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Some Analyses and Numerical Simulations of Meiyu in East Asia in 1983

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Advances in Atmospheric Sciences 1991年第1期8卷 67-78页

作者：钱正安 rod. A. Bromley Mike. A. Ayles Lanzhou Institute of Plateau Atmospheric Physics Meteorological Office Bracknell Berkshire UK Meteorological Office Bracknell Berkshire UKn this paper the differences between Meiyu and Baiu front in 1983 have firstly been analysed the trajectories of air on and to the north side of Meiyu and Baiu fronts during the Meiyu period have then been traced and the forecasting and simulating of 4 sets of Meiyu onset of the year have finally been run utilizing the global model at UK Me-leorological Office. The results show: 1) Meiyu fronts are different from Baiu ones in temperature humidity and stratification fields in lower atmosphere and the possibly reasons for it are explained. 2) The Bay of Bengal is the main moisture source for Meiyu front the South China Sea and the Pacific for Baiu ones and some existed arguments on it are also discussed. 3) The onset of Meiyu and its rainfall and rain belts are sensitive to the Tibetan Plateau and the water vapour conditions over the Bay of Bengal and the South China Sea but not sensitive to the SST over the equatorial area or to the East of Japan.

In this paper the differences between Meiyu and Baiu front in 1983 have firstly been analysed, the trajectories of air on and to the north side of Meiyu and Baiu fronts during the Meiyu period have then been traced, and the forecasting and simulating of 4 sets of Meiyu onset of the year have finally been run utilizing the global model at UK Me-leorological Office. The results show: 1) Meiyu fronts are different from Baiu ones in temperature, humidity and stratification fields in lower atmosphere; and the possibly reasons for it are explained. 2) The Bay of Bengal is the main moisture source for Meiyu front, the South China Sea and the Pacific, for Baiu ones; and some existed arguments on it are also discussed. 3) The onset of Meiyu and its rainfall and rain belts are sensitive to the Tibetan Plateau, and the water vapour conditions over the Bay of Bengal and the South China Sea, but not sensitive to the SST over the equatorial area or to the East of Japan.

关键词： Some Analyses and Numerical Simulations of Meiyu in East Asia in 1983 Asia

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Fire in the Cave

Journal of Philosophy Study 2011年第3期1卷 159-179页

作者： rod Jenks University of Portland

The sun outside the cave is the ground of everything outside the cave, and thus, the fire must have some parallel crucial role to play inside the cave. I argue that the fire represents the human longing for synoptic understanding. Hunger for understanding is the source of illumination for things in the mind, but also, it is the ground of the being of representations in the mind. However, our hunger for comprehensive representation can be satisfied either by sophistic misrepresentations or by genuine nous, and Plato presents us with a choice: How will we use the fire burning inside us? I explain escape from the cave by appeal to the ascent passage from Symposium, and I suggest that question whether the prisoners’ release from their chains is voluntary or compelled is a false dilemma.

关键词：消防柏拉图洞外饥饿地面

“当我听到这首歌曲,我听到的是Rockfield”:Andy Fairweather Low发布全新作品"Somebody Wants My Soul"

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乐器 2022年第12期 98-99页

作者： rod Brakes Slowly(译) 不详

Andy Fairweather Low的简历读起来就像是一份充斥着音乐明星的清单。这位来自威尔士的吉他手与数百位音乐家有过合作,其中包括Eric Clapton、Bill Wyman、George Harrison、Roger Waters、Jimi Hendrix、Jimmy Page、Jeff Beck、Buddy... 详细信息

关键词：吉他手 Jimmy weather

Current Issues in the Teaching of Grammar： An SLA Perspective （II）

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基础教育外语教学研究 2013年第2期 36-46页

作者： rod Ellis

Should grammar teaching be intensive or extensive?Intensive grammar teaching refers to instruction over a sustained period of time (which could be a lesson or a series of lesson covering days or weeks)concerning a single grammatical structure or,perhaps,a pair of contrasted structures (e.g.,English past continuous *** simple).Extensive grammar teaching refers to instruction concerning a whole range of structures within a short period of time (e.g.,a lesson) so that each structure receives only minimal attention in any one *** is the difference between shooting a pistol repeatedly at the same target and firing a shotgun to spray pellets at a variety of *** can be intensive or extensive irrespective of whether it is massed or *** massed-distributed distinction refers to how a whole grammar course is staged,while the intensive-extensive distinction refers to whether each single lesson addresses a single or multiple grammatical feature(s).

关键词：基础教育外语教学英语阅读知识

Input-Based Approaches to Teaching Grammar:A Review of Classroom-oriented Research

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基础教育外语教学研究 2006年第2期 40-45页

作者： rod Ellis

***-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based *** traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.

关键词：语言输入中小学英语教学交际法语法教学

Current Issues in the Teaching of Grammar： An SLA Perspective （I）

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基础教育外语教学研究 2013年第1期 33-39页

作者： rod Ellis

The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second *** remain,however,a number of controversial *** paper considers eight key questions relating to grammar pedagogy in the light of findings from *** such,this article complements Celce-Murcia's (1991) article on grammar teaching in the 25th anniversary issue of TESOL Quarterly,which considered the role of grammar in a communicative curriculum and drew predominantly on a linguistic theory of grammar.

关键词：英语学习学习方法阅读知识阅读材料

Selective Deactivation of Gibberellins below the Shoot Apex is Critical to Flowering but Not to Stem Elongation of Lolium

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Molecular Plant 2008年第2期1卷 295-307页

作者： rod W. King Lewis N. Mander Torben Asp Colleen R MacMillan Cheryl A. Blundell Lloyd T. Evans CSIRO Plant Industry Canberra ACT 2600 Australia Research School of Chemistry Australian National University Canberra ACT 0200 Australia Department of Genetics and-Biotechnology University of Aarhus 4200 Slagelse Denmark Present Address: ENSIS PO Box E 4008 Kingston ACT 2604 Australia

Gibberellins （GAs） cause dramatic increases in plant height and a genetic block in the synthesis of GA1 explains the dwarfing of Mendel＇s pea. For flowering, it is GAs which is important in the long-day （LD） responsive grass, Loliurn. As we show here, GA1 and GA4 are restricted in their effectiveness for flowering because they are deactivated by C-2 hydroxylation below the shoot apex. In contrast, GAs is effective because of its structural protection at C-2. Excised vegetative shoot tips rapidly degrade [14C]GA1, [14C]GA4, and [14C]GA20 （〉80% in 6 h）, but not [14C]GAs. CoincidentaUy, genes encoding two 2β-oxidases and a putative 16-17-epoxidase were most expressed just below the shoot apex （〈3 mm）. Further down the immature stem （〉4 mm）, expression of these GA deactivation genes is reduced, so allowing GA1 and GA4 to promote sub-apical stem elongation. Subsequently, GA degradation declines in florally induced shoot tips and these GAs can become active for floral development. Structural changes which stabilize GA4 confirm the link between florigenicity and restricted GA 2β-hydroxylation （e.g. 2α-hydroxylation and C-2 di-methylation）. Additionally, a 2-oxidase inhibitor （Trinexapac Ethyl） enhanced the activity of applied GA4, as did limiting C-16,17 epoxidation in 16,17-dihydro GAs or after C-13 hydroxylation. Overall, deactivation of GA1 and GA4 just below the shoot apex effectively restricts their florigenicity in Loliurn and, conversely, with GAs, C-2 and C-13 protection against deactivation allows its high florigenicity. Speculatively, such differences in GA access to the shoot apex of grasses may be important for separating floral induction from inflorescence emergence and thus could influence their survival under conditions of herbivore predation.

关键词： Selective Deactivation Shoot Apex Stem Elongation of Lolium

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Becoming Grammatical

基础教育外语教学研究 2004年第9期 42-43页

作者： rod Ellis University of Auckland New Zealand

All teachers experience epiphanies- moments during their teaching when they have sudden flashes of insight. I recall quite vividly an epiphany experienced many years ago while teaching in a secondary school in Zambia. I was trying to eliminate a common grammatical error - the uses of the present progressive tense with verbs such as ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''have''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

关键词：中学英语教学语法教学学习兴趣教学技巧教学手段

Making An Impact; Teaching Grammar Through Awareness-Raising

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基础教育外语教学研究 2003年第5期 43-44页

作者： rod Ellis rod Ellis currently a professor at the Institute of English Language Teaching and Learning University of AucklandNew Zealand.

How can we teach grammar in ways that enable learners to learn grammar?This has been one of the key questions that researchers have grappled with over last thirty or so years. This question arose as a result of research that showed that language learners have their own built-in 'syllabus'which governs both when they learn particular grammatical features and also how thev learn *** research demonstrated what many teachers have long known-namely,that students

关键词：语言教学语法教学语言意识第二语言习得