如果你忘记了我

I want you to know
one thing.
You know how this is：
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,     

The Plural Form of ＂Child＂

Teacher： What is the plural of man, Tom？
Tom： Men.
Teacher： Good. And the plural of child？
Tom： Twins.     

“MAKE”的12个词组

We generally use make to refer to the process of producing constructing, creating or building something：
I made a cake.
They made a new version of the car.
They made the house in just three months.     

来加入这个游戏

Let everyone clap hands like me.
Let everyone clap hands like me.
Come on and join into the game.
You＇ll find that it＇s always the same.     

你在生活中应该铭记的10件小事

Publicly display way too much affection.
Blow 10 years of mileage points and fly first-class.
Ask your mom all those ＂Why did you？＂ and ＂didn＇t you＂ questions .
Make a wedding toast and knock it out of the park.
Learn all the forks.     

Home sweet home

How to buy a flat.
Pre-listening
Match the house/home-related vocabulary （Ito 8） to the pictures （a-h）.     

红宝石般的朝日

In the early morning hour,
just before dawn, lover and beloved wake and take a drink of water.
She asks, ＂Do you love me or yourself more？
Really, tell the absolute truth.＂     

Two Little Birds

Chant：
Grandpa,Grandpa writing a letter.
Father,Father reading a book.
Sister,sister drying the dishes.
A busy,a busy,a very busy family.     

婚礼

1.Interesting conversations with wedding guests.
Pre-listening：
Match the people （1 to 10） to the definitions （a-j）.     

Shopping

For Teachers：
Shopping the World
by Danielle Broussal
Shopping in a foreign country isn＇t as simple as it seems.     

“80后”辅导员的职业素质培养研究

随着高校师资队伍的不断扩充,越来越多的"80后"毕业生已参加到大学生辅导员队伍中来。作为改革开放后成长起来的"80后"辅导员,他们的成长和培养面临着不少困难,针对"80后"辅导员的特点,有必要对"80后"辅导员进行职业素质培养。本文主要研究了"80后"辅导员职业素质的现状、"80后"辅导员应具备的职业素质及培养"80后"辅导员职业素质的创新举措。     

“80后”辅导员对“90后”大学生的工作路径探索——以南京农业大学为例

随着"80后"辅导员逐步成为高校辅导员队伍的主力,"90后"大学生也日益成为高校学生的主体。"80后"辅导员如何应对"90"后大学生,已成为辅导员工作中的重点问题。本文通过阐述"90后"大学生的特点、分析其需求,详细探析当代"80后"辅导员开展学生工作的优劣势和面临的挑战,从而探索出"80后"辅导员对"90后"大学生开展学生工作的有效路径。     

针对“90后”读者的图书馆管理对策

“80后”馆员和“90后”读者是现代高校图书馆的两大重要主体。在分析“90后”读者行为特征和“80后”馆员工作现状的基础上,探讨了“80后”馆员如何做好“90后”读者的服务和管理工作的策略。     

企业并购后品牌生态位分析

以并购后企业品牌生态位为研究的切入点,通过对企业并购后品牌生态位及其态势分析,构建企业并购后品牌生态位分析目标。同时通过引入数学模型描述企业并购后品牌生态位的宽度、重叠度和适应度,探讨并购后各品牌种内和种间的竞争关系,使并购后品牌个体逐渐形成互惠互利的共生关系。     

Immunologic changes to autologous transfusion after operational trauma in malignant tumor patients： Neopterin and Interleukin-2

Objective:To estimate the impact of autologous transfusion on the status of perioperative immune activation inmalignant tumor patients.The Serum Neopterin and Interleukin-2(IL-2)were measured.Methods:Sixty patients undergoingelective radical resection for malignant stomach tumor were enrolled in the prospective study and assigned to the following groups:(Ⅰ)Group A received autologous transfusion;(2)Group H received allogeneic transfusion.The perioperative course(Beforeinduction of anesthesia,after operation and 5 d after operation)of Neopterin and IL-2 was compared.Results:In group A,SerumNeopterin was significantly lower than baseline alter operation and IL-2 had no significant changes.In group H,both SerumNeopterin and IL-2 were significantly lower than baseline alter operation and 5 d after operation.Compared with group A,SerumNeopterin was significantly lower than baseline alter operation and 5 d after operation and IL-2 was significantly lower thanbaseline 5 d alter operation.Conchision:Autologous     

句中语气词对句法位置的选择制约

单句中语气词能出现在以下句法位置上:主语和谓语之间、状语之后、述语和宾语之间、述语内部、述语和补语之间、双宾语之间、双重定语之间、名词性并列成分之后、动词性并列成分之后、形容词性并列成分之后、句子特殊成分之后。句中语气词的使用受语体因素的制约、结构的制约、音节的制约、口气的制约。句中语气词并没有表达语气的功能,只有预示停顿和表达口气的作用。     

90后大学生思想政治教育实践方法探析

"90后"大学生具有鲜明的时代特征,如何加强"90后"大学生的思想政治教育是当前高校学生工作面临的一个新挑战。本文探讨了"90后"大学生所拥有的时代特点,并针对"90后"大学生提出了学生思想政治教育工作的应对策略。     

全胃切除术后早期肠内营养的临床研究

研究全胃切除术后早期肠内营养的安全性、可行性及临床疗效。选择胃癌行全胃切除术的100例病人,随机分为两组,I组(对照组)50例,术后接受肠外营养;II组(试验组)50例,术后24小时开始行肠内营养治疗(连续7天),两组基本等热量,并对两组病人进行术前、术后营养状态评价,比较术后肠功能恢复及住院天数、住院费用等。结果表明,全胃切除术后早期肠内营养安全、有效、经济,对促进胃肠道功能恢复,保持肠道粘膜,减少感染性并发症,改善机体营养状况等起到一定的积极作用。     

Effect of intertrial interval on variable-interval discrete-trial barpressing

In seven experiments, an effect of the intertriai interval (ITI) duration on barpressing by rats was studied. A stimulus signaled a 15-sec variable-interval trial. The first response after the interval elapsed turned the stimulus off and was rewarded with food. Trials were separated by long (about 300 sec) or short (about 10 sec) ITIs. A within-subjects design established that response rate on trials after long ITIs was lower than that after short ITIs (Experiments 1 and 3–7). The effect was not cumulative (the effect of one and five consecutive short ITIs was the same). Response rate after short and long ITIs was the same when a between-subjects design was used (Experiment 2). Response rate was higher after 160-sec ITIs than after 300-sec ITIs, suggesting that the ITI duration at which all longer ITIs are treated the same (i.e., the upper limit) is greater than 160 sec (Experiment 3). When food, the trial stimulus, a novel stimulus, or a familiar stimulus never paired with food, was presented 10 sec before the next trial during some of the long ITIs, response rate on the next trial was similar to that found after 10-sec ITIs (Experiments 4–6). This similarity suggested that these events could mark the start of the ITI. However, the familiar stimulus did so only when it reliably predicted that the next trial would occur after a short interval. The effect of ITI duration on responding was apparently attributable to response latency. Response latency was greater after long ITIs, but once responding began, it was similar after long and short ITIs (Experiment 7).     

Flavor aversions and deprivation state

In the first four experiments, it was found that aversions to saccharin solution produced by contingent poisoning were similar regardless of whether the rats had been trained under the test deprivation or under a different deprivation; the two deprivation states used were thirst and satiety. In Experiment 5, rats were poisoned after drinking grape juice while hungry or poisoned after drinking milk while thirsty, but they were not poisoned after grape-thirst or milk-hunger combinations. In abstract terms, poisoning occurred after AX and BY stimulus combinations, but did not occur after AY and BX combinations. There was some learning under these discrimination conditions.