一、名词变复数:1、child+2、tooth+3、knife+4、tomato+5、dress+？

clothes是“衣服”，指具体的衣服，不能用作单数，也不能和数词连用。不能说aclothes,fiveclothes,也不说Theclothesis…,而应说Theclothesare…。例如：Sheisdressedinhereverydayclothes.她穿着日常穿的衣服。Hewearsfineclothes.他穿着讲究。Wheredidyougetyourclothesmade?你的衣服在哪做的？clothing是衣服、服装的总称，是集体名词，没有复数形式。可以说anarticleofclothing,apieceofclothing一件衣服。例如：Theorphansarewellprovidedwithfoodandclothing.孤儿的衣食供应很充足。Thisshopsellsmen"sclothing.这家商店卖男装。cloth的意思是“布料”、“毛料”、“丝绸”（特别指布料和毛料）。Cloth在一般情况下是物质名词，不可数，没有复数，不能与不定冠词连用。例如：apieceofcloth(不能说acloth)一块布料Thispieceofclothislongenoughforyoutomakeashirt.这块布够你做一件衬衣。值得注意的是，cloth和某些词构成复合名词，作为特殊用途的一块布时，是可数名词。例如：atablecloth一块桌布adishcloth一块擦碗布Thewaiterdriedtheglasswithadirtycloth.那个服务员用一块脏布擦干了玻璃。

What colour is your dress. 你的裙子是什么颜色的？单数句子变复数句子，需要把句子中能变复数的词都变成复数形式，所以这个句子的复数形式是What colours are your dresses ?你们的裙子都是什么颜色的？在这里 colour 是可数名词，所以应该用复数形式。

1 books2 boxes3 dresses4 oranges5 feet6 teeth7 bags8 babies9 men

she物主代词herdress复数形式dresseswhat同类词why,where,how,which……teach名词teacherdress对dr部分发音相同的单词draw（画画）do第三人单数形式does

Isthatherdress?那是她的裙子（衣服）吗？改成复数形式：Arethosetherdresses?做肯定回答：Yes,thoseare.分析：is的复数是arethat是那件（那条）也就是很多件（条）those,在这里不用these，因为these是这些，those那些her是她的第三人称单数，their他们复数（很多人）第三人称复数dress的复数是dressesher也要变复数的原因是要把这个句子改成复数形式不明白请追问，明白请采纳O(∩_∩)O谢谢

Our English teachers have dresses.

加s，裙子 dress 是可数名词，可数名词不能单独出现在句子里，要么在前边加a，要么变复数形式，根据单词加s或者es，或者os，你这一句根据语境应该用dress的复数形式，即dresses，意为“我喜欢蓝色裙子”。

eggs ,apples,tea bread bananas pizzas oranges pears water milk pop sugars fishes legs melons eyes heads knees toes ears arms feet hair shirts ice-creams meat chicken noodles rice dumplings hamburgers skirts sandwiches dresses hats coats shoes socks hands

dress的复数形式：dresses。一站式出国留学攻略 http://www.offercoming.com

dresses美 /ˈdresɪz/英 /dresɪz/.n.[服装］ 连衣裙；女装（dress的复数形式）v.穿著（dress的第三人称单数形式）原形 dress单数 dress双语例句：1.Do you have similar dresses that come in denim?你们有差不多的牛仔连衣裙吗？2.My boyfriend dresses like a slob! He has no idea how to coordinate his outfits.我的男朋友穿的就像个懒汉一样！他完全不知道怎么搭配。3.He might not be the most fashionable man, but he always dresses sensibly.他也许不是最时髦的人，但他总是穿得很得体。4.I love her minimalist aesthetic. All of her dresses have clean and classy lines.我喜欢她的极简审美。她所有裙子的线条都既简约又高级。5.Right now all summer dresses are 20% off!现在，所有夏季的裙子都在打8折。6.Yes, she will. There are a lot of nice dresses on sale now.肯定的。现在有很多不错的裙子都在打折。

dresses美 /ˈdresɪz/英 /dresɪz/.n.[服装］ 连衣裙；女装（dress的复数形式）v.穿著（dress的第三人称单数形式）原形 dress单数 dress双语例句：1.Do you have similar dresses that come in denim?你们有差不多的牛仔连衣裙吗？2.My boyfriend dresses like a slob! He has no idea how to coordinate his outfits.我的男朋友穿的就像个懒汉一样！他完全不知道怎么搭配。3.He might not be the most fashionable man, but he always dresses sensibly.他也许不是最时髦的人，但他总是穿得很得体。4.I love her minimalist aesthetic. All of her dresses have clean and classy lines.我喜欢她的极简审美。她所有裙子的线条都既简约又高级。5.Right now all summer dresses are 20% off!现在，所有夏季的裙子都在打8折。6.Yes, she will. There are a lot of nice dresses on sale now.肯定的。现在有很多不错的裙子都在打折。

1．一般名词复数是在名词后面加上“s”，如map→maps， bag→bags等； 2．以s， sh， ch， x等结尾的词加“es”，如bus→buses， watch→watches等； 3．以辅音字母＋y结尾的词，变y为i加es，如baby→babies等；以元音字母＋ y结尾的名词变复数时，直接加s变复数，如monkey→monkeys， holiday→holidays， storey→storeys（楼层）； 4．以o 结尾的名词变复数时： a）加s的名词有：photo→photos ，piano→pianos， radio→radios， zoo→zoos b）加es的名词有： potato→potatoes tomato→tomatoes 5．以f或fe结尾的名词变复数时： a）加s的名词有： belief→beliefs roof→roofs safe→safes gulf→gulfs b）去掉f， fe 加ves的名词有： half→halves knife→knives leaf→leaves wolf→wolves wife→wives life→lives thief→thieves 一、绝大多数的可数名词的复数形式，是在该词末尾加上后辍-s。 读音变化：结尾是清辅音读[s]，结尾是浊辅音或元音读[z]。 例：friend→friends; cat→cats; style→styles; sport→sports; piece→pieces 二、凡是以s、z、x、ch、sh结尾的词，在该词末尾加上后辍-es构成复数。 读音变化：统一加读[iz]。 例：bus→buses; quiz→quizzes; fox→foxes; match→matches; flash→flashes box →boxes; watch →watches; actress →actresses; class →classes; coach（长途车） →coaches; dress →dresses; sandwich →sandwiches; toothbrush →toothbrushes; waitress（女侍者） →waitresses 三、以辅音字母+y结尾的名词，将y改变为i，再加-es。 读音变化：加读[z]。 例：candy→candies; daisy（雏菊）→daisies; fairy→fairies; lady→ladies; story→stories strawberry →strawberries; baby →babies; puppy →puppies; library →libraries; dictionary →dictionaries; cherry →cherries; activity →activities 四、以-o结尾的名词，如果不是外来词或缩写，就加-es，否则加-s构成复数。 （有生命的加es，无生命的加s） 读音变化：加读[z]。 例：tomato→tomatoes; potato→potatoes; torpedo(鱼雷)→torpedoes; bingo（彩票式游戏）→bingoes 反例：silo（青贮塔）→silos; piano→pianos（外来词）; photo→photos; macro（宏指令，计机算语言）→macros（缩写词） 五、以-f或-fe结尾的名词，多为将-f或-fe改变为-ves，但有例外。 读音变化：尾音[f]改读[vz]。 例：knife→knives; life→lives; leaf→leaves; staff(员工)→staves; scarf（围巾）→scarves 目前搜集的直接加s：roof-roofs, belief-beliefs,gulf（海湾）-gulfs, serf（农奴）-serfs， safe-safes,chief（负责人）-chiefs 这几个可变可不变： scarf-scarfs，handkerchief- handkerchiefs 六、以-us结尾的名词（多为外来词），通常将-us改变为-i构成复数。 读音变化：尾音[Es]改读[ai]，其中[kEs]要改读为[sai]，[gEs]要改读为[dVai]。 例：fungus（真菌）→fungi; abacus（算盘）→abaci; focus（焦点）→foci; cactus（仙人掌）→cacti; cestus（拳击用的牛皮手套）→cesti 七、以-is结尾的名词，通常将-is改变为-es。 读音变化：尾音[is]改读[i:z]。 例：axis（轴线）→axes; basis→bases; naris（鼻孔）→nares; hypothesis（假设）→hypotheses; restis（索状体）→restes其它名词复数的规则变化 1) 以y结尾的专有名词，或元音字母+y 结尾的名词变复数时，直接加s变复数： 如： two Marys the Henrys monkey---monkeys holiday---holidays 比较： 层楼：storey ---storeys story---stories 2) 以o 结尾的名词，变复数时： a. 加s，如： photo---photos piano---pianos radio---radios zoo---zoos； b. 加es，如：potato--potatoes tomato--tomatoes c. 均可，如：zero---zeros / zeroes 3) 以f或fe 结尾的名词变复数时： a. 加s，如： belief---beliefs roof---roofs safe---safes gulf---gulfs； b. 去f,fe 加ves，如：half---halves knife---knives leaf---leaves wolf---wolves wife---wives life---lives thief---thieves； c. 均可,如： handkerchief: handkerchiefs / handkerchieves 名词复数的不规则变化 1）child---children foot---feet tooth---teeth mouse---mice man---men woman---women 注意：与 man 和 woman构成的合成词，其复数形式也是 -men 和-women。 如： an Englishman，two Englishmen. 但German不是合成词，故复数形式为Germans；Bowman是姓，其复数是the Bowmans。 2）单复同形 如： deer，sheep，fish，Chinese，Japanese li，jin，yuan，two li，three mu，four jin 但除人民币元、角、分外，美元、英镑、法郎等都有复数形式。如: a dollar, two dollars; a meter, two meters 3）集体名词，以单数形式出现，但实为复数。 如： people police cattle 等本身就是复数，不能说 a people，a police，a cattle，但可以说 a person，a policeman，a head of cattle,the English，the British，the French，the Chinese，the Japanese，the Swiss 等名词，表示国民总称时，作复数用。 如： The Chinese are industries and brave. 中国人民是勤劳勇敢的。 4）以s结尾，仍为单数的名词，如： a. maths，politics，physics等学科名词，为不可数名词，是单数。 b. news 是不可数名词。 c. the United States，the United Nations 应视为单数。 The United Nations was organized in 1945. 联合国是1945年组建起来的。 d. 以复数形式出现的书名，剧名，报纸，杂志名，也可视为单数。 "The Arabian Nights" is a very interesting story-book. <<一千零一夜>>是一本非常有趣的故事书。 5) 表示由两部分构成的东西，如：glasses (眼镜) trousers, clothes 若表达具体数目，要借助数量词 pair(对，双); suit(套); a pair of glasses; two pairs of trousers 6） 另外还有一些名词，其复数形式有时可表示特别意思，如：goods货物，waters水域，fishes（各种）鱼

2.can"t

可数名词复数表示一类事物，不是很多许多的意思

dresses, boxes, foxes, watches, peaches, fish, wolf

short(反义词）tallsheep(复数）sheeppotato(复数）potatos,potatoesdress(复数）dresses希望我的回答能够帮到你，望采纳！如有疑问，欢迎追问。O(∩_∩)O

These are pretty

shoes鞋gloves手套blouse(妇女穿的)短上衣,女衬衫dress连衣裙、套装coat外套、外衣pants短裤、内裤

They like the dress . They like these dresses.

sweaterstomatoesorangessheepsonionsclassesgeesehorseslightsdresses

dress英 [dres] 美 [drɛs] n. 衣服;礼服;连衣裙;装饰 vt.& vi. 打扮;穿着;给…穿衣 adj. 连衣裙的;须穿礼服的;适合于正式场合的;办公时（或半正式场合）穿戴的 vt. 给…穿衣;给…提供衣服;装潢，装饰或装点;排成列 vi. 穿衣;排列整齐 第三人称单数： dresses 复数： dresses 现在分词： dressing 过去式： dressed 过去分词： dressed

They like the dress . They like these dresses.

These are my dress.

These areprettydresses. This复数形式是These, is 对应are， dress则加es。补充一个，That的复数形式是those

Thesearedresses.thisis改为复数为thesearethatis则为thoseare名次什么的直接变复数就可以了呐。希望可以帮到你。

es s es es 把a改e 把y改ies

one-piece dress

They like the dresses.

　　half有一半;下半场;半学年等意思，那么你知道half的复数形式是什么吗?下面就跟着我一起来学习half的复数及用法例句吧，希望对大家的学习有所帮助! 　 　half的复数形式 　　halves 　　 half的用法 　　half的用法1：half用作形容词的意思是“一半的”,表示“半个某物”时,英式英语多用half a...; 美式英语多用a half...。 　　half的用法2：half也可作“(…点钟)以后半小时”解。 　　half的用法3：half可直接修饰名词,但不可直接修饰代词。 　　half的用法4：“一个半某物”有两种表达法:a/an+名词单数+and a half(half为名词)或one and a half+名词复数(half为形容词)。例如:A month and a half has passed.一个半月过去了。One and a half pears is left on the table.桌上还留一个半梨子。在上述两种结构作主语时,谓语动词都用单数形式。 　　half的用法5：half用作名词的基本意思是“半”,指把一个整体分成不一定平等的两部分。引申可指“二分之一”,体育比赛的“半场”,公共汽车或火车上的“半票”,在口语中还可指啤酒等液体的“半品脱”。 　　half的用法6：half of后接名词或代词作主语时,动词的数应根据名词或代词而定。如果该名词或代词是复数形式,则其后的谓语动词用复数形式; 反之,则用单数形式。 　　half的用法7：half常接介词of,意为“…的一半”, of后可接除尺寸、数量以外的名词或代词。 　　half的用法8：half前一般不用定冠词,但在有形容词或相当于形容词的词确切地表示出所谈论的那一件事时,才可加定冠词。 　 　half的复数例句 　　1. The bridge was rebuilt in two halves. 　　该桥被分成两部分进行重建。 　　2. The two halves of the main branch have grown apart. 　　主枝的左右两边各向不同的方向生长. 　　3. Can you marry up the two halves of the broken plate? 　　你能把这个被摔成两半的盘子粘在一起 吗 ? 　　4. How are the two halves of the machine joined together? 　　这台机器的两部分是如何联结起来的? 　　5. Two halves make a whole. 　　两个一半构成一个整体. 　　6. Cut the apple into halves. 　　把这个苹果切成两半. 　　7. Cut it into two exact halves. 　　把它切成准确的两半儿. 　　8. For the ancient Mexicans, life and death were inseparable, two halves of the same whole. 　　对古代墨西哥人来说，生与死是同一整体不可分割的两个部分。 　　9. The two halves of the town face each other, and both have interesting churches. 　　城镇一分为二，两两相望，各自都有颇具趣味的教堂。 　　10. I can"t match up the two halves of the photograph. A bit is missing from the middle. 　　我无法将照片的两半拼合起来, 中间少了一点点. 　　11. If you drive me up to Edinburgh, we"ll go halves on the petrol. 　　你把我带到爱丁堡, 汽油费我们平摊. 　　12. In Italy they rarely do things by halves. Designers work thoroughly, producing the world"s most wearable clothes in the most beautiful fabrics. 　　在意大利，人们很少马虎从事。设计师们精益求精，用最美丽的布料制造出世界上最适合穿着的衣服。 　　13. He"s constantly on the phone to his girlfriend. We have to go halves on the phone bill which drives me mad. 　　他总和女友煲电话粥。令我抓狂的是电话费可是我们俩平摊的。 　　14. I recommended that wine to him and he bought ten cases of it; he never does anything by halves. 　　我向他推荐那种酒,他买了十箱, 他做事真是从不马虎. 　　15. It was like the two halves of a countersign. 　　这倒像个接头暗号分成了两半. 猜你喜欢： 1. scarf的复数形式和用法例句 2. dress的复数形式和用法例句 3. parent的复数形式和用法例句 4. snow的过去式和用法例句 5. line的用法和短语例句 6. blind的用法和短语例句  

已知泼厦一体裙掣

1．一般名词复数是在名词后面加上“s”，如map→maps， bag→bags等； 2．以s， sh， ch， x等结尾的词加“es”，如bus→buses， watch→watches等； 3．以辅音字母＋y结尾的词，变y为i加es，如baby→babies等；以元音字母＋ y结尾的名词变复数时，直接加s变复数，如monkey→monkeys， holiday→holidays， storey→storeys（楼层）； 4．以o 结尾的名词变复数时： a）加s的名词有：photo→photos ，piano→pianos， radio→radios， zoo→zoos b）加es的名词有： potato→potatoes tomato→tomatoes 5．以f或fe结尾的名词变复数时： a）加s的名词有： belief→beliefs roof→roofs safe→safes gulf→gulfs b）去掉f， fe 加ves的名词有： half→halves knife→knives leaf→leaves wolf→wolves wife→wives life→lives thief→thieves 一、绝大多数的可数名词的复数形式，是在该词末尾加上后辍-s。 读音变化：结尾是清辅音读[s]，结尾是浊辅音或元音读[z]。 例：friend→friends; cat→cats; style→styles; sport→sports; piece→pieces 二、凡是以s、z、x、ch、sh结尾的词，在该词末尾加上后辍-es构成复数。 读音变化：统一加读[iz]。 例：bus→buses; quiz→quizzes; fox→foxes; match→matches; flash→flashes box →boxes; watch →watches; actress →actresses; class →classes; coach（长途车） →coaches; dress →dresses; sandwich →sandwiches; toothbrush →toothbrushes; waitress（女侍者） →waitresses 三、以辅音字母+y结尾的名词，将y改变为i，再加-es。 读音变化：加读[z]。 例：candy→candies; daisy（雏菊）→daisies; fairy→fairies; lady→ladies; story→stories strawberry →strawberries; baby →babies; puppy →puppies; library →libraries; dictionary →dictionaries; cherry →cherries; activity →activities 四、以-o结尾的名词，如果不是外来词或缩写，就加-es，否则加-s构成复数。 （有生命的加es，无生命的加s） 读音变化：加读[z]。 例：tomato→tomatoes; potato→potatoes; torpedo(鱼雷)→torpedoes; bingo（彩票式游戏）→bingoes 反例：silo（青贮塔）→silos; piano→pianos（外来词）; photo→photos; macro（宏指令，计机算语言）→macros（缩写词） 五、以-f或-fe结尾的名词，多为将-f或-fe改变为-ves，但有例外。 读音变化：尾音[f]改读[vz]。 例：knife→knives; life→lives; leaf→leaves; staff(员工)→staves; scarf（围巾）→scarves 目前搜集的直接加s：roof-roofs, belief-beliefs,gulf（海湾）-gulfs, serf（农奴）-serfs， safe-safes,chief（负责人）-chiefs 这几个可变可不变： scarf-scarfs，handkerchief- handkerchiefs 六、以-us结尾的名词（多为外来词），通常将-us改变为-i构成复数。 读音变化：尾音[Es]改读[ai]，其中[kEs]要改读为[sai]，[gEs]要改读为[dVai]。 例：fungus（真菌）→fungi; abacus（算盘）→abaci; focus（焦点）→foci; cactus（仙人掌）→cacti; cestus（拳击用的牛皮手套）→cesti 七、以-is结尾的名词，通常将-is改变为-es。 读音变化：尾音[is]改读[i:z]。 例：axis（轴线）→axes; basis→bases; naris（鼻孔）→nares; hypothesis（假设）→hypotheses; restis（索状体）→restes其它名词复数的规则变化 1) 以y结尾的专有名词，或元音字母+y 结尾的名词变复数时，直接加s变复数： 如： two Marys the Henrys monkey---monkeys holiday---holidays 比较： 层楼：storey ---storeys story---stories 2) 以o 结尾的名词，变复数时： a. 加s，如： photo---photos piano---pianos radio---radios zoo---zoos； b. 加es，如：potato--potatoes tomato--tomatoes c. 均可，如：zero---zeros / zeroes 3) 以f或fe 结尾的名词变复数时： a. 加s，如： belief---beliefs roof---roofs safe---safes gulf---gulfs； b. 去f,fe 加ves，如：half---halves knife---knives leaf---leaves wolf---wolves wife---wives life---lives thief---thieves； c. 均可,如： handkerchief: handkerchiefs / handkerchieves 名词复数的不规则变化 1）child---children foot---feet tooth---teeth mouse---mice man---men woman---women 注意：与 man 和 woman构成的合成词，其复数形式也是 -men 和-women。 如： an Englishman，two Englishmen. 但German不是合成词，故复数形式为Germans；Bowman是姓，其复数是the Bowmans。 2）单复同形 如： deer，sheep，fish，Chinese，Japanese li，jin，yuan，two li，three mu，four jin 但除人民币元、角、分外，美元、英镑、法郎等都有复数形式。如: a dollar, two dollars; a meter, two meters 3）集体名词，以单数形式出现，但实为复数。 如： people police cattle 等本身就是复数，不能说 a people，a police，a cattle，但可以说 a person，a policeman，a head of cattle,the English，the British，the French，the Chinese，the Japanese，the Swiss 等名词，表示国民总称时，作复数用。 如： The Chinese are industries and brave. 中国人民是勤劳勇敢的。 4）以s结尾，仍为单数的名词，如： a. maths，politics，physics等学科名词，为不可数名词，是单数。 b. news 是不可数名词。 c. the United States，the United Nations 应视为单数。 The United Nations was organized in 1945. 联合国是1945年组建起来的。 d. 以复数形式出现的书名，剧名，报纸，杂志名，也可视为单数。 "The Arabian Nights" is a very interesting story-book. <<一千零一夜>>是一本非常有趣的故事书。 5) 表示由两部分构成的东西，如：glasses (眼镜) trousers, clothes 若表达具体数目，要借助数量词 pair(对，双); suit(套); a pair of glasses; two pairs of trousers 6） 另外还有一些名词，其复数形式有时可表示特别意思，如：goods货物，waters水域，fishes（各种）鱼

　　I. OVERVIEW　　Two of the more recognized areas of study within the study of social influence are the study of conformity and obedience. Each of these topics typically receives considerable attention in most General Psychology and Social Psychology textbooks. Given this level of attention, two of the psychologists associated with these areas of study (Stanley Milgram and Solomon Asch) have become two of the more recognized names in social psychology. This module will provide various content and resources to assist in preparing a classroom presentation on these topics.　　Additional information, comments or questions can be obtained from the author of this module:　　II. LEARNING OBJECTIVES　　The primary objectives for this module include:　　Defining conformity and obedience　　Identifying key studies related to conformity and obedience　　Identifying various factors related to conformity and obedience　　Providing various activities that can be used to illustrate these concepts　　Listing various resources (both print & internet) that can be used to supplement the teaching of these concepts　　III. CONTENT　　CONFORMITY　　The tendency to change our perceptions, opinions, or behavior in ways that are consistent with group norms (Brehm, Kassin & Fein, 1999, p 213)　　KEY STUDIES　　Sherif (1936) - demonstrated that individual perceptions that intially varied considerably, converged once placed in a group.　　Asch (1951) - arguably the classic study in this area. Using a line judgment task, the author found that when individuals wer placed in a group of confederates who made an obvious incorrect decision, they went along with the incorrect choice about 37 % of the time. This finding has been confirmed in more recent studies as well.　　Fein, Goethals & Kassin (1998) - when participants were asked to view a political debate among George Bush, Bill Clinton and Ross Perot, it was found the presence of a confederate who cheered for one of the candidates influenced the participant"s evaluation of that candidate in a positive manner.　　FACTORS RELATED TO CONFORMITY　　Informational influence - when you conform because you believe that others are correct in their judgments. Sherif"s (1936) study illustrates this concept.　　Normative influence - when you conform because you fear the possible negative social consequences of not going along. Asch"s (1951) study illustrates this concept.　　Size of group - conformity tends to increase as the size of the group increases, however, there is little change in conformity once the group size reaches 4-5.　　Awareness of norms - the more aware someone is of the prevailing norm, the more likely one is to conform.　　Presence of an ally - Asch (1951) found that even the presence of just one confederate that goes against the majority choice can reduce conformity as much as 80%.　　Age differences - there is some evidence that age may play a factor. For example, during adolescence there is an increased tendency to "conform" to peers.　　Gender differences - there is some indication that there are some gender differences but the findings are not clearly established yet.　　Cultural influences - many instances of cultural influences leading to differences in conformity.　　OBEDIENCE　　Behavior change produced by the commands of authority (Brehm, Kassin & Fein, 1999, p 232)　　KEY STUDIES　　Bickman (1974) - had research assistants "order" people passing by on the street to do something. When they wore security guards uniforms, almost 9 out of 10 people obeyed.　　Milgram (1963) - the classic study in this area. A participant was paired with a confederate in a study of "the effects of punishment on learning." The participant served as the "teacher" and the confederate was the "learner." The teacher was to provide an progressive level of shock (though no shock was actually given) to the learner every time the learner gave an incorrect response. The question was how strong of a shock would the "teacher" provide. A group of psychiatrists estimated that only 1 % of the population would provide the maximum level of shock (450 volts) and most predicted that most participants would stop around 135 volts. Overall 65 % of the participants provided the maximum "shock" of 450 volts despite the pleas of the "learner". Though the original study consisted of all men, the study has produced similar findings with women and in other countries.　　FACTORS RELATED TO OBEDIENCE　　Authority figure - the prestige of the authority figure and the physical presence of the figure influence the degree of obedience. The higher the perceived prestige, the more the confomity and the physical presence of the authority figure increases the level of obedience. However, Hofling, Brotzman, Dalrymple, Graves & Pierce (1966) demostrated that powerful authority figures (in this case a physcian) can produce high levels of obedience without being physically present. The authors studied how nurses would respond to a phone request from a physician to administer an uncommon drug at a high dosage with the potential for harm to the patient. They found that 21 of 22 nurses were willing to complete these phone orders (though the nurses were stopped from actually administring the drug).　　Proximity of victim - evidence indicates a person is more likely to obey an order that may produce harm if that person is physically separated from the potential victim. Milgram observed a drop to 40% full obedience when he placed both the participant and confederate in the same room and had a drop to 30% full obedience when the participant had to physically place the confederates hand on a metal shock plate.　　Personal responsibility - in Milgram"s study the experimenter assumed the responsibility for any harm that could have occurred. When a person has to assume personal responsibility for any harm that can come from obedience, the level of obedience tends to drop.　　Escalation of harm - Milgram"s study involved a gradual escalation of potential harm to the confederate as the "teacher" increased the levels of shock. The evidence suggests that situations that led to gradual escalation of harm tend to produce more conformity, that is, once a person starts the process it becomes more difficult to not obey.　　IV. ACTIVITIES/ASSIGNMENTS　　CONFORMITY　　Replication of Asch"s experiment - with a little work it is possible to produce a good classroom version of Asch"s classic experiment on conformity. The details of the activity can be found in many General Psychology Instructor"s manuals [e.g., Garrison (1995) ].　　The Candid Camera segment "Face the rear" - is an excellent tool for generating discussion and illustrating conformity. These classic clips from the original show consist of a group of confederates and one participant on a simulated elevator. The confederates change directions, as well remove and put on their hats on cue as the participant responds to the pressure to conform. Several different participants illustrate the differences between the ones that conform easily and at least one guy that does somewhat reluctantly. A sure hit with students and instructors. It is available from McGraw-Hill publishers on both video and CD.　　The Discovering Psychology video segment (produced by Annenberg/CPB) "The Power of the Situation" includes a clip from Asch"s experiment, as well as Milgram"s obedience study, Zimbardo"s prison study, etc. This video provides an excellent tool for introducing social influence including conformity and obedience.　　OBEDIENCE　　The classroom authority - Hunter (1981) suggest an activity where you bring someone into your class before you arrive(e.g., another instructor) and have the students fulfill a series of requests (e.g., move them around, place hands on desk, etc.) including some "strange" requests (e.g., everyone with blond hair stand). Use your imagination. Then you can arrive at your classroom and lead a discussion on why people "obeyed" or "didn"t obey" this person"s orders. Excellent way to illustrate how easily people obey orders of an assumed "authority figure."　　Student"s prediction - Just as Milgram had a group of psychiatrists predict the level of shock that participants would administer in his study before he conducted it, you can ask your students to do the same thing before you start your discussion. Bolt (1999) describes this exercise as well as provides a handout that can be used to facilitate the activity.　　The film Obedience - Penn State has a 45 minute film/video available of the original Milgram study that puts the student there while the experiment is being conducted. It also includes interviews with various participants.　　V. RESOURCES　　References　　Asch, S.E. (1951). Effects of group pressure upon the modification and distortion of judgments. In H. Guetzkow (Ed.), Groups, leadership and men. Pittsburg, PA: Carnegie Press.　　Bickman, L. (1974). The social power of a uniform. Journal of Applied Social Psychology, 4, 47-61.　　Bolt, M. (1999). Instructor"s resources to accompany D.G. Myers, Exploring psychology (4th ed.). New York: Worth.　　Brehm, S.S., Kassin, S.M. & Fein, S. (1999). Social psychology (4th ed.). Boston: Houghton Mifflin.　　Fein, S., Goethals, G.R. & Kassin, S.M. (1998). Social influence and presidential debates. Manuscript under review, Williams College.　　Garrison, M. (1995). Instructor"s resource manual to accompany S. Kassin Psychology. Boston: Houghton Mifflin.　　Hofling, C.K., Brotzman, E., Dalrymple, S., Graves, N. & Bierce, C. (1966). An experimental study of nurse-physician relations. Journal of Nervous and Mental Disease, 143, 171-180.　　Hunter, W.J. (1981). Obedience to authority. In L.T. Benjamin, Jr. & K.D. Lowman, Activities handbook for hte teaching of psychology. Washington, D.C.: American Psychological Association.　　Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378.　　Sherif, M. (1936). The psychology of social norms. New York: Harper.

单人比拼。读法 英 [ˈbætl]  美 [ˈbætl] n. 战役，战争；争论，斗争；竞赛，较量；拼搏，奋斗v. 与……作战，和……斗争；搏斗，奋斗；争吵，争论；阻止，打败短语：battle cry 呐喊；战斗口号；标语（体育竞赛中）battle group 战斗群battle of life 生存的斗争  have the battle 战胜词语用法：battle用作动词的基本意思是“作战”“斗争”，可指战场上真刀真枪地厮杀，也可指意识形态领域中的斗争，用于比喻，可指“努力”“奋斗”。它的主语一般是人、党派等，宾语可以是人，也可以是抽象名词，一般不接具体名词。battle可用作及物动词，接简单宾语；也可用作不及物动词，接介词against/with表示“对象”（可以是人、物，也可以是抽象事物）,接介词for表示“目的”。在美式英语中，battle还可以表示“反抗”。在美国，battle作及物动词时，有“反抗”的意思。

望子成龙

用国产的试试看，我们用东莞圣之荣电子的 ，现在国产风扇做的都很不错了，他家的风扇用几年了都没啥问题，价格不贵，交期快，服务又好， 推荐大家试一试

外貌描写：也称肖像描写。即是人物的貌特(包括人物的容貌、衣、神情、体 型、姿等等进行描写，以揭示人物的思想性格，表达作者的，加深读者对人物的印 象

1.funnier funniest2.shorter shortest3. later latest4.nicer nicest5.taller tallest6.heavier heaviest7.younger youngest8.bigger biggest9.thinner thinnest10.athleticer athleticest(应该是这样的~~)

敬请关注KKCapture下个版本

　　你知道advantage的反义词是什么吗?一起来学习一下吧! 　 　advantage的反义词1： handicap障碍; 缺陷; 不利条件 　　 advantage的反义词2： disadvantage不利，劣势，短处; 损失 　　advantage的反义词固定搭配： 　　absolute advantage 　　1.绝对优势 　　mechanical advantage 　　1.机械利益 　　educational disadvantage 　　1.教育劣势 　　social disadvantaged 　　1.社会条件不利的 　　physical handicap 　　1.生理缺陷 　　例句： 　　1. I want to take advantage of your lifetime of scholarship. 　　我希望能够用到您一生的学识。 　　2. She took advantage of him even after they were divorced. 　　甚至在他们离婚后，她还在占他的便宜。 　　3. The government have not been able to turn today"sdemonstration to theiradvantage. 　　政府未能把今天的游行示威转为己用。 　　4. The advantage in going faster is that you get there quicker. 　　快点走的好处在于，你可以早点到达那里。 　　5. You may wish to take advantage of our instructional session. 　　你应该充分利用我们的教学课程。 　　6. My skill in such matters might redound to my advantage. 　　我在这种事情上的技能可能会对我有所帮助。 　　7. Mestel holds a slight advantage. 　　梅斯特尔占有微弱优势。 　　8. The advantage is lost. 　　错失优势。 　　9. Take advantage of low-season airfares. 　　利用淡季飞机票价。 　　10. His height was a decided advantage in the job. 　　干这项工作，他的身高是明显优势。 　　11. His height gives him an inbuilt advantage over his opponent. 　　他的身高成为他相对于对手的先天优势。 　　12. to have a tactical advantage 　　拥有战术上的优势 　　13. If you"re too trusting, other people will take advantage of you. 　　如果你过于轻信，其他人就会打你的主意。 　　14. They are taking undue advantage of the situation. 　　他们过分利用了这种情势。 　　15. Hang the picture somewhere where it will show up to advantage. 　　把这幅画挂在便于它显示较好效果的地方. 　　16. His bad health is a great disadvantage to him. 　　他身体不好是他的不利之处. 　　17. We were put at a serious disadvantage. 　　我们被置于非常不利的地位. 　　18. We were put at a disadvantage. 　　我们被置于不利的地位. 　　19. It will be to our mutual disadvantage. 　　那将对我们双方都不利. 　　20. He may be able to nullify that disadvantage by offering a wider variety of produce. 　　他也许能通过供应更为多样化的农产品来抵消那一劣势。 　　21. I see your handicap is down from 16 to 12. 　　我发现你的差点已从16杆降到了12杆。 　　22. Some hearing-impaired children may work harder to overcome their handicap. 　　一些有听障的儿童可能需要花更大的力气来克服这一缺陷。 　　23. His golf handicap hovered between 10 and 12. 　　他的高尔夫球差点一直在10杆到12杆之间徘徊。 　　24. Being a foreigner was not a handicap. 　　身为外国人并不是一个障碍。 　　25. His vacuity was a handicap in these debates. 　　在这些辩论中，思想贫乏是他的一个弱点。 　　26. Despite her handicap, Jane is able to hold down a full-time job. 　　简尽管有生理缺陷，却能够保住一份全职工作。 　　27. He has a handicap of 200 metres. 　　他在赛跑中让了二百米. 　　28. He lost his leg when he was ten, but learnt to overcome his handicap. 　　他10岁时失去了一条腿，但他学会了克服自己的残疾。 　　29. She was away from school for 15 weeks, a handicap she could have done without. 　　她有15周没上学，这给她带来了本不该有的障碍。 　　30. It is arguable that this was not as grave a handicap as it might appear. 　　有证据表明，这种残障不如看起来那么严重。

别嫌麻烦，改好后很牛b的，除去油井等没试，建筑物+心灵免疫的一律控制，如果不行，给个邮箱，我把我的发过去，还有黑百夫长攻城机甲。找到[MODEV]Name=MentalOmegaDeviceUIName=Name:MODEVTechLevel=10Prerequisite=YACNST，YATECHStrength=5000Insignificant=yesNominal=yesPoints=1000Armor=concreteExplosion=TWLT070,S_BANG48,S_BRNL58,S_CLSN58,S_TUMU60DebrisAnims=DBRI-WM1,DBRI-WM2,DBRI-WM3,DBRI-WM4,DBRI-WM5,DBRI-WM6MaxDebris=40Owner=YuriCountry（只有心灵军团才有）Cost=5000（这是钱）MinDebris=30Explodes=yesBaseNormal=noVoiceSelect=PsychicDominatorSelectSight=10ClickRepairable=yesCanBeOccupied=noLeaveRubble=falseDieSound=MonumentCrumbleAmbientSound=PsychicAmplifierLoopDeathWeapon=BlimpBombEffectDeathWeaponDamageModifier=.01Capturable=noBuildLimit=1EligibileForAllyBuilding=yesImmuneToPsionics=yesRevealToAll=noSuperWeapon=MentalOmegaSpecialCanC4=noLightVisibility=3000LightIntensity=0.01LightRedTint=2.0LightGreenTint=0.01LightBlueTint=2.0删掉，吧[MODEV]Name=MentalOmegaDeviceUIName=Name:MODEVTechLevel=10Prerequisite=YACNST，YATECHStrength=5000Insignificant=yesNominal=yesPoints=1000Armor=concreteExplosion=TWLT070,S_BANG48,S_BRNL58,S_CLSN58,S_TUMU60DebrisAnims=DBRI-WM1,DBRI-WM2,DBRI-WM3,DBRI-WM4,DBRI-WM5,DBRI-WM6MaxDebris=40Cost=1000MinDebris=30Explodes=yesBaseNormal=noVoiceSelect=PsychicDominatorSelectSight=10ClickRepairable=yesCanBeOccupied=noLeaveRubble=falseDieSound=MonumentCrumbleAmbientSound=PsychicAmplifierLoopDeathWeapon=BlimpBombEffectDeathWeaponDamageModifier=.01Capturable=noBuildLimit=1EligibileForAllyBuilding=yesImmuneToPsionics=yesRevealToAll=noSuperWeapon=MentalOmegaSpecialCanC4=noLightVisibility=3000LightIntensity=0.01LightRedTint=2.0LightGreenTint=0.01LightBlueTint=2.0Prerequisite=WeaponsDomCaptureAll=yesDomCaptureBuildings=yesDomDamage=1000Owner=YuriCountry加进去，再找到[MentalOmegaSpecial]UIName=Name:mospecialName=MentalOmegaIsPowered=trueRechargeTime=20Type=NewDominator；Action=MentalOmega；SidebarImage=OMEGICONShowTimer=yesDisableableFromShell=yesRange=10LineMultiplier=3;NewtagsforNPatchDomWarhead=DominatorWHDomFirstAnim=PDFXCLD；DomSecondAnim=PDFXLOC；;DomFirstAnim=MENTALBEAM；;DomSecondAnim=MENTALRING；DomFireAtPercentage=20DomCaptureRange=10DomDamage=1000DomActivateSound=MentalBeamDomAmbient=120DomRed=80DomGreen=30DomBlue=80DomGround=0DomLevel=0DomAmbientChangeRate=1删去，加入[MentalOmegaSpecial]UIName=Name:mospecialName=MentalOmegaIsPowered=trueRechargeTime=20Type=NewDominatorAction=MentalOmegaSidebarImage=OMEGICONShowTimer=yesDisableableFromShell=yesRange=50LineMultiplier=3;NewtagsforNPatchDomWarhead=DominatorWHDomFirstAnim=PDFXCLDDomSecondAnim=PDFXLOC;DomFirstAnim=MENTALBEAM;DomSecondAnim=MENTALRINGDomFireAtPercentage=20DomCaptureRange=10DomDamage=1000DomActivateSound=MentalBeamDomAmbient=120DomRed=80DomGreen=30DomBlue=80DomGround=0DomLevel=0DomAmbientChangeRate=1DomCaptureAll=yesDomCaptureBuildings=yes再找到[MouseCursors]，加入MentalOmega=78,10,4,63,4,12345,12345最后一步，找到[SuperWeaponTypes]，加入22=MentalOmegaSpecial就行了，多给分！！！！！！！！！！！！！！！！！！！！！！

天祐星典通

在汇编语言中，ADDCA,#00H是为了处理这条指令前面的运算对进位位CY的影响，使得CY这个结果正确加入到总和。比如：MOVA,#0FHADDA,#0F1H;执行到该指令，A=00H，CY=1MOVR0,AADDCA,#00H；A=1MOVR1,A这样才能得到正确结果100H。

若隐若现、现身说法、昙花一现、活灵活现、丢人现眼、安于现状、自我表现、一现昙华、逃避现实、时隐时现、瑕瑜互现、忽隐忽现、现炒现卖、天良发现、活眼现报等。

fun和funny这两个词都可以是形容词，两个单词的最大的区别就是意思上的区别。fun是指愉快，玩得开心，而funny是指让人发笑。 fun和funny的区别 词义不同 fun释义： n.享乐；乐趣；快乐；享乐的事；嬉戏；逗乐；玩笑 adj.逗乐的；有趣的；使人快乐的 v.嬉闹；开玩笑 funny释义： adj.滑稽的；好笑的；奇怪的；难以解释的；难理解的；可疑的 n.滑稽人物；笑话；有趣的故事 侧重点不同 fun指任何能给予喜悦的娱乐，或指娱乐本身。 funny主要强调引人发笑的效果。 变形词不同 fun的第三人称单数：funs；现在分词：funning；过去式：funned；过去分词：funned funny的复数：funnies；比较级：funnier；最高级：funniest fun的用法 1.It"s fun后接不定式或动名词均可，意思基本相同。如： It"s great fun sailing a boat.=It"s great fun to sail a boat.扬帆驾舟十分有趣。 2.表示做某事很开心，可用have (there is) fun (in) doing sth。如： We had fun riding our bicycles to the beach today.我们今天骑自行车去海滨玩得很开心。 There"s no fun in spending the evening doing nothing.晚上无事可干，很无聊。 3.以下各例中的fun虽用作表语，但仍为名词，而非形容词，故可用great,much,a lot of等形容词修饰，而不用very等副词修饰。如： She"s great fun to be with. 同她在一起很有意思。 Why don"t you come with us? It"ll be great fun.为什么不同我们一起去呢?很有趣的。 下面一例中fun前的more为much的比较级。如： It is more fun to go with someone than to go alone.偕伴同去比自己独自去好玩。 4.注意for fun（为了高兴，为了好玩）与in fun（不是当真的，闹着玩的，开玩笑地）意不同。比较： I am not saying it for fun. 我说这话并不是在开玩笑。 He said so only in fun. 他这样说只是开开玩笑。 funny的用法 funny可以用作形容词 funny的基本含义是“滑稽的，有趣的”。在口语中还可表示“古怪的，耍花招的，搞鬼的”,主要强调引人发笑的效果。 funny在句中可作定语、表语或宾语补足语。 funny前可用very修饰。 例句： The story was very funny.这个故事非常可笑。 He closed his speech with a funny joke.他用一则有趣的笑话结束了演讲。 Her hair was done up in a very funny way.她的头发非常滑稽地盘在头上。

老渔民的脸上挂着几道深深的岁月的沟壑.深邃的眼神总是喜欢坚定的望着前方,偶尔被海水侵蚀了的双手搓个不停,那干涸的嘴唇还是喜欢说那两句:向前走吧,始终会看到大陆的...(中心思想:遭遇重创却不退缩) 那个妇女身上的穿着是多么的可笑:一件又大又宽的过时了的外套,硬生生的套在那件又小又窄的紧身羊毛裤上,不知是自己的还是捡来的,头上的装饰也是早就过了时的,颜色搭配也不合理,现在就在面前插着腰,和卖菜的啊婆斤斤计较那一毛两毛钱,实在让人可笑.(中心思想:社会的压迫是一个人变形) 小孩子逃避着我,我连忙追了过去,眼神有点捉摸不透,是恐惧?逃避?还是其他?他那件破烂的衣服还有那双大号旧的拖鞋,脸上很多泥巴的痕迹,我似乎看到了他的家.(中心思想:社会上的贫富差距正在拉大) 外貌描写 1.他今年7岁，个人不算高，比较瘦，但看起来却很有精神。他留着很短的头发，俊俏的脸上长着一双又黑又亮的眼睛，鼻梁高高的，像个小红萝卜似的。到过他家的人都说他五官端正，是个好看的男孩子。 2.我的妹妹长得很可爱，她已经3个月了。前几天是我妹妹的百天纪念日，我妈开着车抱着宝宝妹妹去“爱你宝贝”照了几张照片。我的妹妹长着一双小而亮晶晶的眼睛，脸鼓鼓的，嘴显得特别小。她有一对可爱的耳朵，一双小手紧握着拳头，不时地摆动着。你瞧！那肉嘟嘟像小馒头似的小脚，可爱极了！我爱我的妹妹。 3.在我们班里我最喜欢的同学就是小帅哥耿豪了，你瞧！他的个子不高，但长得很敦实，他的胳膊和腿真像成熟的玉米棒。他喜欢穿外套不扣扣子，听他说：“那样会更显得威风。”耿豪的头长得圆圆的，红扑扑的脸蛋是圆圆的，巧的是他那双乌黑发亮的眼睛也是圆圆的。我最喜欢他笑，他一笑那乌黑发亮的眼睛就变成两个弯弯的月牙了。他那红红的小嘴最爱说笑话，他的笑话总是在我们没笑出声之前先把自己逗笑了，这时那弯弯的月牙又出现了。 3.我的爸爸是远洋公司商船的大副。他高高的个儿，微黄的头发自然卷曲，白净的方脸上嵌着一双充满智慧的眼睛，高高的鼻梁下，一双鼻孔显得特别大。小时侯，我常常望着他的鼻孔问：“爸爸，您的鼻孔为什么这么大？”他总是笑着回答；“选马就要选鼻孔大的马，因为大鼻孔的马跑得快。爸爸小时侯在学校就是短跑冠军，不信你问妈妈。”这时，我和妈妈就会望着他的大鼻孔哈哈大笑起来。 4爸爸长得瘦瘦的，中等个，长着一双不大不小的眼睛，留着小平头，高挺的鼻子显得更有精神。棱廓分明的嘴唇上长满了像钢针似的胡子。爸爸的知识可多了，经常给我讲许多神奇有趣的科学小故事，想出许多方法来锻炼我。 5.在我们班里有这样的一个小男孩，他个子不高，身体就像一棵小树，四肢就像刚长出的小树枝。他瘦瘦的身体却撑着一个大大的脑袋，真让人担心弱小的身体能撑的住吗？他的脸白白的，最引人注目的要属他那双水汪汪的大眼睛了，瞪得圆圆的，有时候真能让人想起西游记中孙悟空的火眼金睛。人们都说：“眼睛是心灵的窗户。”他那大大的脑袋中装满了丰富的知识让人羡慕。他还有一张灵巧的小嘴，红红的，他唱出来的歌非常动听呢！大家了解他了吧？想知道他是谁吗？他就是我们班的王禹锡同学。 5.我的表妹今年5岁了，别看她才5岁，可有时候我都说不过她，得让她三分。表妹很可爱，胖嘟嘟的脸上有两个小酒窝。有时候我们对她笑，她就会说：“我知道你们笑什么，你们在笑我的酒窝。”说着，就用胖乎乎的手指捅捅她的酒窝，很得意的样子。表妹最招人喜欢的地方是她的眼睛，她的黑眼珠特别大，几乎占满了真个眼睛，而且漆黑漆黑的，仿佛看不到底。当她对你有什么要求时，就用两只眼睛企求地望着你，你的心一下就软了，她要什么就给什么。 6.我的妈妈在卫生学校当老师。她浓浓的眉毛下面有一双明亮的大眼睛，端正的鼻子下面有一张爱唠叨的嘴，胸中却有一颗关心人的心。 7.孙老师是我们班的数学老师。她中等身材，35岁模样。一张和蔼可亲的面庞，总是那么慈祥。从那黑边眼镜中透出的目光，总是那么炯炯有神，那么和善。她的语言总是那么含意深刻，那么奇妙，引人发笑。 8.这个女老师姓宋，因为她年轻，顶多不过20岁，所以，我们都叫她小宋老师，也有一些女同学亲热地称呼她大姐姐。小宋老师长着高高的个子，衣着比较朴素。瓜子脸上长着两道柳眉，柳眉下嵌着一双明亮而又锐利的眼睛，还有一张能说会道的小嘴。小宋老师梳着两条长长的马尾辫一直拖到肩头上。 9.冯成是我们班的同学。他个子不高，眼睛又大又亮，尤其是他长着两只大耳朵和两片厚嘴唇，活像一个大号的铃铛。为此，同学们送他个外号——“大铃铛”。说来也巧，从二年级至今，冯成每天给班里的教室开门、锁门，也像一个打点的铃铛，这外号就叫开了。 10.我的同桌张珊，人长得挺秀气，挺水灵，却落得个毛头小子的绰号——“张露能”。 11.李腊梅因爱管闲事，才当上了“两道杠”的卫生委员。你别看她“官”小、个矮，可嗓门儿高。不管是谁做了错事，她非要弄个水落石出并让你认错不可。因此，我把她的名字偷偷改为“辣梅”。 12.这位监考老师一进来，教室里立刻停止了说话声。他高高的鼻梁，又黑又长的眉毛下，镶嵌着一双炯炯有神的眼睛，鼻子下长着连浓密的胡须，使人一看便知道这是一位严厉的监考老师。他向教室扫视了一遍，才开始讲话：“同学们，今大是你们向祖国汇报小学学习成绩的时候，一定要细心地做题，不能有一点儿马虎，接到试卷后，要看清题目，不要左顾右盼，交头接耳，要认真答卷，争取考出好成绩来。” 12.我的爸爸是一幽默的人。我的爸爸身材矮小，瘦精精的，白白的皮肤，黑黑的头发，那一头自来卷儿的“大波浪”发型，谁见了都会以为他是在理发店烫的。他的同事们都说他是缩小了的费翔，我也这样认为。他是个搞美术的，是中南五省小有名气的装帧艺术家，他的个人画展得到过很多知名人士的好评。他又是个顶顶滑稽的人，特别爱开玩笑，我不知道是不是所有搞艺术的人都非常幽默，反正我觉得我爸爸身上充满了幽默细胞。不管他上班有多忙多累，只要一进家门，确切他说，只要一见到我，他就立刻眉开眼笑，我也跟着手舞足蹈起来。 13.“博览群韦”是我最大的一个爱好。一个十二岁的小姑娘调皮、倔强，白嫩而红润的小脸上镶着一个秀气的鼻子，再加上平时爱抿的小嘴，可爱极了——这就是我。在某个书店的一个角落中，您会遇见一位正在那儿捧着书津津有味地看着她，一会儿满面笑容，好像听到了胜利者的欢呼声；一会儿又紧皱眉头，好像遇到难题陷入深深的思索。她，就是我，书店的小常客。 14.妈妈特别爱看书学习。我的妈妈是位农民，一年四季忙里忙外，没有闲着的时候。她的那双手总是又黑又粗糙。妈妈还是一位参加自学考试的农民大学生呢，真了不起！ 15.我给爸爸画个像。爸爸鼻粱上架着一回黑框眼镜。他在学校教地理，这副眼镜帮着他看见了中国，看到了全世界；他也教历史，这副眼镜又帮着他看到了书中古今中外的历史人物，了解到变化万千的史实。爸爸的眼镜可真是个望远镜呀！我在给爸爸画眼圈时就画了一副大大的黑眼镜框，在镜片上还画了很多圈圈。别看爸爸的鼻子能托起“望远镜”，可是却不怎么灵。那回他在家里炖肉，把锅坐在火炉上就趴在桌子上备起课来。肉糊了，他却没闻着，还是我从外边跑进来告诉他的。是不是爸爸的鼻孔小呢？ 16.他有一颗冬瓜头，生气的时候脸一下子拉得很长，非常像马。他单独面对你的时候总是摆出一副善解人意的慈爱样子，同时不停地摇晃脑袋，远看像漂浮着的一个大灯笼。他的眼睛，你知道吗？大大的，灰黑色，很深邃，长在那张马脸上显得非常病态，他说话时喜欢对所有人乱飞媚眼，小心别让它撞到你，那会使你魂飞魄散的。他的胳膊啊腿啊细得像竹竿，衣服酷似床单披挂在身上，飘忽飘忽的，特别有神秘气质，这决定了我们在表演一切恐怖剧的时候都由他戴上假发来演女鬼。

About ZHU Ling Twelve years ago, ZHU Ling was a bright, talented and promising chemistry student at Tsinghua University, Beijing - one of the most prestigious and selective universities in all of China. Enthusiastic, intelligent and attractive, she was an active member of the college folk music team, and was already considered by many to be a model student with a wonderful future. In December of 1995, all of this changed when ZHU Ling suddenly took ill. Her hair began to fall out; she lost the ability to speak; her face became paralyzed; her arms and legs could no longer support her; and she was slowly losing her vision. Medical experts were unable to explain her condition until a description of her symptoms on the Internet yielded the likely culprit: Thallium poisoning. Thallium - a naturally occurring heavy metal, often used as the active ingredient in rat poison - produced exactly the same symptoms as those plaguing ZHU Ling. With this as a diagnosis, her physicians were able to successfully treat her condition and remove most of the toxic metal from her system. Even so, this short exposure left her almost completely blind with permanent paralysis and severe neurological damage. ZHU Ling"s family - who had already suffered the loss of one daughter to an unfortunate accident - was devastated by this latest tragedy, made all the worse because, to date, no one has been able to explain how or why the poison was introduced into ZHU Ling"s system. Many theorize that ZHU Ling"s friend and college roommate - with unrestricted access to the toxic substance - was the most likely poisoner, although repeated questioning by authorities yielded no more information in this regard. To date, no one has been held accountable for this horrible crime. For almost 10 years since the poisoning, ZHU Ling"s family has suffered the daily pain, anguish and financial burden of caring for a - now severely - disabled daughter. Monthly expenses of over 5,000 RMB (about $625 dollars) are needed for her ongoing care and rehabilitation, and she still has a long way to go. Twelve years ago, Mr. Bei Zhicheng created a telemedicine miracle in helping to diagnose and treat ZHU Ling"s poisoning - although ultimately his efforts turned out to be in vain. ZHU Ling remains in a desperate situation. The poison she ingested so long ago ravages her body still and, as she advances into middle age, her chances for further recovery diminish. Let us help this once gifted, smart and pretty girl, who is now struggling for her very survival ... before it is too late. Let us help her reach more hi-tech medical treatment and rehabilitation, and maybe, the miracle of her survival 12 years ago can be repeated in her cure. Let us also offer our love and support to this grieving and stricken family. ZHU Ling and her family need your help now! Your contribution will go a long way toward easing her suffering, assisting in her daily upkeep, and holding out the promise of a brighter and better tomorrow.

GMQN

藻类对人类贡献很大，但有些藻类对我们的危害也不小，其中著名的是水华与赤潮。水华是淡水中的一些藻类，如有几种蓝藻、衣藻、裸藻等。因水中某种矿物质或有机物丰富，引起这些藻类大量繁生。在水面上出现不同色彩的现象叫水华，它可使水变质有毒，鱼类因中毒或缺氧而窒息死去。 赤潮是海水中某些藻类或浮游生物大量繁生，使海水变质产生红色或黄色，这叫赤潮。赤潮往往使水中大量鱼类、藻类等中毒死亡，造成很大危害。 藻类对人类的贡献大，还是危害大，从目前来看，贡献是主要的。

炫的粤语有两种读音，分别是：1、jyun4同音字有：媛 辕 猿 源 ……2、jyun6同音字有： 愿 院 远 援 眩 县 ……现字的粤语读音为：jin6同音字有： 谚 砚 彦 研 ……

两者含义上有差别：funny 表示“有趣的,滑稽的”,它指的是一种滑稽可笑的“有趣”,侧重点是让人觉得好玩或发笑.而 fun 则主要指“有趣,好玩”,不像funny 那样强调“滑稽”.比较并体会以下例句：It is more fun to go...