Quantitative Critique Example

Quantitative Article Critique:

Factors Affecting the Successful Employment of Transition-Age Youths

with Visual Impairments

Introduction

This article examined some of the issues that affect youths with visual impairments as they transition from high school or college to employment. The researchers first mentioned that the transition from school to employment is a topic that is often discussed, but little research has been done to identify the variables that impact the transition process for youths with visual impairments (Capella-McDonnall & Crudden, 2009, p. 329). The rationale and the purpose of the study were never clearly stated. Perhaps the lack of research could be considered the rationale, but it would have been helpful to have more information justifying this study. Also concerning was that statement of the problem was never clearly written. In order to identify the problem, the authors should have cited information that emphasized the high rate of unemployment for youths with visual impairments. A study by Nagle (2001) is an excellent example of citing unemployment rates for youths with visual impairments. That information could have nicely transitioned into a purpose statement for this study.

Review of the Literature

Following the introduction, the researchers used the review of the literature to define the variables as well as explain how those variables have been previously studied. That helped me gather a better understanding of the amount of research that had been done on each variable. I also gained an idea of the direction of the study and what the authors wanted to analyze. This was especially helpful since the introduction did not state the purpose of the study.

To organize a framework, the authors discussed the relevance of work experience, self-determination, locus of control, academic competence, self-esteem, and the role of assistive technology (Capella-McDonnall & Crudden, 2009, pp. 329-331). All of these topics were defined, although they were not labeled as variables until later. Information from previous research was cited to show correlations between each variable and finding employment. I noticed, however, that the authors cited research that studied youths with disabilities, secondary school students, and university graduates, but I wondered if more research that related specifically to students with visual impairments could have been cited. I also wondered how the authors selected their variables. Were the variables simply topics that interested the authors or did those variables repeatedly show up in other studies as the most significant variables that related to employment? The answer was never clarified.

Following these questions, I looked for counterarguments that might help one better comprehend the overall circumstances for youths with visual impairments that seek employment.

I did not see any counterarguments or contradicting research. This information would have helped me better understand why the authors chose to take a closer look at certain variables. Contradicting research could have also served as a rationale for performing this study.

Looking over the constructs of the study, the review of the literature defined the variables that the researchers wished to evaluate, but the definition of the dependent variable (employment) was vague (Capella-McDonnall & Crudden, 2009, p. 332). Did “employment” mean full-time, part-time, or both? Was it long-term or temporary? What about minimum wages? To me, the definition of employment imposed a threat to construct validity because such a broad definition could have allowed variables to be overlooked. That in turn could have produced misleading results.

Upon examining the sources cited in the review of the literature, I noticed that the National Longitudinal Transition Studies of Special Education Students (NLTS1 and NLTS2) were not mentioned. Although NLTS2 was referenced in the discussion section of this article, I expected to see it cited sooner. One study that could have been helpful to reference was conducted by Kirchner and Smith (2005). In that study, the researchers reported the wages generally earned by youths with visual impairments versus youths with other disabilities. That information could have been used to improve the definition of employment. Otherwise, I recognized a lot of the names that the researchers cited.

Methodology

At the end of the review of the literature, the researchers created hypotheses and research questions. The hypotheses were as follows (Capella-McDonnall & Crudden, 2009, p. 331):

1.Early work experiences will be associated with employment.

2.Academic competence will be associated with employment.

3.Self-determination skills will be associated with employment.

4.Higher levels of self-esteem will be associated with employment.

The research questions were as follows (Capella-McDonnall & Crudden, 2009, p. 331):

1.Is the use of assistive technology or devices associated with employment?

2.Is involvement with the counselor in the vocational rehabilitation process associated with

employment?

3.Is an internal locus of control associated with employment?

Following the hypotheses and the research questions, the researchers listed the variables. The dependent variable was employment and the independent variables were work experience, self-determination, academic competence, self-esteem, locus of control, level of involvement with a counselor, and the use of assistive technology (Capella-McDonnall & Crudden, 2009, p. 332). The authors explained how each independent variable would be measured and made some limitations to control them (Capella-McDonnall & Crudden, 2009, p. 333). After describing the

dependent and independent variables, the researchers did not identify any intervening or confounding variables. To reduce the threats to internal validity, the researchers should have listed some intervening variables, such as the amount of time worked at a specific job, rather than simply determining when the most recent job was held. Other intervening variables might have been job shadowing experience, volunteer experience, membership in community organizations, and access to print materials, as mentioned in a study by Nagle (2001).

Besides the intervening variables, I believe that some confounding variables should have been listed. One example might be existing social networks of families and friends. Youths that have large social networks may have more success with finding employment than youths with small social networks, regardless of any of the independent variables. Additional confounding variables might be biases in society toward people with disabilities, one’s work ethic, punctuality, employer reviews, previous job duties, and social interaction skills. Nagle (2001) especially stressed the influence of social interaction skills, even though they are difficult to measure. Such information would have been beneficial as part of this research.

For this study, the population of interest was transition-age youths with visual impairments (Capella-McDonnall & Crudden, 2009, p. 332). The data was taken from Cornell University’s website for the Longitudinal Study of the Vocational Rehabilitation Services Program, or LSVRSP (Capella-McDonnall & Crudden, 2009, p. 331). That study used a multi-state, complex design to select its sample. To obtain the sample for this study, the researchers set certain criteria and selected the sample from LSVRSP data. I did not see any information regarding ethical considerations of human subjects or an IRB process. I assumed that this information might have been included in the LSVRSP report, since that contained public use data. This study’s sample included youths under age 21 (at the time they applied for vocational

rehabilitation) who had visual impairments listed as a primary or secondary disability. The final sample consisted of 41 youths, which is rather small. It would have been helpful to understand the sampling procedure since the initial data set consisted of over 8,500 people (Capella-McDonnall & Crudden, 2009, p. 331). The reader is left wondering how such a small sample size was generated. Without any explanation, one might assume that the majority of the subjects had other disabilities or were above age 21.

Due to the small sample size, the researchers used univariate analyses for most of the variables. These included t-tests, Fisher’s exact test, and logistic regression. For the locus of control measure, the researchers used the multivariate analysis of variance procedure (Capella-McDonnall & Crudden, 2009, p. 333). To reduce the likelihood of a Type I error, the researchers used a method developed by Benjamini and Hochberg (1995).

Based on the hypotheses, research questions, and data analyses, I believe the researchers intended to use a correlational design. The researchers never specifically mentioned the use of a prediction design and I believe their work reflected an explanatory design. Although data was collected at multiple points in time for the LSVRSP study, the researchers collected data at one point in time for this study. To me, this approach resembled an explanatory model. Also, there was no prediction made in the study, other than a relationship between the independent variables and the dependent variable (Capella-McDonnall & Crudden, 2009, pp. 331-334).

In order to calculate the results, the researchers used both descriptive statistics and inferential statistics. Descriptive statistics were used to measure academic competence and locus of control. The measures of central tendency and measures of variability for these two variables were provided in a table (Capella-McDonnall & Crudden, 2009, p. 336). The authors used a series of inferential statistics to analyze other variables. Examples include the MANOVA test, t-

tests, and Fisher’s exact test. In order to evaluate the practical significance of the results, the researchers used phi coefficients for categorical analysis. The authors also set the alpha level to .10 in order to determine significance (Capella-McDonnall & Crudden, 2009, pp. 333-334).

After the calculations, the conclusions were that the recentness of work experience, self-esteem, and involvement with a counselor during the rehabilitation process did not reach statistical significance. Employment since the disability began, the number of jobs held prior to starting rehabilitation services, academic competence, locus of control, self-determination skills, and the use of assistive technology reached statistical significance (Capella-McDonnall & Crudden, 2009, pp. 334-336).

Discussion, Conclusions, and Recommendations

Within the discussion section, the authors focused on the variables that reached significance and related them to previous research. The authors also acknowledged areas where more research was needed because certain topics had not been thoroughly examined before. Toward the end of the discussion, the authors admitted to limitations in this study, such as the small sample size and the high amount of statistical tests that increased the chances of errors. After reading the study’s limitations, one could see threats to internal and external validity. For example, a threat to both internal and external validity would be the sample selection process. The sample did not appear to come from a random selection process, which is a threat to internal validity. This flaw in the design caused an external threat to validity since the results could not be generalized to a larger population.

While there were no major surprises from this study, there was information to be learned. For example, work experience, self-determination, and locus of control are important factors to consider because they impact employment opportunities (Capella-McDonnall & Crudden, 2009,

pp. 336-337) and they might have been previously overlooked. Near the end of the article, the authors recommended additional research to support the findings of the study and further evaluate the variables (Capella-McDonnall & Crudden, 2009, p. 339). One could interpret this as the researchers’ request for triangulation.

This article contributes to our knowledge by demonstrating that correlations exist among assistive technology, locus of control, academic competence, work experience, and self-determination when related to employment for youths with visual impairments. Although this information should not be overly generalized, it can be useful for counselors of vocational rehabilitation programs and youths with visual impairments as they seek ways to obtain employment.

References

Capella-McDonnall, M., & Crudden, A. (2009). Factors affecting the successful employment of transition-age youths with visual impairments. Journal of Visual Impairment and

Blindness, 103(6), 329-341. Retrieved from

https://www.sodocs.net/doc/3e13989957.html,/afbpress/pubjvib.asp?docid=jvib030603

Kirchner, C., & Smith, B. (2005). USABLE (Using statistics about blindness and low vision effectively) data report. Transition to what? Education and employment outcomes for

visually impaired youths after high school. Journal of Visual Impairment and Blindness, 99(8). Retrieved from https://www.sodocs.net/doc/3e13989957.html,/afbpress/pubjvib.asp?DocID=JVIB990806 Nagle, K. (2001). Transition to employment and community life for youths with visual impairments: Current status and future directions. Journal of Visual Impairment and

Blindness, 95(12). Retrieved from

https://www.sodocs.net/doc/3e13989957.html,/afbpress/pubjvib.asp?DocID=JVIB951202

新概念青少版3a单词表

新概念青少版3A词汇表 proper 正规的，合适的 guess what 你猜猜怎么着 bump into 偶然遇到 marketing 市场营销 certainly 肯定的 mind 介意，反对 on one’s own 独立的，单独的teach 传授 chat 闲聊 house work 家务 mark 评分 test 考试，测验 garden 从事园艺 sail （乘船）航行 wash up 洗（餐具） surprised 吃惊的 department 部门 email 发电子邮件 alone 独自的 front r ow 前排 extra额外的 space 空间 flight 空中旅行 brilliant 聪明的 stretch out 伸展开 flight attendant 空中服务员 Would you like…? 请问您想……吗? Excuse me 劳驾 seat 座位 couple 一对夫妇 Business Class 商务舱 snack点心，小吃 offer提供 farmer农夫 market市场 worry担心，令人担心的食物 home country祖国

text 短信 on time准时地 board 上（船，飞机等公共交通工具）kettle 水壶 still 仍然，还 have a good time玩的开心 attic 阁楼，顶楼 since 自从……以来 hard disk（计算机）硬盘 lawnmower割草机 Megabyte兆字节，百万字节 nothing 没有东西，没有事情 jet 喷气式飞机 circus 马戏团 several几个 zoo 动物园 for ages长时间 funfair 露天游乐场 worldwide 在全世界 huge 巨大的 variation 变化 bedtime 就寝时间 one way or another以这样或那样的方式necessary 必要的，必须的questionnaire 调查问卷 subject科目 free自由的 during在……期间 past过去的 up to多达 annoyed恼怒的，生气的 choose选择 add 增加 correct改正 composition作文 supper晚饭，晚餐 diary日记 bird-brained鸟脑的，头脑简单的

个人工作业绩报告范文6篇

个人工作业绩报告范文6篇 个人工作业绩报告范文 个人工作业绩报告范文篇一本人自上班以来，一直注重自己的业务知识和操作技能学习，从一个普普通通的运行值班人员逐渐成长为运行值长。水轮发电机组值班运行是集脑力与体力的综合性技术工作。水轮发电机组安全可靠稳定运行，效率最高，发电量最多，耗水量最少，事故发生时保证损失最少是水轮发电机组值班的技术核心。因此，水轮发电机组值班技术是保证水电厂乃至电力系统安全、可靠、经济运行水平的根本保证。根据对水轮发电机组值班的严格技术要求，我在业务技术上刻苦学习，努力追求新知识、新技术，并取得可喜硕果，多次获厂内理论知识和操作技术能手，1998年在公司组织 的技能操作比赛中和同事一起获得一等奖，20xx年在竞争正值班理 论考试和实际操作考试中以高于第二名36分的成绩取得第一。20xx 年在竞争运行值长的岗位上脱颖而出。xxxx年又在公司举办的安全 知识竞赛和安全征文活动中双双荣获一等奖。 由于不断的学习和进取，自己的水轮发电机值班技术日趋成熟和完善，能针对机组运行中的问题进行判断，分析和处理，提出较好的技术改造和合理化建议。比如针对大机组的直流系统可能出现的运行不可靠，建议从小机组直流系统放一备用电缆至大机直流系统，这样既保证了大机直流系统在异常状况下的运行的可靠性，又使得小机组的直流备用容量得到充分利用。

作为水轮发电机组值班员在工艺革新的主要任务就是操作的准 确性与少走弯路，省时省工并保证操作的有效性，并在群体性的作业中充分发挥每一个人的才能和在实际工作中修订、完善工作流程，使其规范和准确标准化。在技术工艺革新中我通过自己多年的操作经验结合操作规程在班内作了如下工作：提高运行人员操作要素;保证巡回检查质量;消除生产薄弱环节与人为事故;阐述运行人员怎样防止 误操作;更多的发挥班组“内聚力”提高工作效率。 在技术管理工作中，每年自己都制定出班组技术培训年计划、月计划，主持班组的技术考问讲解，设备异常分析，提出事故预想，组织反事故演习。在生产中注意将图纸资料编号分类有序收集，将设备缺陷、设备异常状况、事故及故障原因、检修作业情况、定值修改、调度命令及调度运行方案、设备运行方式，设备更改等技术工作逐一归档管理，并参与本厂20xx年本厂运行操作规程的修订工作;帮忙拟定过大型事故演习方案，协助修改班组各类操作票，主持班组的安全工作并连续实现5年生产无事故的优秀生产工作成绩，并多次获得奖励。在技术管理工作中，自己对水电站的整个生产流程的技术管理流程有较强的了解和管理能力，能针对水电站的各个生产技术环节提出自己的看法和技术要领，能提出本班组生产计划、班组规划，生产重点、组织措施及技术措施，能抓住生产季节不同的技术要领，具有较强的班组管理综合能力。 在培训工作中，自己注意抓好值上的技术问答、反事故演习、事故预想、异常分析。并共带过3个徒弟，并在集团公司组织的“师带

美国文学名词解释

American Dream: American dream means the belief that everyone can succeed as long as he/she works hard enough. It usually implies a successful and satisfying life. It usually framed in terms of American capitalism（资本主义）, its associated purported meritocracy,（知识界精华）and the freedoms guaranteed by the U.S. Bill of Rights. American Puritanism清教主义: Puritanism is the practices and beliefs of the puritans. The Puritans were originally members of a division of the protestant church who wanted to purify their religious beliefs and practices. They accepted the doctrines of predestination, original sin and total depravity, and limited atonement through a special infusion of grace from God. American literature in the 17th century mostly consisted of Puritan literature. Puritanism had an enduring influence on American literature. It had become, to some extent, so much a state of mind, so much a part of national cultural atmosphere, rather than a set of tenets. Transcendentalism 超验主义: Transcendentalism was a group of new ideas in literature, religion, culture and philosophy that emerged in New England in the early to middle 19th century. Transcendentalists spoke for cultural rejuvenation and against the materialism of American society. It placed emphasis on spirit, or the Over soul, as the most important thing in the world. It stressed the importance of individual and offered a fresh perception nature ad symbolic of the spirit of God. Prominent transcendentalists included Ralph Waldo Emerson and Henry David Thorough. American Naturalism自然主义: American naturalism was a new and harsher realism. The naturalists attempt to achieve extreme objectivity and frankness, presenting characters of low social and economic classes who were determined by environment and heredity. It emphasized that the world was amoral, the men and women had no free will, that lives were controlled by heredity and environment, that the destiny of humanity was misery in life and oblivion in death. The pessimism and deterministic ideas naturalism pervaded the works of such American writers as Stephen Crane and Theodore Dreiser. American Naturalism(美国自然主义文学)：The American naturalists accepted the more negative interpretation of Darwin’s evolutionary theory and used it to account for t he behavior of those characters in literary works who were regarded as more or less complex combinations of inherited attributes, their habits conditioned by social and economic forces.2) naturalism is evolved from realism when the author’s tone in writing becomes less serious and less sympathetic but more ironic and more pessimistic. It is no more than a gloomy philosophical approach to reality, or to human existence.3>Dreiser is a leading figure of his school. The Gilded Age镀金时代:the Gilded Age refers to the era of rapid economic and population growth in the United States during the post-Civil War and post-Reconstruction eras of the late 19th century. The term "Gilded Age" was coined by Mark Twain and Charles Dudley Warner in their 1873 book, The Gilded Age: A Tale of Today.The Gilded Age is most famous for the creation of a modern industrial economy. The end of the Gilded Age coincided with the Panic of 1893, a deep depression. The depression lasted until 1897 and marked a major political realignment in the election of 1896. After that came the Progressive Era. The Lost Generation: The Lost Generation is a group of expatriate American writers residing primarily in Paris during the 1920s and 1930s. The group was given its name by the American writer Gertrude Stein, who used “a lost generation” to refer to expatriate Americans bitter about their World War I experiences and disillusioned with American

共同但有区别责任原则

题目：共同但有区别的责任原则在实施中的困境与对策姓名：罗珠玉、戴政

共同但有区别的责任原则在实施中的困境与对策 摘要：共同但有区别的责任原则作为国际环境法的一项基本原则，该原则的要求在实践中未能得到充分尊重与落实。笔者通过对该原则实施困境及原因的分析,寻求解决该原则的可行性办法。 关键词：共同但有区别的责任原则；实施困境；可行性办法

共同责任和区别责任组成了共同但有区别责任原则。二者之间相辅相成，密不可分。一方面各国不能以任何的借口而拒绝参与环境保护问题，这是每个国家的共同责任；另一方面，基于合理性而产生的区别责任，我们在对待共同责任的同时要给予发达国家与发展中国家差别待遇。只有当我们正确的理解二者关系时才能确保该原则的正确实施。实践中，该原则面对来自不同国家的阻力。 一、共同但有区别的责任原则的实施困境 发达国家有先进的技术与雄厚的资金，在各国订立国际公约之初，对发达国家明确规定了需向发展中国家提供环保技术的援助。可公约本身并未说明具体的援助方式，使发达国家有机可趁，利用市场操作以高价的方式向发展中国家提供商业性援助。而即使存在无偿性援助，实际数据也令人心寒，发展中国家适应气候变化每年所需的资金大约在 500 亿美元，而联合国的专门基金从发达国家筹集到的资金从 90 年代初至今总计只有 670 亿美元，发达国家对发展中国家的资金援助可见一斑，这也是共同但有区别责任难以落实的一个重要原因。 在发展中国家共同但有区别的责任原则的实施也受到了挑战。发展中国家的经济水平比较落后，他们没有先进的技术支撑他们在保证解决自己温饱问题的同时兼顾环境保护，而要想解决生存问题必须以牺牲坏境为代价。传统的经济发展技术、能源技术已经不能适应现代可持续发展的要求，尤其 21 世纪对各国高新技术提出了更高的要求，在环境治理方面也不例外。现在单纯的现有技术转让已经不能满足发展中国家环境治理的需要了，发达国家需要尽可能地多与发展中国家进行技术交流与合作，让发展中国家也成为高新技术开发的参与者，掌握自主的知识产权。 最后，为应对国际环境的问题而制定的众多国际公约，足以应对坚持和实施共同但有区别的责任原则。比如《人类环境宣言》、《联合国气候变化框架公约》、《联合国海洋法公约》、《京都议定书》······这些制定与签署的国际公约，不仅构成了世界环境保护国家合作的标准，而且也未共同但有区别责任作出了各种细化的规定。 二、共同但有区别的责任原则实施中存在困难的原因 美国曾以不符合本国的国家利益为由退出《京都议定书》，而各国对其只能进行谴责，因为国家享有主权原则，有权决定自己是否愿意加入某一国际公约。

工作业绩怎么写

工作业绩怎么写 关于简历中的工作业绩怎么写? 一份好的简历，工作经历是核心。HR在查看简历时，最感兴趣的就是工作经历部分。因此，在填写简历时，一定要在描述工作经历上多花些功夫，要尽量详细地描述我们的工作内容和职责。例如："负责华东地区的市场拓展工作：完成销售任务，贯彻执行公司的销售策略;因地制宜，制定和实施区域性的市场发展计划;发展和管理经销商，并与其保持良好合作关系;协助经销商建立运作架构，指导和管理其销售队伍。" 另外，不要仅使用空洞的描述，应更多的使用具体的实例或者数字等来展示我们的工作业绩。如： "改组了整个服务部门，提高了工作效率。" "提出新的流程，在减少工作压力的同时，提高了员工的生产能力。成功的向潜在的购买者解释并演示了技术产品和相关科技。" "将原来无利润的存货以10万美金的价格成交。" "开发了销售和市场项目，使购物中心的利润提高了33个百分点。在行政法规听证会上，作为法律代表为客户公司进行辩护，胜诉率达80%以上。" "通过对公司产品和公司形象的重新定位，使Medisoft的股票价格在9个月内翻了5翻。" "为××出版社管理23家生产厂家的代表公司的国际和国内销售力量。" "使邮政业务量提高9个百分点，从84%提高到历史最高纪录93%，而标准工作量则为74%。" "负责华东地区的23家商店的销售和损益。" "创作了两个有关国际旅行社的作品，揭开了国际旅行的艰辛，强调了自助旅行的益处。" 下面列出几个在工作经历方面的成功和不成功的案例并加以点评，以供参考。 【例1】 2003.06-至今：××公司 | 技术总监 | 上海 ——创立并扩充公司的开发部门。在一年多时间里，将部门从两位工程师为一个客户工作发展到有30位工程师为三个不同的客户工作。公司的年营业额增长了200%。(点评：善于用数字和对比证明自己的出色业绩。) ——在3年内成功地管理了8个项目并与3个不同的客户合作。所有的项目都按客户的要求按时高质地完成，使公司的业务得到了迅速的发展。 ——成功地为公司的软件开发建立了一整套质量保证体系并在实际中加以完善，使其逐渐符合ISO9001及CMM体系的要求。 ——成功管理并参与信令测试仪的GSM二代增强型协议、GPRS协议的开发，以及acceSS7系统的七号信令系统的开发。 ——管理、参与并按时高质地为客户开发了CDMA(IS—95A、IS—95B及cdma2000)系统建模及仿真软件。 (点评：强调自己主持或参与成功实施哪些重点项目。) 【例2】 2001.1-至今：某软件公司 | 行政人事部部长 | 北京 ——制定公司的管理制度和业务流程，协调各个部门之间的关系，创造了一种更具凝聚力的团队氛围;(点评：强调工作业绩。) ——制定人力资源战略，建立人才梯队，合理配备使用开发人力资源，有效控制人力资源的成本;(点评：强调工作业绩，如能再具体些，就更好。)

青少版新概念3A课文

新概念青少版3A Unit 1 A proper job A: Guess what , James! I bumped into Nina last week. She's got a job marketing at Optima. J: Marketing ?But Nina's a fashion model ! A: Well ,she was a fashion model ,but she's working at Optima now. J: What happened? Is she all right? A: Oh ,yes ,she's fine .She just wanted a proper job. Nina didn't enjoy being a model ,you know. J: Why ?She was so successful! A: She certainly was. J: So why didn't she like working as a model? A: She didn't mind working as a model .But she hates travelling on her own. She was lonely. J: Nina ,lonely? Why? A: Nina likes having a proper job ,and seeing the same people every day. She likes being among friends. J: Don't we all?! 新概念青少版3A Unit 2 Just like your mother~ C: Oh, good!

Cat in the Rain- Critique and Summary

Cat in the Rain – Critique/Summary Summary: The story “Cat in the Rain” written by Ernest Hemingway is about a couple that stay in Italy. The woman in the story sees a cat abandoned outside in the rain under a table and wants to get him and bring him into her hotel room. When she finally convinces her husband to let her go out and get him, it is gone. She returns to the room with out a cat and her husband is still propped up on a pillow reading his book. He insists she lay down and read a book, when she starts talking about how much she wants a cat, how she wants it to be sitting in her lap as she brushes her hair. A short while later one of the hotel workers who helped her try to find the cat the first time had discovered his presence and bought him to her. Critique: The story “Cat in the Rain” talks about a cat stuck outside in the rain, but I don’t think that this is what Hemingway meant when he wrote this story. I like how Hemingway started the story off with describing the setting, where the two Americans were and how they were the only ones stopping in to this particular hotel. It gives the reader something to picture right off the bat. I think that Hemingway could have described the characters in more detail to get a better understanding of them. Also I think the in-depth description of the hotel wasn’t necessary I would of liked to see the description put in to the characters more. I really liked the way Hemingway’s character the American Woman acted because it felt very real to something in real life. The way Hemingway portrayed the woman at first was more along the lines of a nagging wife, but when she goes to the window to see the cat her persona changes, I liked this because it made me get into her head and see how she was feeling Hemingway started in a unique way because I very rarely see a story start like this, and he pulled it off very well. The description of the location and setting pulled me right into the story, I liked this because it kept me interested and wanting to keep reading. I think the title that was given to the wife as the “American Wife” lacks individuality and has no special meaning, signifying that she is just a mere American Woman and nothing else. I think that the title Hemingway chose was to portray that the wife felt that she was condoned to George her husband and that he never really paid much attention to her. This lack of attention makes her feel that she does not have much freedom to express herself and keeps much of her feelings inside. She definitely feels the restraint that George has put on her, and in order to please him, she attempts to make herself compact just like the cat.

论共同但有区别责任原则在我国的适用(改)

论共同但有区别责任原则在我国的适用 摘要: 文章在结合我国的具体国情的基础上,对我国进行环境污染防治过程中在环境保护法律中适用这一前沿的原则所具有的理论基础以及需要注意的问题进行了探讨。 关键词:京都议定书;共同但有区别责任原则;共同责任;区别责任 1 共同但有区别责任原则概述 共同但有区别责任原则是国际环境法中的一项基本原则。这一原则的产生主要是基于各国社会发展的历史对国际环境的影响及本国的实际承担能力。其核心思想是,在实现将大气中温室气体的浓度稳定在防止气候系统受到危险的人为干扰的水 平上这一目标过程中全球各国都负有共同的责任和义务,但是基于各国的历史发展 状况及现实承受能力,发达国家应该在这一过程中应该率先承担并且承担主要的责任。 1.1共同但有区别的责任原则主要包含以下两个基本要素： 1.1.1共同责任 共同责任的理论依据:全球的生态系统是一个不可分割的整体,环境问题具有全球性,解决全球环境问题需要所有国家的参与，每个国家都有责任。全球环保问题已经成为人类共同关注的焦点,而不只是某一个国家的国内立法问题。 共同责任的内容:许多关于环境与发展的国际文件中均有共同责任的规定。共同责任要求每个国家不论其大小、贫富等方面的区别,都对保护全球环境负有一份责任,都应当参加全球环境保护事业,都必须在保护和改善环境方面承担义务。基于共同责任,所有国家,尤其是发展中国家,都应该参与关于可持续发展的立法以及相关法律 的实施。许多现有的有关环境的国际法律文件没有发展中国家的参与。为了保护发展中国家的利益,有必要对相关文件进行修订，从而确保上述法律文件适用范围的广泛性。 1.1.2有区别的责任 有区别的责任的理论依据:有区别的责任的理论依据是公平原则。如果一个国家曾未经其他国家同意而不公平地对其进行利用而使其付出代价,那么受害国有权要

财务工作业绩总结范文

财务工作业绩总结范文 一个企业的兴衰与财务工作息息相关，财务工作是企业管理的基础，是企业内部管理的中枢，财务管理工作处理着同各个方面的经济关系，今天管理资源吧小编给大家找来了财务工作业绩总结，供大家参考和阅读。 财务工作业绩总结范文1xx年在全行员工忙碌紧张的工作中又临近岁尾。年终是最繁忙的时候，同时也是我们心里最塌实的时候。因为回首这一年的工作，我们会计出纳部的每一名员工都有自已的收获，都没有碌碌无为、荒度时间。尽管职位分工不同，但大家都在尽最大努力为行里的发展做出贡献。现将全年的工作情况向全行职工作以汇报： 一、重视业务核算质量，贯彻市行各项制度 今年是我们商业银行具有转折意义的一年，经过六年的打拼和积累，我行的羽翼已经逐渐丰满，准备更名挂牌，开始新的征程。然而，如果要使我们景星支行真正走在全行的前列，我们首先要做的是提高我们的业务能力。我行会计出纳部经常组织员工进行理论学习、岗位练兵。对市行传达的每一个文件、通知都认真贯彻。让员工树立主人翁精神，在工作中不推、不等、不靠，积极主动的完成自己的本职工作。我部一直坚持向时间要效益、向工作

要质量。在核算上无重大差错事故。 二、加强日常工作管理，做好安全防范工作 我部的内部制度是比较健全的，各项工作都有明确分工，员工并事假都严格按照规定及时请假。 在安全防范方面，对柜员日常工作所用的各种公章、名章都严格做到每日下库保管;对重要凭证的领用，都有专人负责;明确柜员的权限，不得擅自授权;对于市行要求上报的反洗钱可疑业务及时上报;随时提高警惕，杜绝诈骗。总之，我们要将一切防忠于未然，不做亡羊补牢的无用功，力求使全行的工作在稳健中谋发展。 三、培训员工操作能力，顺利通过柜员考试 今年是对全行职工个人业务考核要求最严格的一年，综合柜员上岗考试，直接关系到了每个员工的切身利益。行里不想让任何一个职工掉队，我会计出纳部，为了使每个员工顺利的通过考试，带领员工们利用工作之外一切所能利用的时间，积极准备考试。其间，我们组织了员工点钞，打字的基本技能考试。组织员工去培训中心进行业务上机打操作的练习。 有些员工工作、家庭的各方面负担都很重，考试给其带来了很大的心理压力，思想包袱很重。为帮助这样的同志，我部各个员工在考试期间，经常互相交流思想，一起钻研考试的命题，接受能力快的同志，耐心的给其他同

青少版新概念3A期末考试

青少版新概念3A期末考试

————————————————————————————————作者：————————————————————————————————日期： 2

青少版新概念英语3A 期末测试题 姓名_____________ 得分_____________ I.从下列每组选项中选出与你所听到句子相对应的回答（5%） ( )1.A. I’m afraid not. B. Yes, I can’t . C. Really? ( )2.A. In the bath room. B. After school. C. Yes, of course. ( )3.A. In the living room. B. He is sitting. C. A lawyer.. ( )4.A. No problem. B. of course. C. I don’t know. ( )5.A. Thank you. B. You are welcome. C. Not at all. II.听对话，选择正确的答案. （10%） ( )1.Where should the man park? A. near the garden. B. in the garden. C. under the tree. ( )2.What does Peter’s father do? A. a driver B. a doctor. C. a mechanic ( )3.When can the woman give the man a telephone call? A.tomorrow B. next weekend https://www.sodocs.net/doc/3e13989957.html,st weekedn ( )4.When will the film start? A. 7:30 B. 8：05. C. 7:55 ( )5.Where will the man smoke? A.Near the window B. in the room C. outside III.听短文，判断正误。（10%） ( )1.Bob was having trouble getting to sleep at night ( )2.Some extra strong sleeping medicine doesn’t work to Bob. ( )3. He hurried to the office on Sunday. ( )4.The boss was very angry ( )5.Bob wasn’t late for his work. Writing IV.读一读，选出划线部分和其他三个单词不一样的，把序号写在括号里。（5%）( )1．A．family B．dad C．cap D．late ( )2．A．big B．white C．which D．will ( )3．A．phone B．dog C．box D．not ( )4．A．up B．cup C．but D．put ( )5．A．count B．about C．young D．trousers V. 根据提示写出正确的单词。（10%） 1.He enjoys ___________ mountains.(爬) 2.I can’t __________ anything with this knife. (切) 3.It’s ____________. (美味的，好吃的) 4.At home, I always have _________at seven every the evening. (早餐) 5.Have you been __________ before? (国外) 6.Don’t ___________ about me. (担心) 7.Have you got the answer to my ____________？（问题） 8.His parents never____________ him going into the city alone.(介意)

工作业绩报告范文3篇

工作业绩报告范文3篇 工作业绩报告范文篇一：我叫XXX，20xx年就职于市安全纠察XXX院安全监察检查队，任主任科员，主要承担队内安全监察、大型安全活动组织和安全系统开发等工作任务。近三年来，我认真履责，踏实敬业，较好地完成了本职工作和领导交办的工作，得到了领导和同事们的认可。三年中，先后两次被评为XXX院优秀共产党员，一次被评为优秀公务员并立三等功。 一、注重学习，不断提高自身综合素质 三年来，我严格按照XXX院机关学习培训要求，认真参加各项学习培训活动，不断充实武装自己的大脑;连续三年参加了网上在线学习，完成基本学时要求。同时，我还不断加强自学，在党的理论、国家方针政策、法律法规和业务知识方面不断充实自己，以适应安全生产安全监察工作的综合性和专业性的需要，更好的服务于日常业务工作。 二、严格开展安全监察，消除安全隐患 三年来，我参加了市XXX院安全检查队组织的各项大型安全任务，监察生产经营单位数百家，发现并处理安全隐患逾千项，实施行政处罚近20起，行政处罚额逾15万元。在安全检查中，我坚持依法行政，依法依规开展隐患排查，既消除了大量安全隐患，又得到被查企业和当事人的信服。在安全检查队工作期间，未发生错案或因本人安全工作引起诉讼和复议情况。

三、组织实施大型安全生产安全保障任务 20xx年，我参与组织了天阳奥运安全生产保障工作，得到领导认可。20xx年，我又参与组织了新中国成立60周年安全生产保障工作，直接参与了天安门广场临建设施搭建、游园保障和新中国60年成就展等多项保障任务，为各项活动的安全顺利进行做出了贡献。同时，20xx年-20xx年，安全检查队实施年度安全计划。我每年平均牵头组织4-6项安全任务的落实工作，涉及危险化学品、非煤矿山、建设施工、交通运输、人员密集场所、工业企业、烟花爆竹等多个行业领域，并保障各项计划任务得到有效有力的落实。 四、不断探索，创新工作机制 为适应天阳市特大城市的安全需求，按照领导安排，我牵头组织制定了《天阳市楼宇内生产经营单位安全生产规范》。期间，与市住房和城乡建设委、市消防XXX院等部门进行了多次沟通，最终以规范性文件形式下发全市，促进了全市综合楼宇安全生产管理工作。在多年的工作中，还配合队领导，创设集中安全、联合安全、交叉安全和专项安全等多种安全模式，成为市XXX院乃至全市安监系统安全检查工作的样板模式，为安全检查工作的开展起到了一定的探索作用。 五、牵头开展安全信息系统的开发建设工作 根据领导安排，20xx年我承担了全市安全生产安全信息系统的开发建设工作。面对全新的工作任务，我与有关设计单位、服务支持单位反复协调沟通，同时对有关部门、区县

新概念青少版3A教师

Unit 1 A proper job 教学目标： 1. 掌握enjoy，mind等词后接动名词的用法。 2. 掌握反义疑问句。 3. 了解职业选择的一些情况。 教具准备：教师准备教案，朗读材料。 教学重难点： 1. enjoy being a model / didn’t mind working as a model. 2. She’s working at Optima now. 3. on her own. 4. Don’t we all！ 5. bump into 6. work as 7. What happened? 8. make cakes 课堂设置： 1. Greeting 第一次新课师生用英文互相自我介绍。 2. Presentation 请学生翻开书本到第一单元，请看课文中的图片猜想对话情节来导入新课。播放朗读材料两遍，让学生标记生词难词，大致了解课文内容，并回答问题：Did Nina enjoy being a model? 3.重点单词讲解，在讲单词的时候适当的增加中西方文化背景的差异。 4.根据图画逐一讲解并朗读短对话、再进行整体跟读，分角色进行对话练习。 5.课文内容讲解 6.根据下面表示工作的单词，让学生任意选择一个单词，口述下面的问题 1. what kind of job do you like? 2. Why do you choose the job? 7. 让学生总结本节课的内容，作业布置

Unit 2 Just like your mother! 教学目标： 1掌握动词不定式后置的用法。 2初步了解现在完成时态。 3学会礼貌用语。 教具准备：教师准备教案，朗读材料。 教学重难点： 1. It’s great to stretch out. 2. I’ve just had a drink. 3. Would you like…? Would you mind…? 4. Sound like 5. In the front row 6. Business class 课堂设置： 1. Greeting 回顾第一单元内容，检查练习册完成情况。 2. Presentation Listen to the recording, and then answer this question: Dose Claire want to get up her seat? 听录音然后回答问题：克莱尔想让出座位吗？接下来学习生词并讲解重点词汇和语法3. Answer questions about the text. 根据课文回答问题。 1. Are Claire and Paul in the front row? 2. Which row are they in? 4. 课文讲解 5. 口语练习：假设你在与克莱尔和保罗谈论他们上个月乘飞机的经历，你会问他们些什么问题？ 6. 速度练习：请两组的学生进行速度比赛，看谁读的又快又准，赢的组加分。 7. 让学生总结本节课的内容，作业布置 Unit 3 We’ve had a long morning ! 教学目标： 1 继续学习现在完成时的用法，区别have been to 和have gone to.

英国文学名词解释

The Old English Also known as Anglo-Saxon English, mainly used during the period of Anglo-Saxon Conquest. Foundation of English language and literature(Foundation of England in 5th century - the Norman invasion in 1066) The Middle English Used to describe the language from the Norman Conquest(1066) to about 1500, a period during which London English gradually became the dominant dialect. The larger proportion of Middle English literature is religious. The church had a virtual monopoly(事实上的垄断) on literacy during much of the Middle Ages. Christianity teaching was primarily concerned with the issue of personal salvation. Epic A long verse narrative on a serious subject, told in a formal and elevated style, and centred in a heroic or quasi-divine figure whose actions depend on the fate of a tribe, a nation, or the human race. Romance(a.k.a Chivalric romance / Medieval romance) It is the most prevailing form of literature in the feudal England. A type of narrative that developed in 12th-century France. It represents a courtly and chivalric age, often one of highly developed manners and civility. Love, chivary and religion make the main content of romance. It is a long composition, in verse or in prose. It describes the life and adventures of a noble hero. The central theme is loyalty to king and Lord. The code of manners and morals of a knight is Chivalry. The most important romance is king Arthur and his knights of the Round Table. Alliteration Certain accented words in a line begin with the same consonant sound. Kenning A poetic compound made up of two or three nouns standing for another noun. E.g: Beowulf-- bee-wlof-- bear Understatements To give an impression of reverse and at times a tinge of ironical humour. A characteristic of the English language. E.g: Not troublesome-- welcome; Not praise-- A right to condemn Heroic Couplet A traditional form for English poetry, commonly used for epic and narrative poetry; it refers to poems constrcted from a sequence of rhyming pairs of iambic pentameter lines. iambic pentameter means a line consisting of five iambic feet and one foot comprises of an unstressed syllable followed by a stressed syllable. Ballad It is a poem usually set to music, thus, it often is a story told in a song. Any myth form may be told as a ballad, such as historical accounts or fairy tales in verse form. It usually has foreshortened, alternating four-stress lines("ballad metre") and simple repeating rhymes, often with a refrain. If it is based on a political or religious theme, a ballad may be a hymn.