让灯亮着。
leave作“离开”讲时，为及物动词；当其作“去、出发”讲时，为不及物动词。leave还用作“遗忘、忘掉”之意，与forget近义，但其后搭配不一样。leave＋sth.＋表示地点的短语，而forget后只接sth.，不可接地点状语。试比较：I left my English book somewhere.／I forgot my English book.
be leaving是进行时态形式，但表示“将发生的行为”。例如：
The train is leaving. You must hurry up. 火车就要走了，你必须快点。
5．This makes sure there is no air in the water.
sure是形容词，意为“肯定的，当然的”。常用来回答一般疑问句，等于Yes或Certainly。sure的用法：
（1）be sure＋不定式。常用于祈使句，表示要求，意为“务必、请一定”。指外界的看法。例如：
I think he's coming，but I'm not quite sure.
Be sure to telephone me and give me all the news.
（2）be sure＋of或about。意为“相信，对……有把握”，后接名词、代词或动词的-ing形式。常用来表示“人对某事的看法”，指主观上的看法。例如：
Are you sure of that meeting? He is sure about this answer.
（3）be sure＋从句。表示“某人对……有把握”。例如：
I'm sure that he is coming to help me.
The teacher is sure that these books are interesting.
（4）make sure意为“务必、确信”，其后也可接of或about或动词不定式或that从句。例如：
1 made sure (that) he was badly ill.
Will you make sure of his return?
Make sure to come to the party on time.
知识精讲(三)
［注：上接知识精讲(二)］
6．Add some oil to the water. This will keep air out of the water.
add（1）增加
to add more hot water多加点热水
Add a few more names of labourers to the list.
名单上再加上几个工人的名字。
（2）加；加起来
If you add 4 to 3 you get 7.
四加三得七。
Add up these figures，please.
请把这些数字加起来。
（3）补充说；又说
I should add that we are very pleased.
我要补充的是我们非常高兴。
I should like to add that we are pleased with the test result.
我还要补充说一下，我们对测试结果表示满意。
常用短语：
add fuel to the fire火上浇油
add up加算；合计
He wrote down the weight of each stone and then added up all the weights.
他把每一块石头的重量记下来，然后把所有的重量加在一起。
The various facts in their report just don't add up.
他们报告中的各方面材料根本串不起来。
add up to
总计为，总数达
7．It's getting brighter and brighter!
英语中两个比较级用and连在一起表示“越来越……”如：
He runs faster and faster.
他跑得越来越快。
知识精讲(四)
［注：上接知识精讲(三)］
8．The closer you are .the more you'll see .
The＋比较级……，the＋比较级……“越……越…”
The more I read，the more intensely interested l became.
The more he has，the more he wants.
The happier a human being is，the longer he lives.
人越开心，寿命越长。
在句意明确时，常以省略句的形式出现。
The sooner (you do it)，the better (it will be).
9．Go ahead!
go ahead的基本意思是“往前走；先走；走在前面”。在日常对话中，表示鼓励对方做某事，意为“干吧；说吧；尽管用吧”；与with连用表示“继续前进；着手进行”等。如：
The police examined the cars and allowed them to go ahead.
警察检查了那些汽车后，允许他们继续赶路。
You go ahead and tell them we'll be there soon.
你先走一步，告诉他们，我们马上就到。
-Could I have a look at your copy of China Daily?
我可以看一下你那份《中国日报》吗?
-Sure. Go ahead.可以。看吧。
If you think you can solve the problem，just go ahead.
如果你认为你能解决这个问题，那就干吧。
After the rain，we went ahead with our work of digging the canal.
雨停之后，我们继续挖渠。
He gave us the permission to go ahead with our building plan.
他允许我们着手制订建房计划。
知识精讲(五)
［注：上接知识精讲(四)］
10．It's your turn…
turn次序：依次轮流或按时间表的顺序排列的一系列机会中的一次She's waiting for her next turn at bat.
她在等她在棒球比赛中的下一次击球机会。
常用短语：
（1）at every turn＝in every place；at every moment
处处；时时
（2）by turns＝one after another；alternately
轮流地，交替地
“From the…testimony emerges a man by turns devious and honest，vulgar and gallant，scatterbrained and shrewd" ( Life )
“从指证来看，一个人交替地表现为狡猾和诚实，粗鄙和豪侠，浮躁和精明”（生活）
（3）in turn依次地，轮流地
（4）out of turn未按照正当的次序或顺序地
No one is allowed to get his ticket out of turn.
任何人都不准不按次序买票。
（5）to a turn正好；恰好
The roast was done to a turn.
面包烤得恰到好处。
（6）It's one's turn (to do sth.) 轮到某人做某事了。
It is your turn now.
现在轮到你了。
11．Come a bit closer.
可修饰比较级的词
（1）a bit，a little，rather，much，far，by far，many，s lot，lots，a great deal，any，still，even等。
（2）还可以用表示倍数的词或度量名词作修饰语。
（3）以上词（除by far）外，必须置于比较级形容词或副词的前面。
12．so we should be very proud of that
be proud of以……为荣；以……自豪
do oneself proud养尊处优，自奉优厚
do sb. proud给面子，使某人感到荣幸；慷慨地款待某人；丰盛地招待某人
He is proud of his daughter's ability to speak four languages.
他为女儿能说四种语言而骄傲。
He's too proud to be seen in public with his poorly-dressed mother.
他非常傲慢，不愿在公共场所被人看见和衣衫褴褛的母亲在一起。
13．…as both are supposed to have good Physics Departments.
be supposed to:应该，必须，被认为，被期望
Athletes who competed in the Olympic Games were supposed to be amateurs.
在过去，奥运会的参赛运动员应该是业余选手。
篇13：第5讲：考场作文确立主旨能力•独辟蹊径(z)
第5讲：考场作文确立主旨能力•独辟蹊径(z)
第5讲：考场作文确立主旨能力独辟蹊径【要义解说】
独辟蹊径，是指立意角度打破由习惯或经验形成的心理定势，打破思维的模式化，抛开审题立意的第一思维，换一个角度，换一种眼光看问题，或者是以自己独特的角度去立意，提出不同于传统观点的新颖独到的见解，做到浅中求深，旧中求新，正中求反。
【策略解读】
1．引申法。在原来的思想、观点的基础上，向前引申一步。有两种方式：一是更深入地想，运用纵向思维，由表及里、由果及因想一想，凡事都可以透过现象看到本质，透过结果看到原因。一是扩展地想，运用横向思维，由此及彼，由点到面想一想，就可以拓宽思路，从时间到空间，从古今到中外，再看看社会，看看自己。这样抽丝剥茧，层层深入，就可能提出别人未曾提出的观点。
2．逆视法。在思考话题时，运用逆向思维，反弹琵琶，从相反的角度思考，从作文的题目、选材、立意等方面打破常规，得出全新的见解。如面对“答案是丰富多彩的”的话题，有考生写《答案未必是丰富多彩的》；面对“心灵的选择”话题，有考生写《放弃的智慧》。逆向思维，能使读者从中获得教益，获得出奇制胜的效果。运用逆视法，应注意三点：一是要讲究科学态度，要防止对陈旧观念、贬义成语的简单随意翻“新”，更要反对故意编造荒诞的情节；二是要讲出道理来，肯定或否定某个看法，要理由充分，符合逻辑；三是要注意思想性，国家尊严、民族信念、基本道德规范等，都不可胡乱“反弹”。
3．辩思法。即辩证思维，就是运用联系的观点、发展的观点和矛盾的观点(对立统一的观点)分析问题。这样才能做到既全面又周密，既深刻又辩证，避免出现过于偏激、片面的情况。如以“勿以恶小而为之”为题写文章，主体部分可分三层：小恶也是“恶”，是恶即不可为（事物的'本质）；小恶不改，会发展为大恶（发展的观点）；不仅不能为恶，还应该为善（联系的观点）。这样就能这篇文章既丰富、深刻、新颖、又充满辩证色彩。
【例文解剖】 话题：人文素养与发展（浙江高考作文题）
寻找人文
春光乍现，阳光迷人，唤醒了沉睡的大地。街头迷乱缤纷的广告，电视上朦胧而膨胀的炒作，似乎到处都充满了商业经济的活力，荡漾着新新人类的“人文素养”。
老板目光尖锐，认清商业的缺陷，硬逼着我设计出几则具有文学素养的广告，以取得耳目一新的效果。苦于读书时没有好好记那些诗词歌赋，想了半天仍是“书到用时方恨少”，真是悔不当初啊!
走出门，飞车来到郊外，寻找那接近真实世界的精神感悟。沿着青春的石子小路踱着，突然发现前面有一条隐约若见的缝儿，若隐若现地传来了似尘世闹市般的嘈杂。我好奇地将脚抬起伸向那条缝隙，恍惚间自己变小了，来到了那高大而窄小的石隧前。只见两壁上镌刻着“假作真时真亦假，无为有处有还无”十四个大字，在隐幻地闪烁着。
转身闪进石隧。寻寻觅觅间，眼帘突然闯入了一片繁华热闹的景象。街道两旁的房屋都带着历史的风味，亭台楼阁，深府大院，街市上，人们都开着废气漫天的怀旧老爷车，穿梭在这片古老而安静的建筑中。那些曾令人敬畏的博大精深的历史文化刹那间变得黯淡无光，成了人类虚伪空洞的附属物。
踏上商业街，一色的落地玻璃打造，灯光明亮，无不显示出经济发达的旋律，而且每家店面的广告标语也颇有“特色”：“蓦然回首，那人正在灯火阑珊处喝粥”，这是一家名为“灯火阑珊”的粥店的广告；“举世皆浊我独清，众人皆醉我独醒”，这是为一种醒酒药量身定做的宣传语；“剪不断，理还乱，请到神剪理发中心来”，这是理发店的广告……就连让人远远瞥见的灯红酒绿之处也打出“十年一觉扬州梦，赢得青楼薄幸名”的大张条幅给那些整日沉迷在醉生梦死中的人们以理直气壮的理由。
我看见那些曾经纯洁、幽远的思想与为国为民壮志满怀的高尚情怀在商业与人们空虚的思想下被扭曲、遗忘，变得低俗不堪。人们自以为聪明的头脑追求着近乎浮躁而功利的生活，将历史的厚重深远的人文统统打上了浅薄而喧嚣的烙印。
这一刻，世界似乎倒流了几百年。我跌跌撞撞地走出这城市。出口处，也有一大张条幅语在隐约闪着：人生自古谁无死，留取金钱享此生。我无奈，落荒而逃。
我交不出带有“文学素养”的广告，但我交出了一份辞职报告。我不忍给中国闪亮的精神财富抹上商业欺骗的色彩，这上下五千年的灿烂文化不是给我们后辈子孙用来糟踏的。
解剖：本文机明之处就在于能独辟蹊径，给我们描绘了一幅似真似幻的世界，以荒诞而圆熟的手法，温委而含蓄的文字，深沉而内敛的感情，给我们的社会敲响了一记警钟：我们在建设物质家园的同时，千万不要忘记精神家园的建设。
人文的失落和沦陷是整个民族的失落和沦陷，是整个社会的异变和悲哀，作者用光怪陆离的文笔描述了一个光怪陆离的假想的人文失落的社会，但带有现实社会的影子。寻找人文，人文在哪儿呢?这不能不让人沉思，让人警醒。
【精题解析】 阅读下面的材料，根据要求作文。
曾有人做过一个实验：组织三组人，让他们分别沿着十公里以外的三个村子步行。
第一组的人不知道村庄的名字，也不知道路程有多远，只告诉他们跟着向导走就行。刚走了两三公里就有人叫苦，走了一半有人几乎愤怒了，有人甚至坐在路边不愿走了，越往后走他们的情绪越低落。
第二组的人知道村庄的名字和路段，但路边没有里程碑，他们只能凭经验估计行程时间和距离。走到一半的时候大多数人就想知道他们已经走了多远，比较有经验的人说：“大概走了一半的路程。”于是大家又簇拥着向前走。当走到全程的四分之三时，大家情绪低落，觉得疲惫不堪，而路程似乎还很长，当有人说：“快到了!”大家又振作起来加快了步伐。
第三组的人不仅知道村子的名字、路程，而且公路边每一公里就有一块里程碑，人们边走边看里程碑，每缩短一公里大家便有一小阵的快乐。行程中他们用歌声和笑声来消除疲劳，情绪一直很高昂，很快就到达了目的地。
请根据上述材料，自选角度，自定立意，自选文体，自拟题目，写一篇不少于800字的文章。
解析：没有目标的奋斗是盲目的，再多的耐心也会被消磨，再强的信心也会被摧毁。给自己一个明确的理想，并将其分解成每阶段都可以实现的小目标，希望就会一直在前方向你招手，直到终点。
篇14：赛迪网校软考辅导难题精讲：题目（5）
赛迪网校软考辅导难题精讲：题目（5）
赛迪网校培训环节特设讨论区，由辅导老师在网上进行实时答疑，学员在自己方便的时候在讨论区提问，辅导老师在12小时内会对学员问题作出回复，确保学员问题不过夜，当天的问题当天解决。现从赛迪网校讨论区摘出部分问题解答，供广大考生参考，欲了解更多详情请登录赛迪网校。
学员问题：
若对b 类地址划分子网，对于实际形成的3 层结构中，叙述正确的是（ a
c ） .
a.通过主机号确定与子网相连的主机地址
b. 通过子网号确定与子网相连的
主机地址
c.通过子网号确定一个物理子网
d. 通过网络号确定一个物理子网
疑难解答：
对地址进行子网划分时候，需要注意所各位的含义。
比如b 类地址中，默认的子网掩码位16位的，也就是255.255.0.0 但是为了
划分子网，需要把第三个（甚至第四个）字节中的前n 个连续位拿出作为子网位。
比如说255.255.224.0.第三字节的二进制表示位11100000. 也就是说把前三位用
来划分子网了。后续的5 位连同第四字节中的8 位作为主机地址。
如果大家是同一个子网的（由地址与掩码看出），则大家是同一个物理子网，
之间可以相互到达而不需要路由。也就是c 答案。
ip地址给出了，子网划分了，就明显得出了主机的地址。a 答案。
篇15：战疫示范微党课第5讲心得体会观后感
今天我和妈妈一起观看了《战疫示范微党课第5讲》这个电视节目，看到那些名校的哥哥姐姐们把宅在家里的时间安排得井井有条，真是让我自叹不如。
我每天也会写作业，看书，还会跟他们看一样的电视节目--诗词大会，但是我却没有像他们一样每天坚持锻炼、每天坚持上网课学习，在今后的宅家生活中，我一定会合理安排时间、认真执行自己制订的计划：坚持每天背诵3首古诗词、坚持每天听读英语20分钟，坚持课外阅读2小时，坚持每天跳绳5分钟，坚持每天练琴20分钟，也会尝试着通过自学或网课学习更多的知识，在将来的某一天，用我所学、以我之长，为祖国作出贡献。
现在疫情非常严重，宅在家里就是对祖国最大的支持，虽然延迟了开学，但是绝对不能延迟我们学习的脚步，作为学生，我们一定不能忘记我们的本份，而一味的只想着玩乐。在爸爸妈妈的陪伴下、在老师们的关怀下，我们一定会顺利度过疫情，以强健的身体、热情饱满的状态迎接我们迟来的新学期。也相信在全国人民共同努力下，我们一定能打赢抗击疫情的战争。中国必胜!
篇16：战“疫”示范微党课第5讲观看心得体会
急人民之所急，解人民之所忧，挺英雄之傲骨，迎凛冽之寒风，集全国之创力，谋中华之复兴。举国上下团结一心，终会筑成坚不可摧的长城。
的告别之际，歌舞升平，在繁荣之下，一场战争即将打响。这是一场没有硝烟的战争，但却也是一场输不起的战争。从武汉，到长江，再如洪水般一发不可收拾地席卷全国。绵延千千万万里的战线，医院里的彻夜灯火通明，无不成为这场战争的见证。但是，你看到了吗?在这里，在那里，在每个地方，到处都有逆行的身影。他们是不是无儿无女，他们是不是穷途末路，他们是不是早已在死亡的边缘徘徊，已经不再害怕致死的病魔。不，都不是。他们只是平凡人，同千千万万的大众一样，但他们又不平凡，他们是战士，是英雄，不畏生死的傲骨。
有些人在死亡面前泰然自若，不是因为他们不害怕，而是因为他们别无选择。到底是什么，支持着他们的精神支柱，是责任，是勇气，是理想，更是信念。他们前仆后继，只为对得起心中那份大爱天下的心。84岁高龄的钟南山院士，在第一时间赶到抗疫最前线，前的那句“把重症患者都转移到我这里来”时至今日都是那么的震慑人心。无数的共产党员舍生忘死，从全国各地驰援武汉，政府审时度势，计划国家的发展，大到每一个省市，小到每一个家庭，无不发出“”的壮语。
是啊，，中国加油。
我看到了，一个不屈不挠，永不放弃的民族，一个同仇敌忾，团结战斗的民族，一个充满希望，迅速崛起的国度，我大中华的复兴势不可挡。我看到的，一条巨龙，在世界的东方，在太平洋的海畔，正欲腾飞。
中华复兴的道路，并不一帆风顺，但五千年之悠久历史，无数次化解的灾难，足以给我们信心。
篇17：高校党组织战役示范微党课第5讲观后感
突如其来的新冠肺炎疫情，也许会成为很多年轻人成长路上的阵痛，但也注定是他们一生中难忘的精神洗礼。从前把名字写在校服上的90后，这一次把名字写在了防护服上，他们以令人钦佩的方式，选择了自己的成长路径。这一次，他们不辱时代使命，不负人民期望。致敬，向这群“战役”中的青春力量。
时代青年都有着一往无前的精神，他们在这场“战役”中向祖国和人民交出了一份满意的答卷。脱下防护服，他们在人群中也许并不起眼，穿上防护服，他们就是英雄，为了节省防护服，他们一套衣服一穿就是一天，不喝水不上厕所，有的甚至剃了平头，穿上尿不湿，口罩脱下的那一刻脸上被勒出深深的痕迹，豆大的汗珠从脸上滑落。灾难加深了他们对个人价值与国家的命运的认知，不论多么艰难，他们都挺身而生，迎难而上，发扬创新精神，不逃避不畏惧，以赤子之心回报国家和人民，以无私奉献诠释青春担当。
“天上一轮满，人间万里明。”作为年轻的一代，“90后”勇挑大梁，拿过“接力棒”，成为我们国家的骄傲和希望!在抗击新冠肺炎疫情的最前线，这些时代青年焕发出青春耀眼的光芒，他们勇挑重担，哪里艰苦就到哪里去，哪里有困难就上哪里，他们成为战胜疫情的突击队，成为阻挡疫情的主力军，他们在疫情火线发挥着标杆与模范榜样作用。
青年强则国家强，青年壮则国家壮。今天的青年，不管是70后、80后还是90后，冲锋在疫情防控一线的他们，不畏艰险、舍生忘死，这不仅仅是广大青年的榜样，同时也是广大青年的缩影。青春梦不是空想，而是实实在在，它蕴含在孝老爱亲中，蕴含在向上向善里，蕴含在工作岗位上，蕴含在创业创新中，也蕴含在“互联网+”里。梦想照进现实，关键在行动。肩挑重担，便要马不停蹄;怀揣梦想，便要乘风破浪。
“青年一代有理想、有本领、有担当，国家就有前途，民族就有希望。”在抗击“疫”情的战场上，有许许多多热血青年，多少个日日夜夜，多少次披荆斩棘，他们奔波一线，冲锋在“疫”线，不畏艰险、敢于亮剑，彰显出新时代青年的使命与担当。
篇18：高校党组织战役示范微党课第5讲观后感
“今天到处串门，明天肺炎上门。”“串门”是个中性词，但却是春节期间的高频词。忙碌了一年，春节长假期间，亲戚朋友之间是该相互走走问问，或曰深化感情，或曰增进友谊，同时也为新一年的奋斗作出良好的铺垫。所以，但凡春节，就与热闹、繁华等词语联系上了。但在今年，面临有500万人口在新型冠状病毒感染的肺炎疫情发生后离开武汉的事实，面对全国各省市相继确诊出病例的事实，党和政府果断地作出决定，该“封城”就必须封城，以减少人口流动引发疫情蔓延的趋势。在这样的背景下，“串门”无疑是危险之举，愚蠢之举。“到处串门”与“肺炎上门”这两个以前风马牛不相及的词汇，今天却赋予了必然的“因果”关系，千万疏忽不得呀!
“待到春暖花开时，我们再续亲友情。”这条标语可能算是最暖心的了。今年春节，亲人、朋友彼此都不能相见、交流，更不要说一起娱乐、游玩了，亲情与友情在这场特殊的战斗中，似乎已经淡化。然而，恰恰相反，表面的“淡化”是为了日后的“浓情”。从新型冠状病毒感染的肺炎疫情的发展和防控来看，属于“阴雨”的日子已经不多，我们即将迎来又一个“春暖花开”。同样，“春暖花开”也不再仅仅属于大自然，更将是全党全国人民勠力同心、战胜疫情后的胜利喜悦。那时，不管“亲情”还是“友情”，都更显得弥足珍贵。一个“待到”，让人看到了已经升起的希望曙光;一个“再续”体现了人与人之间无法割舍的情感。这条温情满满的标语，令人回味无穷。
这些标语横幅，没有特别的高大上，但通俗易懂;没有刻意的文绉绉，但“土气”中又十分“硬核”，防疫宣传的目的更容易达到。除摘取的这几条之外，还有很多类似的标语，如“口罩还是呼吸机，您老看着二选一”，强调了防护的重要;“今天沾一口野味，明天地府相会”，凸显了对食品安全的重视;“今年过年不串门，来串门的是敌人”套用了“今年过节不收礼”的广告，警示大家自我“隔离”……标语是一种“文化”，更是一种“警示”，这些很接地气的标语，地道的“硬核”中却有着满满的“柔情”。让我们深刻领悟这些标语的内涵，共同努力，迎接阴霾后的绚丽朝阳。
面对新型冠状病毒感染的肺炎疫情加快蔓延的严重趋势，全党全局全国各民族人民都站在一起，心连着心，携手抵抗疫情。“只要坚定信心、同舟共济、科学防治、精准施策，我们就一定能打赢疫情防控阻击战。”危难时刻，习近平总书记的温暖话语，坚定着人民打赢疫情防控阻击战的信心和决心。
一方有难，八方支援。84岁高龄的钟南山院士继2003年抗击非典后再次出征，深入疫情前线。无数党员干部冲锋在防控疫情斗争的第一线。无数医务人员不畏生死、不计报酬抗击疫情。“众志成城，抗击疫情”成为2020年新春的集结号。我们要坚定信心，相信科学，不信谣，不传谣，坚决执行党委政府的各项措施。作为学生干部，做好学校和班级同学之间的联络员，时刻关注班级同学的假期动态，做好班内疫情防控宣传。
人民健康是民族昌盛和国家富强的重要标志。面对疫情，我们不能恐慌也不能轻视，应该相信党，相信政府。面对疫情，我们不能有侥幸心理，应该做好个人防护，加强对新型冠状病毒及疫情的认知保护自己也保障他人。只要我们坚定信心，振奋精神，我们一定能在抗击新型冠状病毒的战役中取得胜利。
生命重于泰山。疫情就是命令，防控就是责任。愿每一位奋战在前线的医护人员平安健康。愿每一位患者早日康复，愿每一个人都能做好防护，健健康康。
★平安征文
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