FAREN MAGAZINGE SUMMARY

10篇英语summary范文1. A Summary of "The Great Gatsby""The Great Gatsby" is a classic novel written by F. Scott Fitzgerald, set in the 1920s during the Roaring Twenties. The story is narrated by Nick Carraway, a young man from a wealthy family who moves to West Egg, a wealthy suburb of New York City. He becomes neighbors with the enigmatic Jay Gatsby, a mysterious millionaire known for his lavish parties. As Nick becomes more involved in Gatsby's life, he learns about Gatsby's obsession with his lost love, Daisy Buchanan, and his efforts to win her back.The novel explores themes of love, wealth, and the American Dream. Gatsby's relentless pursuit of Daisy and his extravagant lifestyle reflect the superficiality and materialism of the era. The characters' moral decay and disillusionment serve as a critique of the Jazz Age. The tragic ending of the novel, with Gatsby's death and the disillusionment of the characters, highlights the emptiness of the American Dream and the hollowness of the pursuit of wealth and status.2. A Summary of "To Kill a Mockingbird""To Kill a Mockingbird" is a novel written by Harper Lee, set in the 1930s in the fictional town of Maycomb, Alabama. The story is narrated by Scout Finch, a young girl who grows up with her brother Jem and their father, Atticus Finch. The novel explores themes of racism, injustice, and morality through the trial of Tom Robinson, a black man falsely accused of raping a white woman.Atticus, a lawyer, defends Tom Robinson in court, despite facing backlash and prejudice from the townspeople. Through the trial, the novel exposes the deep-seated racism and prejudice in the town, as well as the courage and integrity of Atticus in standing up for what is right. The novel also addresses the loss of innocence and the coming-of-age of Scout and Jem as they witness the harsh realities of the world around them.3. A Summary of "1984""1984" is a dystopian novel written by George Orwell, set in a totalitarian society ruled by the Party and its leader, Big Brother. The story follows the protagonist, Winston Smith, as he rebels against the oppressive regime and seeks truth and freedom. The novel exploresthemes of surveillance, propaganda, and the power of language.In the world of "1984," the Party controls every aspect of people's lives, using surveillance and propaganda to maintain its grip on power. Winston, disillusioned with the Party's lies and oppression, begins a secret love affair with Julia, a fellow rebel. As they seek to defy the Party and find a sense of individuality and truth, they are eventually captured and tortured by the Thought Police.The novel serves as a warning against the dangers of totalitarianism and the erosion of individual freedom. It also highlights the manipulation of truth and language by those in power, as well as the resilience of the human spirit in the face of oppression.4. A Summary of "Pride and Prejudice""Pride and Prejudice" is a novel written by Jane Austen, set in 19th century England. The story follows the romantic entanglements of the Bennet sisters, particularly Elizabeth Bennet and Mr. Darcy. The novel explores themes of love, marriage, and social class.The main plot revolves around the developing relationship betweenElizabeth and Mr. Darcy, which is initially hindered by their pride and prejudice towards each other. As they navigate the obstacles of misunderstandings and societal expectations, they ultimately overcome their differences and find true love. The novel also delves into the lives of the other Bennet sisters and their pursuit of marriage and happiness.Through its witty social commentary and engaging characters, "Pride and Prejudice" offers a nuanced portrayal of the societal norms and expectations of the time. It critiques the superficiality and materialism of the upper class, while also celebrating the power of love and individual agency in shaping one's destiny.5. A Summary of "The Catcher in the Rye""The Catcher in the Rye" is a novel written by J.D. Salinger, narrated by the teenage protagonist, Holden Caulfield. The story follows Holden's experiences after being expelled from his prep school and his aimless wandering around New York City. The novel explores themes of adolescence, alienation, and the search for authenticity.Holden is disillusioned with the phoniness and hypocrisy of the adultworld, and he struggles to find his place in society. As he encounters various people and situations, he grapples with his own identity and the complexities of growing up. The novel also delves into the loss of innocence and the pain of Holden's past, as he grapples with the death of his younger brother, Allie."The Catcher in the Rye" is celebrated for its authentic portrayal of teenage angst and rebellion. It captures the universal experience of coming-of-age and the challenges of navigating the transition from adolescence to adulthood. Holden's candid and introspective voice resonates with readers, making the novel a timeless classic.6. A Summary of "The Old Man and the Sea""The Old Man and the Sea" is a novella written by Ernest Hemingway, set in Cuba. The story follows an aging fisherman, Santiago, as he embarks on a challenging fishing expedition in the Gulf Stream. The novella explores themes of perseverance, resilience, and the struggle against nature.Santiago, once a great fisherman, has fallen on hard times and struggles to catch fish. Despite his recent misfortune, he sets out ona journey to catch a giant marlin. The novella depicts his arduous battle with the marlin and the physical and emotional toll it takes on him. As he fights to bring the marlin back to shore, he faces numerous obstacles, including sharks that attack his catch."The Old Man and the Sea" is a timeless tale of human endurance and the indomitable spirit of man. Santiago's unwavering determination and courage in the face of adversity serve as a powerful metaphor for the human condition. The novella's poignant portrayal of the triumph of the human spirit has made it a classic in literature.7. A Summary of "Brave New World""Brave New World" is a dystopian novel written by Aldous Huxley, set in a futuristic society where technology and conditioning are used to control and manipulate people. The story follows the protagonist, Bernard Marx, as he rebels against the conformity and artificial happiness of the World State. The novel explores themes of individuality, freedom, and the dehumanizing effects of technology.In the World State, people are genetically engineered andconditioned to fit into predetermined social roles. They are kept docile and content through the use of pleasure-inducing drugs and mind control. Bernard, an outsider in this society, becomes disillusioned with the lack of genuine human connection and seeks to find meaning and authenticity in his life."Brave New World" serves as a cautionary tale about the dangers of a society driven by technology and consumerism. It raises thought-provoking questions about the nature of happiness and the price of conformity. The novel's exploration of the tension between individuality and societal control continues to resonate with readers today.8. A Summary of "The Scarlet Letter""The Scarlet Letter" is a novel written by Nathaniel Hawthorne, set in 17th century Puritan New England. The story follows Hester Prynne, a woman who is publicly shamed and ostracized for committing adultery and bearing a child out of wedlock. The novel explores themes of sin, guilt, and redemption.Hester is forced to wear a scarlet letter "A" as a mark of her shame,and she struggles to rebuild her life in the face of judgment and condemnation. The novel also delves into the inner turmoil of the Reverend Dimmesdale, who is secretly the father of Hester's child and grapples with his guilt and hypocrisy. The character of Pearl, Hester's daughter, serves as a symbol of both sin and innocence."The Scarlet Letter" is a powerful exploration of the human condition and the complexities of morality. It delves into the consequences of societal judgment and the search for redemption and forgiveness. The novel's timeless themes and rich symbolism continue to captivate readers and provoke thought and reflection.9. A Summary of "The Outsiders""The Outsiders" is a novel written by S.E. Hinton, set in the 1960s in Tulsa, Oklahoma. The story follows the rivalry between two groups of teenagers, the Greasers and the Socs, and the struggles of the protagonist, Ponyboy Curtis, to find his place in the world. The novel explores themes of class conflict, identity, and the bonds of friendship.Ponyboy and his friends, including his brothers Sodapop and Darry,navigate the challenges of growing up in a tough neighborhood and facing prejudice and violence from the Socs. The novel delves into the dynamics of the Greaser gang and their loyalty to each other, as well as the complexities of their relationships with the Socs. Through the characters' experiences, the novel offers a poignant portrayal of the impact of social class on individual identity and relationships."The Outsiders" is celebrated for its authentic portrayal of teenage life and the universal struggles of adolescence. It addresses the themes of friendship, loyalty, and the search for belonging, resonating with readers of all ages. The novel's enduring relevance and powerful storytelling have solidified its status as a classic in young adult literature.10. A Summary of "Animal Farm""Animal Farm" is a novella written by George Orwell, serving as a satirical allegory of the Russian Revolution and the rise of totalitarianism. The story is set on a farm where the animals, led by the pigs, revolt against the oppressive human farmer and establish their own society based on the principles of equality and freedom. The novella explores themes of power, corruption, and themanipulation of language.Initially, the animals' rebellion leads to a utopian society where all animals are equal and free. However, the pigs, led by Napoleon, gradually seize power and establish a dictatorship, exploiting and oppressing the other animals. The novella depicts the pigs' manipulation of the principles of Animalism and their betrayal of the original ideals of the revolution."Animal Farm" serves as a powerful critique of the dangers of totalitarianism and the corruption of power. It also highlights the manipulation of language and propaganda to control and deceive the masses. The novella's timeless themes and allegorical storytelling continue to resonate with readers, offering a compelling commentary on the nature of political power and human nature.。

La fine e la morte della Religione Vivere come se Dio non ci fosse?DIO E' MORTOFrancesco Guccini - NomadiHo visto la gente della mia età andare via lungo le strade che non portano mai a niente cercare il sogno che conduce alla piazza nella ricerca di qualcosa che non trovano nel mondo che hannogià Lungo le notti che dal vino son bagnate dentro alle stanze da pastiglie trasformate dentro alle nuvole di fumo nel mondo fatto di città essere contro ed ingoiare la nostra stanca civiltàE' un Dio che è morto ai bordi delle strade Dio èmorto nelle auto prese a rate Dio è morto nei mitidell'estate, Dio è morto.M'han detto che mia generazione ormai non crede, in ciò spesso han mascherato con la fede nei miti eterni della patria e dell'eroe, perché è venuto ormai il momento di negare tutto ciò che è falsità le fedi fatte di abitudini e paura, una politica che è solo far carriera il perbenismo interessato, la dignità fatta di vuoto, l'ipocrisia di chi sta sempre con la ragione e mai col tortoE' un Dio che è morto nei campi di sterminio, Dio è morto coi miti della razza Dio è mortocon gli odi di partito, Dio è morto.Io penso, che questa mia generazione è preparata ad un mondo nuovo e a una speranza appena nata ad un futuro che ha già in mano a una rivolta senza armi perché noi tutti ormai sappiamo che se Dio muore è per tre giorni e poi risorgeIn ciò che crediamo, Dio è risorto in ciò che noi vogliamo, Dio è risorto nel mondo che faremo, Dioè risorto Dio è risorto.“I cristiani ancora debbono capirela veritàdi questa affermazione: Dio èmorto!” Friedrich NietzscheIl radicale ateismo èquello delnichilismo che dichiara morta l’idea stessa diDio cosìcome sempre èstato inteso, e conesso la morale e la verità, che sono i suoipostulati. “E’ la storia dei prossimi 2 secoli”profetizzò F. Nietzsche. L’uomo, diventatoadulto, non necessita piùdi un Dio chesorregga la sua esistenza, il suo modo di agiree comportarsi, le sue conoscenze: ormai può edeve reggersi con le sue scelte libere eresponsabili davanti al mondo e agli altri. Dionon èpiùnecessario per vivere, èfinito,morto e sepolto.Finisce l’epoca moderna e con essaanche ogni ombra di Dio? Possono i credentiaccogliere una tale provocazione? Possonoaccettare la “morte di Dio” e una vita sen za diLui?Ma la fede supera la religione, il Diodi Gesù Cristo non coincide con l’immagineclassica e onnipotente, e il cristiano èchiamato a vivere da adulto in un mondo diadulti. Sullo sfondo della Germaniaprotagonista nella seconda guerra mondiale ilpastore protestante Dietrich Bonnhoefferguarda l’evoluzione dei tempi con unaradicale prospettiva di fede. Attivo nelcomplotto per l’eliminazione del Reich,internato ed ucciso dallo stesso nazismo, futestimone di Cristo con la vita ed il pensiero.Friedrich Nietzsche: noi assassini di DioIl NICHILISMO:”Descrivo ciò che verrà: l’avvento del nichilismo. I segnidi ciò sono dappertutto, ormai non mancano che gli occhi per vederlo. Si avvertesempre piùil vuoto e la povertàdi valori, il movimento èinarrestabile. Alla finel’uomo osa una critica di tutti i valori in generale e non crede più in nessun valore:ecco il pathos, il nuovo brivido ... Che cosa significaNichilismo? Che i valori supremi si valorizzano… chenon ci sia una ve rità… che a ogni valore corrispondanessuna realtà”.(Frammenti postumi 1887-1888)«Non avete mai sentito parlare di quell'uomopazzo che, in pieno mattino, accesa una lanterna, sirecòal mercato e incominciòa gridare senza posa:"Cerco Dio! Cerco Dio!" Trovandosi sulla piazza moltiuomini non credenti in Dio, egli suscitò in loro grandeilarità. Uno disse: "L'hai forse perduto?", e altri: "S'èsmarrito come un fanciullo? Si ènascosto in qualcheluogo? Ha forse paura di noi? Si èimbarcato? Haemigrato?". Così gridavano, ridendo fra di loro...L'uomo pazzo corse in mezzo a loro e fulminandoli con lo sguardo gridò:"Che ne è di Dio? Io ve lo dirò. Noi l'abbiamo ucciso - io e voi! Noi siamo i suoiassassini! Ma come potemmo farlo? Come potemmo bere il mare? Chi ci diede laspugna per cancellare l'intero orizzonte? Che facemmo sciogliendo la terra dal suosole? Dove va essa, ora? Dove andiamo noi, lontani da ogni sole? Non continuiamoa precipitare: e indietro e dai lati e in avanti? C'è ancora un alto e un basso? Nonandiamo forse errando in un infinito nulla? Non ci culla forse lo spazio vuoto? Nonfa sempre piùfreddo? Non èsempre notte, e sempre piùnotte? Non occorronolanterne in pieno giorno? Non sentiamo nulla del rumore dei becchini che stannoseppellendo Dio? Non sentiamo l'odore della putrefazione di Dio? Eppure gli Deistanno decomponendosi! Dio èmorto! Dio resta morto! E noi l'abbiamo ucciso!Come troveremo pace, noi piùassassini di ogni assassino? Ciòche vi era di piùsacro e di più potente, il padrone del mondo, ha perso tutto il suo sangue sotto inostri coltelli. Chi ci monderàdi questo sangue? Con quale acqua potremorendercene puri? Quale festa sacrificale, quale rito purificatore dovremo istituire?La grandezza di questa cosa non èforse troppo grande per noi? Non dovremmodivenire Dei noi stessi per esserne all'altezza? Mai ci fu fatto piùgrande, echiunque nascerà dopo di noi apparterrà per ciò stesso a una storia più alta di ognialtra trascorsa". A questo punto l'uomo pazzo tacque e fissònuovamente i suoiascoltatori; anch'essi tacevano e lo guardavano stupiti. Quindi gettò a terra la sualanterna che andò in pezzi spegnendosi. "Vengo troppo presto, disse, non è ancorail mio tempo. Questo evento mostruoso è tuttora in corso e non è ancor giunto alleorecchie degli uomini. Per esser visti e riconosciuti lampo e tuono hanno bisogno ditempo, la luce delle stelle ha bisogno di tempo, i fatti hanno bisogno di tempo anche dopo esser stati compiuti. Questo fatto èper loro ancor piùlontano della piùlontana delle stelle e tuttavia sono loro stessi ad averlo compiuto! " Si racconta anche che l'uomo pazzo, in quel medesimo giorno, entròin molte chiese per recitarvi il suo Requiem aeternam Deo. Condotto fuori e interrogato non fece che rispondere: "Che sono ormai piùle chiese se non le tombe e i sepolcri di Dio?" (Aforisma 125 - L'uomo pazzo).Ma quale Dio è stato ucciso? Dietrich Bonnhoeffer:vivere senza Dio è ciò che Dio chiede (da Resistenza e resa, 30/04/1944)Ciò che mi preoccupa continuamente è la questione di che cosa siaveramente per noi, oggi, il cristianesimo […] Stiamo andandoincontro ad un tempo completamente non-religiosa.[…]Le persone religiose parlano di Dio quando la conoscenza umana(qualche volta per pigrizia mentale) è arrivata alla fine o quando leforze umane vengono a mancare […] questo inevitabilmente riescesempre e soltanto finché gli uomini non spingono i limiti un po’più avanti e il Dio inteso come deus ex machina non diventasuperfluo.(da Resistenza e resa, 16/07/1944)Dio inteso come ipotesi di lavoro morale, politica, scientifica è eliminato, superato; ma lo è ugualmente anche come ipotesi di lavoro filosofica e religiosa (Feuerbach)! Rientra nell’onestà intellettuale lasciare cadere questa ipotesi di lavoro, ovvero rimuoverla quanto più completamente possibile.[…] Dove dunque Dio mantiene ancora uno spazio per sé? Chiedono gli animi pavidi, e poiché non trovano risposta, condannano tutta intera questa evoluzione che li ha condotti in una siffattasitu azione di difficoltà…[…]… ama è Dio stesso ci obbliga a questo riconoscimento…Dio ci dà a conoscere che dobbiamo vivere come uomini capaci di far fronte alla vita senza Dio. Il Dio che è con noi è il Dio che ci abbandona (Mc 15,34)! Il Dio che ci fa vive re nel mondo senza l’ipotesi di lavoro. Dio è il Dio davanti al quale permanentemente stiamo[…] Qui sta la differenza decisiva rispetto a qualsiasi religione. La religiosità umana rinvia all’uomo nella sua tribolazione alla potenza di Dio nel mondo, Dio è il deus ex machina. La Bibbia rinvia l’uomo all’impotenza e alla sofferenza di Dio; solo il Dio sofferente può aiutare. In questo senso si può dire che la descritta evoluzione verso la maggiore età del mondo, con la quale si fa piazza pulita di una falsa immagine di Dio, apre lo sguardo verso il Dio della Bibbia, ce ottiene potenza e spazio nel mondo grazie alla sua impotenza.Contro il “Dio Tappabuchi”.Per me è nuovamente evidente che non dobbiamo attribuire a Dio il ruolo di tappabuchi nei confronti dell'incompletezza delle nostre conoscenze; se infatti i limiti della conoscenza continueranno ad allargarsi — il che è oggettivamente inevitabile — con essi anche Dio viene continuamente so-spinto via, e di conseguenza si trova in una continua ritirata. Dobbiamo trovare Dio in ciò che conosciamo: non in ciò che non conosciamo. Dio vuole esser colto da noi non nelle questioni irrisolte, ma in quelle risolte. Questo vale per la relazione tra Dio e la conoscenza scientifica. Ma vale anche per le questioni umane in generale, quelle della morte, della sofferenza e della colpa. Oggi le cose stanno in modo tale che anche per simili questioni esistono delle risposte umane che possono prescindere completamente da Dio. Gli uomini di fatto vengono a capo di queste domande — e così è stato in ogni tempo — anche senza Dio, ed è semplicemente falso che solo il cristianesimo abbia una soluzione per loro. Per quel che riguarda il concetto di « soluzione », le risposte cristiane sono invece poco (o tanto) cogenti esattamente quanto le altre soluzioni possibili. Anche qui, Dio non è un tappabuchi; Dio non deve essere riconosciuto solamente ai limiti delle nostre possibilità, ma al centro della vita; Dio vuole essere riconosciuto nella vita, e non solamente nel morire; nella sal ute e nella forza, e non sola-mente nella sofferenza; nell'agire, e non solamente nel peccato. La ragi one di tutto questo sta nella rivelazione di Dio in Gesù Cristo. Egli è il centro della vita, e non è affatto «venuto apposta » per rispondere a questioni irrisolte. Partendo dal centro della vita de-terminate questioni vengono semplicemente a cadere, e parimenti viene a cadere la risposta ad esse (penso al giudizio sugli amici di Giobbe!). In Cristo non esi stono«problemi cristiani». Basta su questo; proprio adesso sono stato nuovamente disturbato.(Da “Resistenza e Resa”)la Morte di Dio, allo specchio e alla finestra Specchio…La Morte di Dio vista nello specchio umano indica la fine della religione come spazio di dipendenza ed incapacità di essere a utosufficienti, in positivo è l’ inizio dell’età adulta della responsabilità. Sociologicamente è la dichiarazioned’indipendenza delle realtà umane dal riferimento religioso (scienza, morale, politica…) Psicologicamente è il non attribuire a cause esterne a sé la responsabilitàdegli eventi, ma farsene carico personalmente ed interiormente.…e finestra.La morte di Dio vista alla finestra del Mistero focalizza la fede sulla Croce di Cristo: muore il Figlio di Dio, fuori della città, consegnando tutta la propria vita al Padre e agli uomini; una offerta fuori dal culto di un laico rifiutato dalle cariche religiose .La FINE della RELIGIONE è vivere la fede non solo e non tanto dentro gli spazi del sacro, ma dentro tutta l’esistenza. La Nuova ed Eterna Alleanz a è la fine dei culti rituali e l’inizio dell’offerta esistenziale: si onora Dio non solo nel tempio, ma con l’amore in tutta la vita, cioè nel nuovo tempio dell’uomo.Dunque per tutti, credenti e non, occorre prendere consapevolezza della realtà che “Dio è morto”. E’ morto il Dio tappabuchi della religione tradizionale, così come è morto quel Dio umile sulla croce. Ma è risorto quell’Uomo Nuovo che èl’immagine del Dio della Vita. La fede umanizza la vita. Così torniamo a dire con S. Ireneo di Lione: “la gloria di Dio è l’uomo vivente”Lo stato adulto dell’umanità: l’uomo si evolve verso l’autonomia, responsabile diretto di ciò che vive.La veste religiosa di Dio: difendere per Dio uno spazio inteso come poteresull’uomo che senza di Lui diverrebbe disperato. E’ il Dio “tappabuchi” degli uomini.Liberare l’immagine di Dio dalla deformante veste religiosa: un Dio di cui si puòfare a meno, inutile, che non risolve i problemi, ma vuol essere riconosciuto al centro della vita mondana; non un essere sommo ed onnipotente, ma debole come Gesù Cristo, centro misterioso della vita ma morto ai margini della città, in croce. Il Cristo umiliato è il centro dell’esistenza di ogni uomo, anche di coloro la cui esistenza ha senso anche senza Dio.Vivere come se Dio non ci fosse: anche il cristiano, diventato uomo adulto, vive la sua esistenza nell’autonomia da un Dio che risolve i problemi, ma nella responsabilità di vivere da uomo nuovo, come il Cristo umiliato ma centro pieno di tutta la vita.。

General SummaryThe French and Indian War, a colonial extension of the Seven Years War that ravaged Europe from 1756 to 1763, was the bloodiest American war in the 18th century. It took more lives than the American Revolution, involved people on three continents, including the Caribbean. The war was the product of an imperial struggle, a clash between the French and English over colonial territory and wealth. Within these global forces, the war can also be seen as a product of the localized rivalry between British and French colonists.Tensions between the British and French in America had been rising for some time, as each side wanted to increase its land holdings. What is now considered the French and Indian War (though at the time the war was undeclared), began in November 1753, when the young Virginian major George Washington and a number of men headed out into the Ohio region with the mission to deliver a message to a French captain demanding that French troops withdraw from the territory. The demand was rejected. In 1754, Washington received authorization to build a fort near the present site of Pittsburgh. He was unsuccessful because of the strong French presence in the area. In May, Washington's troops clashed with local French forces, a skirmish that ultimately resulted in Washington having to surrender the meager fort he had managed to build just one month later. The incident set off a string of small battles. In 1755, The British sent General Edward Braddock to oversee the British Colonial forces, but on his way to oust the French from Fort Duquesne he was surprised by the French and badly routed, losing his life in the process.After a year and a half of undeclared war, the French and the English formally declared war in May 1756. For the first three years of the war, the outnumbered French dominated the battlefield, soundly defeating the English in battles at Fort Oswego and Ticonderoga. Perhaps the most notorious battle of the war was the French victory at Fort William Henry, which ended in a massacre of British soldiers by Indians allied with the French. The battle and ensuing massacre was captured for history--though not accurately--by James Fenimore Cooper in his classic The Last of the Mohicans .The tide turned for the British in 1758, as they began to make peace with important Indian allies and, under the direction of Lord William Pitt began adapting their war strategies to fit the territory and landscape of the American frontier. The British had a further stroke of good fortune when the French were abandoned by many of their Indian allies. Exhausted by years of battle, outnumbered and outgunned by the British, the French collapsed during the years 1758-59, climaxing with a massive defeat at Quebec in September 1759.By September 1760, the British controlled all of the North American frontier; the war between the two countries was effectively over. The 1763 Treaty of Paris, which also ended the European Seven Years War, set the terms by which France would capitulate.Under the treaty, France was forced to surrender all of her American possessions to the British and the Spanish.Although the war with the French ended in 1763, the British continued to fight with the Indians over the issue of land claims. "Pontiac's War" flared shortly after the Treaty of Paris was signed, and many of the battlefields--including Detroit, Fort Pitt, andNiagara--were the same. The Indians, however, already exhausted by many years of war, quickly capitulated under the ferocious British retaliation; still, the issue remained a problem for many years to come.The results of the war effectively ended French political and cultural influence in North America. England gained massive amounts of land and vastly strengthened its hold on the continent. The war, however, also had subtler results. It badly eroded the relationship between England and Native Americans; and, though the war seemed to strengthen England's hold on the colonies, the effects of the French and Indian War played a major role in the worsening relationship between England and its colonies that eventually led into the Revolutionary War.ContextThe French and Indian War, a colonial manifestation of the same forces and tensions that erupted in the European Seven Years' War, was, quite simply, a war about imperialism. The French and the English were competing for land and trading rights in North America; these strivings resulted in a great deal of disputed land, particularly that of the rich Ohio Valley. Each nation saw this territory as vital in its effort to increase its own power and wealth while simultaneously limiting the strength of its rival. Although the war itself therefore stemmed from a fairly simple motivation, its consequences were far- reaching. The English victory in the war decided the colonial fate of North America, and yet at the same time sowed the seeds of the eventual colonial revolution. After the war, the British ended their century-long policy of salutary neglect, attempting to keep the colonials under a more watchful eye. The British also raised taxes in an effort to pay for the war. Both of these postwar policies resulted in massive colonial discontent and added to the budding nationalism that eventually exploded in the Revolutionary War.The French and Indian War also had lasting (and devastating) effects for the Native American tribes of North America. The British took retribution against Native American nations that fought on the side of the French by cutting off their supplies and then forcibly compelling the tribes to obey the rules of the new mother country. Native Americans that had fought on the side of the British with the understanding that their cooperation would lead to an end to European encroachment on their land were unpleasantly surprised when many new settlers began to move in. Furthermore, with the French presence gone, there was little to distract the British government from focusing its stifling attention on whatever Native American tribes lay within its grasp. All of these factors played into the multinational Indian uprising called "Pontiac's War" that erupted directly following the end of the French and Indian War.Before the French and Indian War broke out, the main issue facing the two colonial powers was division of the continent. The English were settled along the eastern seaboard, in Georgia, the Carolinas, and what is now the Northeastern United States. The French controlled Louisiana in the South and, to the far North, Acadia (Nova Scotia) and Northeast Canada. The Cherokee, Catawabas, Creeks, Choctaws and Chickasaws inhabited the mountainous region in between the two powers and attempted to maintain their autonomy by trading with both nations. Based primarily on the travels of the explorer Rene-Robert Cavelier de Salle in 1682, France regarded itself as possessor of all disputed lands in the west, including the Ohio Valley. The English needless to say, disputed the French claim. Although the French lay claim to far more territory than the English did, the French territory was sparsely populated. Often French territory was not marked by the existence of outposts or towns but simple forts manned by only a few men. English territory, by contrast, was rapidly being populated. The pressures of a growing population, the desire for expansion, and impatience to gain access to the profitable fur trade of the Great Lakes region impelled an intense English desire to extend westward during the 18th century.During the first half of the 18th century, the British slowly moved to expand their land base. In 1727, they constructed a trading fort, Oswego, on the banks of Lake Ontario. In 1749, the Ohio Company, a consortium of Virginian speculators, successfully petitioned the English crown for lands in the Ohio region with the purpose of building a permanent settlement. That same year the French began sending diplomats to the British, demanding that Fort Oswego be abandoned and that England recognize French land boundaries. The next year a conference was held in Paris in an attempt to sort out someof the conflicting claims. No progress was made. In 1752, the Marquis Duquesne assumed the office of governor of New France, with specific instructions to secure possession of the Ohio Valley. All of these small agitations set the stage for the French and Indian War to explode.While the War has often been portrayed as merely a fight between England and France, the many Indian nations that lived in these regions played a pivotal role in both the instigation and the outcome of the conflict. The fight for control of the continent was a fight between three nations, and until the late 18th century it was not at all certain which one would win. The Indians, especially the Five nations of the Iroquois, were exceptionally good at playing the French and the English against each other in order to maximize their own benefits. The French and Indian War was a guerrilla war of small skirmishes and surprise attacks. The terrain was unfamiliar to both the French and the English; the involvement of the Indian nations as allies in battle made an enormous difference. In fact, some historians have hypothesized that the turning point in the war came when many of the Indian nations changed their war policies and turned their backs on the French. Faced with the greater resources of the British and lacking the advantage of their Indian allies, the French were left with little hope, and soon lost the continent.Important People and PlacesBritish and colonialsEarl of Loundoun - Appointed commander-in-chief of the British forces in 1756, Loundoun presided over, and caused, many devastating failures for the British.Major General Edward Braddock - The first general to arrive from Britain. He was killed in 1755 at the first battle for Fort Duquesne.Lieutenant Governor Robert Dinwiddie - The colonial leader of Virginia in 1754, Dinwiddie was concerned about French encroachment on the Virginia border. In late 1753, he sends a 21-year-old major in the Virginia military named George Washington to tell the French to back away from the border.William Johnson - Johnson began his career as the Indian agent for the colony of New York. During this period he was one of the most successful negotiators with many Indian nations, especially the Iroquois. During the war he became a war hero as well, leading the British to victory at the Battle of Lake George in 1755.Lieutenant Colonel George Munro - In history, Munro met defeat as the leader of Fort William Henry in 1757. In literary history, he is a central figure in James Fenimore Cooper's classic The Last of the Mohicans.William Pitt - Pitt assumed leadership of the British ministry in December 1756. His aggressive new policies for the war were a crucial part of turning the tide in Britain's favor in the latter half of the war.Captain Robert Rogers - Leader of the Rangers, a rough-and-tumble force of men from New Hampshire. Operated as spies and participated in guerrilla warfare against the French to great success throughout the war.George Washington - Washington began his career as a brash and careless diplomat and military leader. After being asked to resign after the Fort Necessity fiasco, he returns as a volunteer under British authority. The French and Indian War is where Washington learned how to be a leader.James Wolfe - Major British general who led the British to victory in the Battle of Quebec.French and ColonialsLouis-Joseph de Montcalm - Beginning in 1756, Montcalm took over as commander-in-chief of the French forces in North America. He was a much-feared and respected general who lost his life at the Battle of Quebec.Marquis de Vaudreuil - In 1755, he became the governor of Canada, replacing the Marquis Duquesne.Forts and PlacesFort George/Fort Duquesne/Fort Pitt - This centrally located fort in what is now Pittsburgh, PA changed hands many times during the war. It was the site of England's first disastrous battle, in which Braddock lost his life.Fort Necessity - This hastily constructed fort in Great Meadows, PA was the site of George Washington's first defeat in 1754. Later in American history, it oddly came to symbolize the rugged spirit of the colonials.Fort William Henry - Site of the most notorious massacre in colonial history, this fort located near the Hudson River fell to the French in 1757.Louisbourg - An important city on the east coast of Canada (in present-day Nova Scotia). It was a French stronghold of arms and supplies.Ticonderoga - A major French fort and city north of Albany. The British failed repeatedly to seize it; they finally succeeded in 1759.TimelineMarch 15, 1744-October 18, 1748: King George's War The warm-up to the French and Indain War between France and England, also fought for domination over North America. Ends with the treaty of Aix-la-Chapelle and no clear victor.1752-1753: Agitation grows Tension grows between France and England over competing land and trading claims. Minor skirmishes break out, particularly in rural areas.November-December 1753: The message George Washington carries Virginia's ultimatum over French encroachment to Captain Legardeur de Saint-Pierre at Riviere aux Boeufs. He rejects it.May 28, 1754: The first battle Washington defeats the French in a surprise attack. His troops retreat to Great Meadows and build Fort Necessity.July 3, 1754: The French take Fort NecessityJuly 17, 1754: Washington's resignation Blamed for Fort Necessity, Washington resigns. He will later return as a volunteer under British authority.June 17, 1755: The British seize Acadia (Nova Scotia)July 9, 1755: The Battle of the Wilderness British General Braddock's forces are defeated near Fort Duquesne in Pennsylvania, leaving the backwoods of British territory undefended.September 9, 1755: The Battle of Lake George British Colonel William Johnson's forces win, making Johnson the first British hero of the war.May 8-9, 1756: Declarations of War Great Britain declares war on France. France declares war on Great Britain.August 14, 1756: Fort Oswego The French capture this fort on the banks of the Great Lakes.August 8, 1757: Fort William Henry The commander-in-chief of the French forces, Louis-Joseph de Montcalm takes Fort William Henry. The infamous massacre occurs, later dramatized in James Fenimore Cooper's The Last of the Mohicans.July 8, 1758: The French take Fort TiconderogaJuly 26, 1758: Louisbourg The British seize Louisbourg, opening the route to Canada. August 27, 1758: Fort Frontenac The French surrender this fort on Lake Ontario, effectively destroying their ability to communicate with their troops in the Ohio Valley. October 21, 1758: British/Indian Peace The British make peace with the Iroquois, Shawnee, and Delaware Indians.November 26, 1758: The British recapture Fort Duquesne It is renamed "Pittsburgh."May 1, 1759: The British capture the French island of Guadeloupe in the CaribbeanJune 26, 1759: The British take Fort TiconderogaJuly 25, 1759: A Slow Route to Victory The British take Fort Niagara; the French abandon Crown Point. After these two victories, the British control the entire western frontier.September 13, 1759: Quebec The British win the decisive Battle of Quebec. Montcalm and Wolfe, the commanding generals of both armies, perish in battle.May 16, 1760: French Siege of Quebec failsSeptember 8, 1760: Montreal Montreal falls to the British; letters are signed finishing the surrender of Canada.(circa) September 15, 1760: The functional end of the war The British flag is raised over Detroit, effectively ending the war.1761: The British make peace with the Cherokee IndiansSeptember 18, 1762: French attempt to retake Newfoundland failsFebruary 10, 1763: Treaty of Paris All French possessions east of the Mississippi, except New Orleans, are given to the British. All French possessions west of the Mississippi are given to the Spanish. France regains Martinique, Guadeloupe and St. Lucia.April 27, 1763: Indian Wars Pontiac, the Ottowa Chief, proposes a coalition of Ottowas, Potawatomies and Hurons for the purpose of attacking Detroit.May 9, 1763: Battle of Detroit Pontiac's forces lay siege to Detroit. That summer, his allies destroy forts at Venango, Le Boeuf and Presque Isle.July 1763: Smallpox Men of the garrison at Fort Pitt infect besieging chiefs with blankets from the smallpox hospital. Soon faced with an epidemic, the Indians retreat. October 31, 1763: Pontiac capitulates at Detroit Indian power in the Ohio Valley is broken.Early Battles and Fort NecessitySummaryIn 1753, French forces began to build a series of Forts along the Allegheny River in Ohio territory, impinging upon land claimed by Virginia in its charter of 1609. Robert Dinwiddie, the Virginia's Lieutenant Governor, sent George Washington, a 21-year-old major, to warn the French captain Legareur de Saint-Pierre of his troops' trespass. On his way to deliver Dinwiddie's message, Washington attempted to enlist the help of a large group of Ohio Indians, with no success. Once he did arrive, the message was ignored; the French refused to recognize the Virginia charter. Though he returned to Virginia with nothing to show for his trip, Washington was nonetheless promoted to Lieutenant Colonel and, in the spring of 1754, given the mission of removing the French from the Ohio region.Because of the powerful presence of the French, who had completed their string of forts along the Allegheny, Washington was unsuccessful in is attempt to build a fort near Pittsburgh. Then, at dawn on May 28, 1754, a Mingo Indian named Tanaghrisson who had agreed to scout for Washington spotted a French patrol stalking Washington's men. Tanaghrisson showed Washington how to surprise the French; in the ensuing attack the French commander Jumonville was killed. That the French would retaliate was obvious, and Washington's men retreated to Great Meadows, PA, where,against the advice of their Indian guides, they hastily threw up a stockade, nicknamed Necessity. The Indians, disgusted, abandoned Washington and his small contingent of Virginia militiamen. Sure enough, the French outnumbered him and took the fort easily on July 4, 1754.This battle proved a catalyst in the deteriorating relationship between the English and the French. In a famous affadivit, the French claimed that Jumonville had been "assassinated." The English insisted that this word be translated as Jumonville's "defeat." The battle thus precipitated a war of propaganda right along with the physical battles that were to follow.Washington returned to Virginia on July 17 and gave an account of the battle at Great Meadows to the Virginia council. The council blamed him for most of the failure. Humiliated, Washington resigned his position, though he later returned to battle as a volunteer under General Edward Braddock.CommentaryIn the years leading up to 1753, the English had far less territory than the French. English settlements clustered between the Appalachian Mountains and the Atlantic coast, though many colonies had charters granting them land west of the mountains. French settlements, though more sparsely populated covered far more land, originating out of fur-trading outposts, extended through the interior of the continent, as far north as Quebec, as far south as New Orleans, and all the way to St. Louis in the west. The French hoped to keep the British pinned between the mountains and the ocean. The British, alternatively, desperately wanted to expand westward, as a speculative outlet for their growing population and because they wanted further access to the profitable fur trade. Competing land claims and disputes over encroachment had been going on between the French and the English for almost a hundred years and through three minor wars, by the early 1750s, tensions had begun to swell once more.Virginia was a particularly crowded territory and could not expand, since it was hemmed in on all three sides by French territory and natural obstacles. Robert Dinwiddie had no illusions about the circumstances his colony faced: he expected his message to the French to meet with the failure that it did. He did not, however, anticipate Washington's tremendous miscalculation the following spring.Though George Washington later gained fame as a war hero, he cut his teeth during the French and Indian War--and, like most newcomers, he failed miserably. It was his difficult experience during the French and Indian, some argue, that helped to make him the general he eventually became. Interestingly enough, though, even Washington's early failures have come to take on a heroic cast in American history. After Washington's great success in the Revolutionary War, Fort Necessity came to stand as a metaphor for the rugged colonial spirit. That metaphor persists even today, although historians have proven that the fort was little more than a few logs lashed together to surround Washington's hapless army.。

Chapter 7: The Sounding of the CallSummaryJohn Thornton pays off his debts with money he earns from the bet, and he sets off to the east to find a fabled lost mine that is supposed to make a man rich. Together with his other dogs and his friends Pete and Hans, he and Buck wander in the wilderness, hunting and fishing and living off the land, until they reach a shallow place in a valley full of gold. The men earn thousands of dollars a day panning for gold, and the dogs have nothing to do. Buck begins to feel wild yearnings. One night, he springs up from sleep with a start, hearing a call from the forest. He dashes through the woods and finds a timber wolf, one-third his size. Buck begins to circle the wolf and make friendly advances, but the wolf is afraid.Finally, the two show their friendship by sniffing noses, and the wolf leads Buck away through the forest. They stop to drink, and Buck remembers John Thornton. The wolf encourages him to keep following, but Buck starts back toward the camp. When he arrives, Thornton is eating dinner, and Buck showers him with affection. For two days, he never allows Thornton out of his sight. Then, he hears the call more loudly than ever and is haunted by recollections of his wild friend. He begins to stay away from the camp for days at a time, hunting his own food.Buck has two identities at this point: one as sled dog in Thornton’s camp, another as wild hunter in the forest. He kills a bear and fishes for salmon the river; when the moose come in the fall, Buck hunts them eagerly. He cuts a bull away from the pack to kill him and finally brings him down after four days. Then he heads back to the camp. On the way, he feels a strange stirring in the wilderness, of something new abroad, and he feels a premonition of calami ty. His feeling is proven correct when he finds Thornton’s dog Nig and one of the dogs bought in Dawson, both dying on the trail. As he approaches the camp, he sees Hans lying facedown, arrows covering him. He peers out to where the lodge had been and sees Yeehat Indians dancing in the wreckage. Buck charges, cutting their throats with his fangs and killing several of them. The Indians scatter, and Buck finds the rest of his camp, including Thornton, dead.Buck mourns his dead master but feels pride at having killed the Yeehats. Henceforth, he will not fear men unless they carry weapons. He hears the call of the wolf again. His ties to Thornton broken by death, he heads off to follow it. He finds the pack, and one wolf lunges for his throat, but he breaks its neck easily. Three others try but pull back. After half an hour they all draw back, and one of them approaches Buck in a friendly manner. Buck recognizes him to be the wolf he encountered in the woods. Buck joins the wolf pack, and the Yeehats notice a difference in the local breed of timber wolves as years pass. They also tell of a Ghost Dog that runs at the front of the pack, singing songs and leaping above his fellows. They tell of a haunted valley—where Thornton lies dead—where an evil spirit dwells, and where, every year, Buck comes and mourns for a time beside the stream before loping away to rejoin the pack.Analysis 7Early in this chapter, Buck’s vision of primitive man recurs, and this time, he sees himself running alongside the “hairy man,” hunting with him in the forest, and guarding him while he sleeps. In these images, London once again emphasizes the primitive nature of the man-dog relationship and the strength of the bond that ties Buck to John Thornton. But the bond is constantly tested by the equally strong call that draws Buck away from human life and deeper into the wilderness—a call that fills Buck with “a great unrest and strange desires.” As Thornton and his friends sift for gold in the wild, Buck’s soul is in a state of extreme t ension, torn between his loyalty to his master and his destiny as a wild animal.His encounter with the timber wolf, whose smallness reminds us of Buck’s remarkable size and power, is an important step in his development as a wild creature, since it offers the promise of a community of wild creatures. Buck need not be alone in the wild; he can find companionship not only from humans and dogs but also in the tight-knit world of the pack. Meanwhile, Buck’s long hunt of the moose enables London to emphasize th e importance of what he terms “blood-longing” in Buck; once again, the novel emphasizes the kill-or-be-killed nature of life in the wild and shows us how Buck, the “dominant primordial beast,” is the ultimate killer. “He was a killer,” the novel insists, “a thing that preyed, living on the things that lived, unaided, alone, by virtue of his own strength and prowess, surviving triumphantly in a hostile environment where only the strong survive.” These sentiments are the language of Darwin and Nietzsche, portraying life as an unceasing struggle for survival in which only the strong—only the Bucks of the world—can last for long.Still, it takes Thornton’s death to enable Bu ck to enter this wild world fully. For the first time in the novel, he has no master: he has been passed from Judge Miller to the dog traders to Francois to Hal and finally to Thornton. But Thornton’s death ends the succession of masters and leaves him the master of his own fate. The only humans that remain in his world are the Yeehats, and Buck scatters them, triumphantly demonstrating that he is the master, not they. His attack on them marks the final step in his escape from the world of men. Earlier, he learns that humans can be violent, like the man who beats him with the club, and foolish, like Hal, Charles, and Mercedes. After all that has happened in the North, he learns he can kill men at will. The last traces of the old, civilized morality vanish, a nd Judge Miller’s Buck, who would die for a principle, is transformed into a beast who kills with impunity and without remorse.London treats this transformation as triumph, not tragedy. Morality functions well in the civilized world, the novel suggests, b ut Buck’s authentic, animal nature is amoral—it obeys the law of the wild, in which brute strength is the only arbiter of justice. This strength wins the respect of the wolves, who first fight Buck and then obey him; and this strength makes him a legend among the Yeehats. When the novel opens, Buck is a king, but a soft monarch ruling a gentle land obtained only by his birthright. As the novel closes, he is a king again, but his kingdom is a very different place from Judge Miller’s warm Santa Clara spread. More important, he has won his kingdom by his own efforts and nothing else. He is a self-made monarch, having faced a cruel, uncaring world—and mastered it.。

METHOD STATEMENTFORFIRE FIRHTING SYSTEMPROJECT NO. : 2240-2560 PROJECT NAME : STAR PROJECT CLIENT : STAR RAFİNERİ A.ŞSITE : TURKEYWe concluded the years’ experience of similar domestic and overseas projects and put forward this plan. Maybe there are some methods which are not applicable to the Star Project, and we will improve & revise it according to tender’s specification if our bidding will be accepted...1. PurposeThe main objective of this method statement is to describe in detail the sequence of work and make sure we can complete the project in time. This project has a heavy workload and the process of construction is also complicated, especially the Foam System, Deluge System and its supports clips. These works belong to work high above the ground and are easily affected by the wind climate of the sea, so the Fire Fighting System is a key point to the project that can be completed on time.2. ScopeThis document covers all Fire Fighting work (Including: fabrication, inspection, testing, cleaning, and erecting etc.)as detailed in AFC Drawings. Construction of fire line will be completed in accordance with the requirements detailed in this specification and STAR RAFİNERİ A.Ş drawings.The following are excluded from the scope of this document:2.1 Fabrication of pressure vessels and/or other mechanical pressure containingequipment unless specifically detailed in the applicable design documentation pertinent to the equipment.2.2 Fabrication of material handling devices and ducts2.3 Fabrication and/or assembly of instrumentation hook-ups and tube assemblies.2.4 GRP pipingNo deviation from this specification will be allowed without written approval from STAR RAFİNERİ A.Ş.3. ReferenceASME B31.1 Power pipingASME B16.5 Pipe flange and flange fittingASME B16.9 Factory-made wrought steel butt weldingASME B16.11 Forged steel Fittings, Socket –welding and ThreadedASME B16.20 Metallic Gaskets for pipe Flanges Ring-Joint Spiral-Wound, and JacketedASME B16.21 Non-metallic Flat Gaskets for pipe FlangesASME B16.34 Valves-Flanged, Threaded and welding EndASME B16.47 Large Diameter Steel FlangesASME B36.10M Welded and Seamless wrought steel pipeASME BPV VIII DIV.1 Rules for construction of pressure VesselsASME BPV V Non-destructive ExaminationASME BPV IX Welding and Brazing QualificationAPI526 Flanged steel safety Relief valvesAPI598 Valve Inspection and TestingAPI600 Bolted Bow net steel Gate valvesAPI607 Fire Test for soft seated Quarter-turn ValvesMSS SP25 Standard Marking System for Valves Flanges Fittings and Unions NFPA 100 Edition Fire Prevention CodeNFPA1000 06 Edition Standard for Fire Service Professional Qualifications Accreditation and Certification SystemsNFPA 101 06 Edition Life Safety Code, 2006 EditionNFPA 101A 01 Edition Guide on Alternative Approaches to Life SafetyNFPA 11 05 Edition Standard for Low-Expansion FoamNFPA 13 07 Edition Standard for the Installation of Sprinkler SystemsNFPA 16 03 Edition Standard for the Installation of Foam-Water Sprinkler and Foam-Water Spray Systems4. Planning and Deployment4.1 Construction Sequence: Technological process of construction is that first finishedthe work on the tank then completed the work above the ground.4.2 Spray line, support and painting should be prefabricated, welded and marked onthe ground.5. SHOP AND FIELD FABRICATION WORK5.1 GeneralAll drawing provided by STAR RAFİNERİ A.Ş, and this document will be adhered to in completing all fabrication activities.Where a discrepancy arises, SINOCONST will refer the discrepancy to STAR RAFİNERİ A.Ş for a written clarification prior to proceeding with the work in the affected area(s).Intermediate butt weld (BW) pipe joints are permitted for the purposes of maximizing available raw piping materials.Where lengths of ERW or EFW piping are joined at a butt weld, the longitudinal seams in adjoining lengths must be staggered. Where possible the longitudinal seams should be staggered in the top half of the pipe.A template will be used when laying out headers, mitres, laterals and otherirregular details to ensure accurate cutting and proper fit-up.In fitting up, prior to welding, spacers will be used so that a proper gap is made for the weld. Spacers will be removed prior to the commencement of welding.Pipe line-up clamps will be used. Tack welding of steel shapes to the pipe for line-up purposes is prohibited.The use of permanent backing rings or consumable inserts is prohibited.FW and FFW’s are detailed on isometric drawings, the Contractor will provide a minimum of 150mm extra length over the dimension nominated on the applicable isometric drawing.Branches will be made in accordance with piping isometric drawings, branch connection tables for line classes and standard drawings (where applicable).Materials will be in accordance with the material class data sheets.All sharp edges and burrs will be removed.5.2 Tolerances and Dimensional AccuracyFor butt welding of all piping components, pipe ends, fittings and weld neck flanges, the root opening and weld bevel alignment will be in accordance with ASME B31.3 and PFI-ES21.Linear and angular dimensional tolerances during fabrication will be in accordance with PFI-ES3.The inside surfaces of component ends to be joined by girth or mitre groove welds will be aligned to within the dimensional limits of the welding procedure.Flattening/ovality of the pipe will not exceed the requirements detailed in the applicable standard for the manufacturing process.5.3 Fitting-upFlange bolt holes are to be oriented as follows, unless otherwise indicated on the piping drawings.➢Flange bolt holes are to be oriented as follows, unless otherwise indicated on the piping drawings.⏹Flange face vertical - bolt holes to match vertical centerline.⏹Flange face horizontal - bolt holes to match north-south centerline.⏹Caution: The fitter will exercise care to ensure that required information isincluded on the shop drawings.When assembling flange connection, approval paste will be applied to the gasket and bolt/nut, except austenitic steel, for prevention of seizure, leakage, or adherence. Especially, for asbestos sheet gasket sufficient paste will be applied.5.4 Threaded ConnectionsAll pipe threads will be cut after any required bending, forming or heat treatment.Where this is not practical, suitable protection will be applied to protect the threads.All threaded connections will be gauge checked or chased after welding or heat treating.Openings for threaded thermowells and other inserts are to be drilled throughand be free from obstructions or burrs.Where threaded flanges are specified, the pipe will terminate 1.5mm short of the flange face.5.5 Specific Details for Galvanised Carbon Steel MaterialsAll aspects relating to fabrication, fabrication tolerances, cleaning and testing of galvanized piping and piping components will be the same as carbon steel pipe.No bolted type joints (i.e. flanged joints) will be assembled prior to hot-dip galvanizing.All spooled piping will be fabricated within an envelope size capable of being handled by the galvanizing plant/facility. The spool envelope size must be confirmed by the galvanizing plant prior to the start of fabrication.All fabricated piping will be left open and free of obstruction to enable full and proper pickling, fluxing and coating of all surfaces of the pipework.Where pipe supports and other attachments have been made to the piping, appropriate measures will be taken to ensure full and proper venting during pickling, fluxing and coating of all surfaces. This may include the provision of openings and weep holes of sufficient size on the attachment if they have not already been included in the attachment design. Some general guidelines governing this are presented in ASTM A385.Precautions will be taken to ensure minimal warpage and distortion of the piping during galvanizing operations. Guidelines on this are presented in ASTM A384.Where applicable, precautions relating to fabrication processes as detailed in ASTM A143 will be taken into account to protect against embrittlement of the galvanized coating.All pipe threads will be NPT type in accordance with ASME-B1.20.1.Threaded joints will not be assembled prior to hot-dip galvanizing.All threaded pipe and fittings will be inspected following hot-dip galvanizing to ensure that the thread form has not become overfilled with galvanizing metal.Where it is found that a thread form has become over filled with galvanizing metal, the thread form will be recut or cleaned with a tap and die set or similar machining technique.All recut threads will be coated with approved white spirit soluble rust preventive.5.6 Storage and HandlingAll openings in pipe work, whether vents or drains to atmosphere or openings for onsite hook up of modules etc., will be adequately sealed to prevent the ingress of foreign matter. End protectors applied will not be capable of passing into the bore of the pipe.Exposed machine surfaces such as weld bevels and flange facings will be covered with approved white spirit soluble rust preventive.Plastic end caps and thread protection plugs will be secured with an approved tape.Flange covers of metal (minimum 5mm thick) or wood (minimum 20mm thick) will be used, c/w gasket. The covers will be of the same outside diameter as the flange and held in place with 50% of the required bolts for the joint (minimum of 4 bolts). Covers held on with wire, steel or plastic straps are not acceptable.Pipe spools will be protected from damage and contamination during handling and storage. Piping items (e.g. spools and loose fittings) will be stacked to prevent excessive loading on each item. All pipe work will be examined to ensure that no deterioration has occurred during storage.Where stored on the ground in an unsheltered location, piping will be stacked up off the ground surface using dunnage or spacers in a location with good drainage and rainwater runoff.Silica gel will be placed inside spools to remove air humidity and reduce the onset of corrosion.All manually operated valves included in spools as part of the fabrication process (i.e. SW end valves) will be cycled from fully open to fully closed and back again to ensure operability. Gate and globe valves will be stored closed.Ball and plug valves will be positioned either fully open or fully closed, and diaphragm valves opened.Dissimilar metal piping and piping components will be segregated during storage, handling and transportation to avoid metal contamination and corrosion issues (i.e. stainless steel will not be stored or handled with carbon steel or galvanized components).Coated piping will be handled so as to avoid damage to the protective coating(s).6. Piping Installation6.1 Receival, Storage and HandlingPipe spools and valves will be protected from damage and contamination during handling and storage.Piping placed in storage will be stored off the ground using padded bolsters and plain timber under the uncoated ends.Suitable wedges will be used to preclude rolling.Pipe will be stored on flat well drained ground whenever possible.Piping items (eg spools, valves, loose fittings) will be stacked to prevent excessive loading on each item.All pipe work and valves will be examined to ensure that no deterioration has occurred in storage with particular attention to valve internals.Where not provided, silica gel will be placed inside spools to remove air humidity and reduce the onset of corrosion.Contamination of the surfaces of the pipes by corrosive or other detrimental substances, particularly non-ferrous metals, halogens and sulphur will be avoided.Adequate measures will be taken to prevent sulphur pick-up.Paint, markers labels or tools containing lead, copper, zinc or tin will not be used.All manually operated valves will be cycled from fully open to fully closed and back again to ensure operability.Adjacent valves and instruments will be protected against welding or cutting splatter.Gaskets will be stored in a warm dry enclosure, protected from direct sunlight.Gaskets will be kept clean and away from oil, grease, gasoline and solvents.Lifting and slinging operations will be carried out using nylon slings or straps.Metal chains and galvanised wire slings will not be used.6.2 Piping InstallationAll pipe will be installed in accordance with the Piping Design Criteria, Piping and Isometric Drawings, P&ID’s, Line Designation Table and Specification.Modifications necessary to remove interferences will be discussed and agreed with TECHNIP prior to any action by SINOCONST. All modifications will be noted on “as-built” drawings prepared by the SINOCONST.SINOCONST will use temporary supports where necessary, during assembly of the piping system/s, to ensure that no unacceptable stress or deformation occurs in the piping and connected equipment as a consequence of the cantilever effect of unsupported weight distribution.Special operations such as balancing will be completed under instructions submitted by the SINOCONST and approved by STAR RAFİNERİ A.Ş.All pipe work, valves, and piping specialty items will be inspected before installation to ensure that protective packing, covers, wrapping and internal protectives, such as silica gel bags etc are removed.Protective covers attached to piping and equipment will not be removed until immediately prior to installation.Any material soiled or damaged in the execution of the work will be thoroughly cleaned, repaired or replaced.Pipe internals will be free from mill scale, dirt and foreign material when installation is completed.On galvanized piping all damaged and exposed surfaces will be cleaned and prepared as per Specifications, and coated with an TECHNIP approved galvanizing method and/or compound.All closing FW or FFW’s on galvanized piping will have all surfaces affected by the welding operations cleaned and prepared as per Specifications, and coated with an STAR RAFİNERİ A.Ş approved galvanising method and/or compound.When a work period ceases before completion of all installation work scope, any open pipe ends will be protected with securely closed, tight fitting covers.Passageways, access ways, manholes, clean-outs, inspection points and reserved spaces will be kept unobstructed from piping and pipe fittings.6.3 Piping SupportPiping will be supported as indicated on the isometric drawings and piping support drawings. When temporary supports other than those shown on these drawings are required to facilitate installation, they will be of the removable type and will be indicated as such.Temporary supports will not transfer detrimental reactions/loads to piping, structural members, or equipment.Temporary supports will be completely removed upon completion of testing and prior to commissioning.Galvanized material will not be welded to austenitic stainless steels or nickel alloys under any circumstances.Where piping is supported using spring supports the locking pins will be in place during installation and hydrostatic testing the piping system. Locking pins/stops will be removed prior to system start-up.Spring supports will be installed to ensure that the identification, load and travel scales are readily visible.All threaded parts will be fully engaged, and locking nuts tightened.Variable spring and constant load hangers will be locked during the installation and assembly of the piping unless otherwise specified in the design instructions.If supports are unlocked for specially controlled operations such as balancing or cold pull, they will be relocked prior to any hydrostatic pressure tests and chemical cleaning.The installer will ensure that the load setting of spring supports is pre-set to the design requirements.If adjustment of the load is required, the installer will ensure adjustment does not prevent or reduce the anticipated support travel.Support for pipes larger than DN50 will not be located more than one pipe diameter from the specified position on the piping drawings. Where necessary, the fixing of the support to the structure will be adjusted to ensure that the orientation (direction, angle, etc) of the support is in accordance with the specified limits.。

Summary WritingOutline•Definition•Uses /functions•Requirements of good summary writing•Writing techniques•SamplesWhat is a Summary ?By summary, we mean a brief restatement, in your own words, of the content of a passage. A summary, then, is a brief statement of the essential and the original thought of a longer composition or essay.This restatement should focus on the passage's central idea. It should indicate all the main points in the passage that support this central idea and the relationships between them, including their order and their emphasis.In the case of longer pieces, it should also include a very few important illustrations or examples from the passage. And it should indicate the bias, and possibly even the tone of the piece, if these are important. But the summary should not contain any of your own ideas, opinions, or conclusions.Uses of Summary Writing•Summary writing is a good exercise for improving reading comprehension. It encourages the essential habit of close, accurate, thoughtful reading.•Summary writing is helpful to composition writing. It trains one to express one’s thought clearly, concisely and effectively. It is also an excellent way of encouraging your writing habits in general, since a good summary exhibits almost all of the qualities of any other piece of good writing: unity, clarity, coherence, accuracy, tightness, stylistic maturity, and of course grammatical correctness.•S ummary writing has practical uses. For scientists, businessmen, lawyers, and government officials this ability is not only important but necessary.Qualities of a Summary•Objectivity: No idea that is not the author's should be included in the summary, and no opinion of the summary writer should be in the summary. No judgments are permitted in a summary.•Completeness: Depending on the assignment, the summary should contain every main idea in the article. Stating only the first main idea or only one main ideaand details to support it will not give the reader a complete idea of what the article was about.•Balance: Giving equal attention to each main idea and stressing ideas that the author stresses will result in an accurate summary.How to Write Summaries?Here is a five-step process for writing summaries:•1. Read the article carefully, try to understand it accurately and look for main ideas.•2. Write a list of points in note form while reading the passage or the article.•3. Connect your points to write a rough draft of the summary in your own words. Refer to the passage or the article only when you want to make sure of some points. Do not count the number of words until you have finished your rough draft.•4. Revise the rough draft, inserting transitional words and phrases where necessary to ensure coherence.•5. Write a fair copy of the summary within the word limit after checking for grammatical corrections, punctuation and spelling.•You should bear in mind the following requirements:•Your summary should not be longer than a third of the original passage; it should be faithful to theoriginal, with no change in facts or views, and no important points left out; and it should be written in continuous prose, not in the form of an outline.How to compress?•Omit the details•Reduce the examples•Simplify the description•Eliminate all the repetitions•Compress wordy sentences and change phrases to words•Use general words instead of specific ones.•Use the shortest possible transitions. Often semi-colon can take the place of a transitional word.•Put the main points of a dialogue in indirect speech.Some other tips•A summary should usually be about one-third to one-fourth as long as the original passage.•The summary should be all in your own words. It must not be a patchwork made up of phrases and sentences quoted from the original passage.•You should follow the logical order of the original passage if possible and desirable. Ideas and facts need not be rearranged.•The summary should be self-contained, clear, and complete. It should be written in continuous prose, not in the form of an outline.•The summary of a novel or a play is usually written in the present tense, while that of nonfiction, in the tense of the original work.Samples•She brought home several Chinese and English novels, a few copies of Time and Newsweek, and some textbooks. She intended to read al l of them during the winter vacation.•She brought home a lot of books and magazines to read during the vacation.•His courage in battle might without exaggeration be called lion-like.•He was very brave in battle.•The account the witness gave of the incident made everyone that heard it laugh.•The witness’s story was absurd.Passage Sample－story•At noon, just as I was leaving my friend's office, it suddenly struck me that I had no idea where I had parked my car. I could hardly go up to a policeman and tell him that I had lost a small green car somewhere. I would simply have to look for it myself. Walking down street after street, I examined each car closely and was greatly relieved to see a small green car just behind an old cart. (to be continued)•But how disappointed I was to discover thatthough the car was exactly like my own, it belonged to someone else. Feeling quite tired now, I gave up the search and went off for lunch. Some time later I left the restaurant and walked idly down the street. (to be continued)•Turning the corner I nearly jumped for joy: my car was right in front of me - and there was no mistaking it this time. I could not help smiling as I drew near. Pasted on the wind-screen was a little ticket which informed me that the car had been visited by a policeman in my absence. To add to it all, I was now guilty of a parking offense. (196 words)Making a list of main points:•1. Could not remember•2. Walked down street after street•3. Examined each car•4. Saw small green one•5. Same - but someone else's•6. Gave up search•7. Went for lunch•8. Left restaurant•9.Turned corner - found car•10. Saw ticket - windscreen – policeWriting a rough draft•Because the writer could not remember where hehad left his car, he walked down street after street looking carefully at all the parked cars. At last, he saw a small green one which was just the same as his but which belonged to someone else. He now gave up the search and went to a restaurant for lunch. He left the restaurant some time later and walked down the street. When he turned the corner he suddenly found his car. As he went closer he noticed that there was a police ticket on the wind-screen. (96 words)Making a fair copy:•Unable to remember where he had parked the car the writer went down street after street looking carefully at each car. At last, he saw a small green one which looked like his own but belonged to someone else. He now gave up the search and went for lunch. On leaving the restaurant some time later he walked down the street and suddenly found his car just around the comer. As he drew near; he noticed a police ticket on the wind-screen. (82 words)•W hat are the steps in writing a summary essay?•I. Read through the whole piece--carefully. Annotate (underline, highlight, asterisk, star, flag things; comment in the margins) as you read.•II. When you finish, look back for the 1-2 sentences that state the author\'s main point. Write it/them down or place some special annotation in themargin of your book. This is the article\'s thesis statement.•While it may appear early in the essay--the first paragraph or two (as you are taught to locate yours), it may not, in fact, be stated until the end of the piece (almost as if it were a conclusion).•III. Reread the selection, dividing it into sections of thought. Each section may be one paragraph, but, more likely, each section will incorporate several paragraphs.•IV. Write a sentence or two summarizing each section of thought. If you have trouble doing this, you might try writing a summary sentence for each paragraph and then revising where you see yourself repeating ideas.•V. Write a first draft of your summary essay, including the following items:•A.Introduction•In the first sentence or two--• 1. the author\'s name.•\'s or chapter\'s name (perhaps even the magazine\'s or book\'s name in which the article or chapter appeared).•\'s thesis statement.•***Here\'s an example: "In our excerpt from The Idea of a University, John Henry Newman argues that the real purpose of a university education is to help students become wise, enable each one to understand asmuch as possible of the world in which (s)he lives and to see clearly how each piece of knowledge relates to each other piece of knowledge."•B. Body paragraphs•Next, your summary sentences for each paragraph or section. Put them in the same order that the author presents the essay, because you are, after all, simply reporting back what (s)he says•You should make every effort to put the author\'s ideas into your own words--to avoid plagiarism. However, you may occasionally want to quote a point directly from the author. That\'s okay; just be sure to place quotation marks around what you have borrowed and cite your page number.•O ccasional supporting details, if and only if they are the most significant ones.C. There is customarily no conclusion to a summary essay.When you have summarized the source text, your summary essay is finished.Do not add your own concluding paragraph unless your teacher specifically tells you to.•VI. Check your draft against the original piece for accuracy.•VII. Revise the summary to "smooth out" its choppiness. In other words, link your section summary sentences together with good transitional words or phrases (like in addition, moreover, on the other hand,however, finally).•VIII. Proofread and spell-check.。

DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。

请同学们注意，概要和摘要的写作内容及写作方法是完全不同的。

有的人把概要也称为摘要，切记一定要区分开！概要的英语是：summary, 摘要的英语是：abstract 。

概要是对一篇文章的主题思想的简单陈述。

它用最简洁的语言概括了原文的主题。

写摘要主要包括三个步骤：（1）阅读；（2）写作；（3）修改成文。

第一步：阅读A．认真阅读给定的原文材料。

如果一遍不能理解，就多读两遍。

阅读次数越多，你对原文的理解就越深刻。

B．给摘要起一个标题。

用那些能概括文章主题思想的单词、短语或短句子作为标题。

也可以采用文中的主题句作为标题。

主题句往往出现在文章的开头或结尾。

一个好标题有助于确定文章的中心思想。

C．现在，就该决定原文中哪些部分重要，哪些部分次重要了。

对重要部分的主要观点进行概括。

D．简要地记下主要观点——主题、标题、细节等你认为对概括摘要重要的东西。

第二步：动手写作A. 摘要应该只有原文的三分之一或四分之一长。

因此首先数一下原文的字数，然后除以三，得到一个数字。

摘要的字数可以少于这个数字，但是千万不能超过这个数字。

B. 摘要应全部用自己的话完成。

不要引用原文的句子。

C. 应该遵循原文的逻辑顺序。

这样你就不必重新组织观点、事实。

D. 摘要必须全面、清晰地表明原文所载的信息，以便你的读者不需翻阅原文就可以完全掌握材料的原意。

E. 写摘要时可以采用下列几种小技巧：1) 删除细节。

只保留主要观点。

2) 选择一至两个例子。

原文中可能包括5个或更多的例子，你只需从中筛选一至二个例子。

3) 把长段的描述变成短小、简单的句子。

如果材料中描述某人或某事用了十个句子，那么你只要把它们变成一两句即可。

4) 避免重复。

在原文中，为了强调某个主题，可能会重复论证说明。

但是这在摘要中是不能使用的。

应该删除那些突出强调的重述句。

5) 压缩长的句子。

如下列两例：“His courage in battle might without exaggeration be called lion-like.”可以概括为：”He was very brave in battle.”“He was hard up for money and was being pressed by his creditor.”可以概括为：“He was in financial difficulties.”6) 你还可以使用词组代替整句或者从句。

World Happiness Report 2015SummaryJohn Helliwell, Richard Layard, and Jeffrey SachsBackgroundThe world has come a long way since the first World Happiness Report launched in 2012. Increasingly happiness is considered a proper measure of social progress and goal of public policy. A rapidly increasing number of national and local governments are using happiness data and research in their search for policies that could enable people to live better lives. Governments are measuring subjective well-being, and using well-being research as a guide to the design of public spaces and the delivery of public services.Harnessing Happiness Data and Research to Improve Sustainable DevelopmentThe year 2015 is a watershed for humanity, with the pending adoption by UN member states of Sustainable Development Goals (SDGs) in September to help guide the world community towards a more inclusive and sustainable pattern of global development. The concepts of happiness and well-being are very likely to help guide progress towards sustainable development.Sustainable development is a normative concept, calling for all societies to balance economic, social, and environmental objectives. When countries pursue GDP in a lopsided manner, overriding social and environmental objectives, the results often negatively impact human well-being. The SDGs are designed to help countries to achieve economic, social, and environmental objectives in harmony, thereby leading to higher levels of well-being for the present and future generations.The SDGs will include goals, targets and quantitative indicators. The Sustainable Development Solutions Network, in its recommendations on the selection of SDG indicators, has strongly recommended the inclusion of indicators of Subjective Well-being and Positive Mood Affect to help guide and measure the progress towards the SDGs. We find considerable support of many governments and experts regarding the inclusion of such happiness indicators for the SDGs. The World Happiness Report 2015 once again underscores the fruitfulness of using happiness measurements for guiding policy making and for helping to assess the overall well-being in each society.Overview of the ChaptersThis report continues in the tradition of combining analysis of recent levels and trends of happiness data with chapters providing deeper analysis of specific issues.•Chapter 2, by John Helliwell, Haifang Huang, and Shun Wang, contains our primary rankings of and explanations for life evaluations.•Chapter 3, by Nicole Fortin, John Helliwell, and Shun Wang, presents a far broader range of happiness measures, and shows how they differ by gender, age and global region.•Chapter 4, by Richard Layard and Gus O’Donnell, advocates and explains the use of happiness as the measure of benefit in cost-benefit analysis.•Chapter 5, by Richard Davidson and Brianna Schuyler, surveys a range of important new results from the neuroscience of happiness.•Chapter 6, by Richard Layard and Ann Hagell, is aimed especially at the happiness of the young – the one-third of the world population that is under the age of 18 years.•Chapter 7, by Leonardo Becchetti, Luigino Bruni, and Stefano Zamagni, digs deeper into the ethical and community-level supports for happiness.•Chapter 8, by Jeffrey Sachs, discusses importance of social capital for well-being and describes ways that societies may invest in social capital in order to promote well-being.We now briefly describe the main findings of each chapter.Chapter 2: The Geography of HappinessAverage life evaluations, where 0 represents the worst possible life and 10 the best possible, range from an average above 7.5 at the top of the rankings to below 3 at the bottom. A difference of 4 points in average life evaluations separates the 10 happiest countries from the 10 least happy countries.Comparing the country rankings in World Happiness Report 2015 with those in World Happiness Report 2013, there is a combination of consistency and change. Nine of the top 10 countries in 2015 were also in the top 10 of 2013. But the ranking has changed, with Switzerland now at the top, followed closely by Iceland, Denmark and Norway. All four countries have average scores between 7.5 and 7.6, and the differences between them are not statistically significant. The rest of the top 10 (in order) are Canada, Finland, Netherlands, Sweden, New Zealand and Australia, all with average scores above 7.28. There is more turnover, almost half, among the bottom 10 countries, all with average ladder scores below 3.7. Most are in sub-Saharan Africa, with the addition of Afghanistan and a further drop for Syria.Three-quarters of the differences among countries, and also among regions, is accounted for by differences in six key variables: GDP per capita, healthy years of life expectancy, social support, trust, perceived freedom to make life decisions, and generosity. Differences in social support, incomes, and healthy life expectancy are the three most important factors.Analysis of changes in life evaluations from 2005-2007 to 2012-2014 shows big international differences in how the global recession affected national happiness. The top three gainers were Nicaragua, Zimbabwe and Ecuador, with increases ranging from 0.97 to 1.12. The biggest drop in average life evaluations was in Greece, which lost almost 1.5 points, followed by Egypt with -1.13 and Italy with -0.76 points. Of the 125 countries with data available for both 2005-2007 and 2012-2014, there were 53 countries with significant improvements, 41 with significant worsening, and 36 without significant change. These differing national experiences appear to be due some combination of differing exposure to the economic crisis and differences in the quality of governance, trust and social support. Countries with sufficiently high quality social capital appear to be able to sustain or even improve subjective well-being in the face of natural disasters or economic shocks, as the shocks provide them an opportunity to discover, use and build upon their communal links. In other cases, the economic crisis triggered drops in happiness greater than could be explained by falling incomes and higher unemployment.Chapter 3: How Does Subjective Well-being Vary around the World by Gender and Age?The analysis in this chapter extends beyond life evaluations to include a range of positive and negative experiences that show widely different patterns by gender, age and region. The positive experiences are happiness, smiling or laughter, enjoyment, feeling safe at night, feelingwell-rested, and feeling interested. The six negative experiences are anger, worry, sadness, depression, stress and pain. For life evaluations, differences by gender are very small relative to those across countries, or even across ages within a country. On a global average basis, women’s life evaluations are slightly higher than men’s, by about 0.09 on the 10-point scale, or about 2% as large as the 4-point difference between the 10 most happy and 10 least happy countries. The differences among age groups are much larger, and differ considerably by region. On a global basis, average life evaluations start high among the youngest respondents, fall by almost 0.6 points by middle age, and are fairly flat thereafter. This global picture masks big regional differences, with U-shapes in some countries and declines in others.For the six positive and six negative experiences, there are striking differences by gender, age and region, some revealing larger cross-cultural differences in experiences than had previously been studied.A parallel analysis of the six main variables used in Chapter 2 to explain international differences and changes in life evaluations also shows the value of considering age, gender and region at the same time to get a better understanding of the global trends and differences. The importance of the social context shows up strongly in the analysis by gender and age group. For example, the world regions where life evaluations are significantly higher in the older age groups are also those regions where perceived social support, freedom and generosity (but not household incomes) are higher in the older age groups. All three of those variables have quite different levels and age group dynamics in different regions.Chapter 4: Cost-benefit Analysis using Happiness as the Measure of BenefitIf the aim of policy is to increase happiness, policy makers will have to evaluate their options in a quite new way. This is the subject of Chapter 4. The benefits of a new policy should now be measured in terms of the impact of the change upon the happiness of the population. This can be achieved in a fully decentralized way by establishing a critical level of extra happiness which a project must yield per dollar of expenditure.This new form of cost-benefit analysis avoids many of the serious problems with existing methods, where money is the measure of benefit. It uses evidence to allow for the obvious fact that an extra dollar brings more happiness to the poor than to the rich. It also includes the effects of all the other factors beyond income, so it can be applied to a much wider range of policies.Chapter 5: The Neuroscience of HappinessChapter 5 highlights four supports for well-being and their underlying neural bases:1) sustained positive emotion; 2) recovery of negative emotion; 3) empathy, altruism and prosocial behavior; and 4) mind-wandering, mindfulness and “affective stickiness” or emotion-captured attention.There are two overall lessons that can be taken from the neuroscientific evidence. The first is the identification of the four highlighted elements, since they are not commonly emphasized in well-being research. The second is that the circuits we identify as underlying these four supports for well-being all exhibit plasticity, and therefore can be transformed through experience and training. There are now training programs being developed to cultivate mindfulness, kindness, and generosity. The chapter reviews evidence showing that some of these training regimes, even those as short as two weeks, can induce measurable brain changes. These findings highlight the view that happiness and well-being are best regarded as skills that can be enhanced through training.Chapter 6: Healthy Young Minds: Transforming the Mental Health ofChildrenChapter 6 turns the focus of attention to the world’s future, as embodied in the one-third of the current global population who are now under 18 years of age. It is vital to determine which aspects of child development are most important in determining whether a child becomes a happy, well-functioning adult. Studies that follow children from birth into adulthood show that of the three key features of child development (academic, behavioral, or emotional), emotional development is the best of the three predictors, and academic achievement the worst.This should not be surprising, since mental health is a key determinant of adult life satisfaction, and half of mentally ill adults already showed the symptoms by the age of 15. Altogether 200 million children worldwide are suffering from diagnosable mental health problems requiring treatment. Yet even in the richest countries only a quarter are in treatment. Giving more priority to the well-being of children is one of the most obvious and cost-effective ways to invest in future world happiness.Chapter 7: Human Values, Civil Economy and Subjective Well-BeingChapter 7 presents the history, evidence, and policy implications of the Italian Civil Economy paradigm. The approach attempts to keep alive the tradition of civil life based on friendship (Aristotle’s notion of philia), and a more socialized idea of person and community. It is contrasted with other economic approaches that give a less central role to reciprocity and benevolence.The empirical work in Chapter 7 echoes that presented in Chapters 2 and 8 in emphasizing the importance of positive social relations (as characterized by trust, benevolence and shared social identities) in motivating behavior, both contributing positively to economic outcomes as well as delivering happiness directly.The authors recommend changes to democratic mechanisms that incorporate these human capacities for pro-social actions.Chapter 8: Investing in Social CapitalWell-being depends heavily on the pro-social behavior of members of the society. Pro-sociality involves individuals making decisions for the common good that may conflict with short-run egoistic incentives. Economic and social life is rife with “social dilemmas,” in which the common good and individual incentives may conflict. In such cases, pro-social behavior – including honesty, benevolence, cooperation, and trustworthiness – is key to achieving the best outcome for society.Societies with a high level of social capital – meaning generalized trust, good governance, and mutual support by individuals within the society – are conducive to pro-social behavior. High social capital directly and indirectly raises well-being, by promoting social support systems, generosity and voluntarism, honesty in public administration, and by reducing the costs of doing business. The pressing policy question is therefore how societies with low social capital, riven by distrust and dishonesty, can invest in social capital. The chapter discusses various pathways to higher social capital, including education, moral instruction, professional codes of conduct, public opprobrium towards violators of the public trust, and public policies to narrow inequalities in the various supports for well-being, income, health and and social connections. This is important because social and economic equality is associated with higher levels of social capital and generalized trust.The Common Threads are SocialThere is a common social theme that emerges consistently from the World Happiness Report 2015. At both the individual and national levels, all measures of well-being, including emotions and life evaluations, are strongly influenced by the quality of the surrounding social norms and institutions. These include family and friendships at the individual level, the presence of trust and empathy at the neighborhood and community levels, and power and quality of the over-arching social norms that determine the quality of life within and among nations and generations. When these social factors are well-rooted and readily available, communities and nations are more resilient, and even natural disasters can add strength to the community as it comes together in response.The challenge is to ensure that policies are designed and delivered in ways that enrich the social fabric, and teach the pleasure and power of empathy to current and future generations. Under the pressures of putting right what is obviously wrong, there is often too little attention paid to building the vital social fabric. Paying greater attention to the levels and sources of subjective well-being has helped us to reach these conclusions, and to recommend making and keeping happiness as a central focus for research and practice.。

奇思妙想的作文带提纲英文回答：Within the realm of human consciousness, where imagination reigns supreme and innovation flourishes, the realm of whimsy and wonder beckons us. It is a realm where the ordinary transforms into the extraordinary, the mundane into the mesmerizing. In this realm, we encounter ideasthat ignite our curiosity, challenge our perspectives, and propel us towards uncharted territories of thought and expression.Whimsical thinking, characterized by its playful nature and unconventional approach, allows us to perceive the world with fresh eyes. It encourages us to question the established norms, to explore alternative possibilities, and to embrace the unexpected. It is the catalyst for groundbreaking discoveries, artistic masterpieces, and transformative experiences that shape the fabric of human culture.In the realm of science, whimsy has led to countless advancements. Albert Einstein, renowned for his groundbreaking theories of relativity, attributed his scientific breakthroughs to his ability to think "like a child." He believed that by approaching problems with a sense of wonder and curiosity, he could uncover hidden patterns and make connections that others had overlooked.In the realm of art, whimsy has inspired countless masterpieces. Salvador Dalí, known for his surrealist paintings, embraced the power of the subconscious and the unexpected. His works, filled with fantastical imagery and dreamlike landscapes, invite us to delve into the depths of our own imaginations.In the realm of literature, whimsy has captivated readers for generations. Lewis Carroll's "Alice's Adventures in Wonderland" and "Through the Looking-Glass" are whimsical masterpieces that transport us to a world where logic and reason are suspended and the impossible becomes possible.The realm of whimsy is not confined to specific disciplines or domains. It permeates every aspect of human experience, from the way we perceive the world to the waywe interact with it. It encourages us to embrace our inner child, to cultivate a sense of playfulness and wonder, andto see the world through a lens of possibility.Nurturing whimsy in our lives can lead to countless benefits. It can enhance our creativity, foster innovation, and improve our overall well-being. By embracing our whimsical nature, we open ourselves up to a world of boundless possibilities and transformative experiences.中文回答：奇思妙想的境界，是人类意识的国度，想象力在这里至高无上，创新在这里蓬勃发展。

珠穆拉玛峰英语作文1Mount Everest, the highest peak in the world, stands majestically as a symbol of nature's grandeur and human's spirit of exploration. Its imposing form dominates the landscape, piercing through the clouds and reaching towards the heavens.The shape of Mount Everest is truly remarkable. Its peak is sharp and pointed, as if it's trying to touch the very limits of the sky. The slopes are steep and challenging, covered with thick layers of snow and ice that glisten under the sunlight, creating a dazzling spectacle.Surrounding the mountain, there is a breathtaking environment. Glaciers snake their way down the slopes, their blueish-white hues adding a touch of mystery. The snow-capped mountains in the distance form a continuous range, creating a panoramic view that is both awe-inspiring and humbling.For climbers who embark on the arduous journey to reach its summit, the sights they encounter are nothing short of astonishing. They pass by massive ice cliffs that seem to hold the secrets of ages. Enormous crevasses yawn beneath their feet, a reminder of the raw power of nature. The ever-present wind howls, carrying with it the chill of the altitude and the spirit of adventure.Mount Everest is not just a mountain; it is a realm of wonder, a test of human will, and a source of endless inspiration for all who behold its magnificence.2Mount Everest, the highest peak in the world, stands majestically as a wonder of nature. Its geographical features are truly remarkable and have been shaped by various powerful forces over millions of years.The formation of Mount Everest is primarily attributed to the movement of tectonic plates. The Indian Plate collided with the Eurasian Plate, exerting immense pressure and causing the land to uplift. This continuous process of plate movement led to the gradual emergence of the massive mountain.The geological structure of Mount Everest is highly complex. It consists of layers of rock and sediment that have been compressed and folded over time. The rocks at the summit are ancient and have endured extreme conditions. The mountain's steep slopes and sharp ridges are a testament to the intense forces that have shaped it.The height and altitude of Mount Everest create a harsh and challenging environment. The air is thin, temperatures are extremely low, and the weather conditions are often unpredictable. Despite these difficulties, it attracts countless adventurers and scientists who are eager to explore its mysteries and test their limits.In conclusion, Mount Everest is not only a physical wonder but also a symbol of the power and complexity of the Earth's geological processes. Its existence reminds us of the astonishing forces that shape our planet and the importance of respecting and protecting these natural wonders.3I have always held an intense longing for Mount Everest, the majestic peak that pierces the sky. The moment I first watched a documentary about it, my heart was profoundly moved. The sheer grandeur and beauty of the mountain left me in awe.The scenes of climbers braving the harsh conditions, struggling against the cold and thin air, yet persevering towards the summit, filled me with inspiration. Their determination and courage became a source of motivation for my own dreams.I envision myself standing at the base of Mount Everest, looking up at its towering presence, feeling both small and filled with an unwavering resolve. The thought of climbing it is not just a physical challenge but a spiritual journey. I imagine the thrill of each step, the breathtaking views at every turn, and the sense of accomplishment when reaching the top.The journey to the summit of Mount Everest would be a test of my endurance, my willpower, and my ability to overcome fear. But I am willing to embrace all the difficulties and uncertainties, because the allure of this mighty mountain is too powerful to resist. It calls to me, inviting meto embark on an adventure of a lifetime.4Everest, the majestic peak that stands as the roof of the world, has long been a subject of awe and wonder. However, the issue of balancing its protection and development has become increasingly crucial.The excessive development in the name of tourism has brought undeniable damage to its environment. The construction of infrastructure, the influx of large numbers of tourists, and the improper disposal of waste have all taken a toll on the fragile ecosystem. The once pristine snow and ice are now marred by pollution, and rare species that call this place home face the threat of losing their habitats.Yet, we cannot simply turn a blind eye to the potential of tourism for local economic development. It has the power to improve the livelihoods of the communities residing in the surrounding areas. But the key lies in finding a way to achieve this without sacrificing the environment.We should impose strict regulations on the number of tourists allowed to visit, ensuring that the carrying capacity of the mountain is not exceeded. Moreover, educational campaigns should be conducted to raise tourists' awareness of environmental protection, encouraging them to minimize their ecological footprint. Investment in sustainable infrastructure and waste management systems is also essential.In conclusion, finding the equilibrium between protecting Everest anddeveloping its tourism potential is not only a challenge but also an obligation. Only through careful planning and collective efforts can we ensure that this magnificent peak retains its splendor for generations to come.5I still remember that remarkable day when I found myself at the base camp of Mount Everest. The air was thin and cold, but my heart was filled with excitement and anticipation.As I wandered around the camp, I came across a group of people who looked different from the usual tourists. Their weathered faces and determined eyes told tales of countless challenges and victories. These were the mountaineering heroes I had only heard about in stories.I approached them timidly, and they welcomed me with warm smiles and open hearts. They began to share their incredible adventures on the mountain. One of them recounted how they battled fierce blizzards and fought against the lack of oxygen to reach the summit. Another spoke of the moments of doubt and fear but how they overcame them with unwavering determination.I listened, captivated by their words, feeling as if I was climbing with them, experiencing every step of their arduous journey. Their stories were not just about reaching the top; they were about the spirit of never giving up, the courage to face the unknown, and the love for nature's greatestchallenges.That encounter at the base camp of Mount Everest left an indelible mark on my soul. It made me realize that the mountains are not just about height and conquest; they are about the journey within and the lessons we learn along the way.。

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吉萨金字塔英语作文The Giza Pyramids: A Timeless WonderThe Giza Pyramids stand as a testament to the ingenuity and engineering prowess of the ancient Egyptians. These colossal structures have captivated the imagination of people around the world for centuries, and their enduring legacy continues to inspire awe and wonder. Nestled on the outskirts of the bustling city of Cairo, the Giza Pyramids are a true marvel of the ancient world, a testament to the unwavering determination and skill of the people who built them.The Giza Pyramids are a complex of three main pyramids, each dedicated to a different pharaoh of the Old Kingdom. The largest of the three, the Great Pyramid of Giza, is the oldest and largest of the three, standing at an impressive 481 feet (146 meters) tall. This monumental structure was built as the final resting place for the pharaoh Khufu, also known as Cheops, and is considered one of the Seven Wonders of the Ancient World.The sheer scale and precision of the Great Pyramid are truly awe-inspiring. The structure is composed of over 2.3 million limestoneand granite blocks, each weighing an average of 2.5 tons. The engineering feats required to construct such a colossal monument are truly staggering, and it is a testament to the ingenuity and skill of the ancient Egyptians.One of the most remarkable aspects of the Great Pyramid is its precise alignment with the cardinal directions. The four sides of the pyramid are aligned with the four cardinal points of the compass, with an accuracy that is truly remarkable. This precise alignment is believed to have been achieved through the use of sophisticated astronomical observations and surveying techniques, which were far ahead of their time.The interior of the Great Pyramid is equally impressive, with a complex network of chambers and passageways that have been the subject of intense study and speculation. The main burial chamber, known as the King's Chamber, is located deep within the pyramid and is adorned with intricate carvings and hieroglyphics that provide a glimpse into the beliefs and traditions of ancient Egyptian culture.The two smaller pyramids at Giza, the Pyramids of Khafre and Menkaure, are also impressive structures in their own right. The Pyramid of Khafre, the second-largest of the three, is notable for its well-preserved external casing stones, which give the structure a smooth and polished appearance. The Pyramid of Menkaure, thesmallest of the three, is distinguished by its unique stepped design and the presence of a small temple complex at its base.The Giza Pyramids are not just impressive structures, but also serve as a window into the rich cultural and religious traditions of ancient Egypt. The pyramids were not just tombs for the pharaohs, but also served as elaborate temples and ceremonial sites where the ancient Egyptians worshipped their gods and celebrated their beliefs.The Sphinx, a colossal statue with the head of a human and the body of a lion, is another iconic feature of the Giza complex. This enigmatic figure has been the subject of intense study and speculation, with many theories about its origins and purpose. The Sphinx is believed to have been built during the reign of the pharaoh Khafre, and its imposing presence adds to the sense of awe and wonder that pervades the entire Giza complex.The Giza Pyramids have inspired countless works of art, literature, and scholarship over the centuries. From ancient Greek historians to modern-day archaeologists, the pyramids have captured the imagination of people from all walks of life. The site has been the subject of numerous excavations and research projects, each contributing to our understanding of the ancient Egyptian civilization and the incredible feats of engineering that went into the construction of these monumental structures.Today, the Giza Pyramids remain one of the most popular tourist attractions in Egypt, drawing millions of visitors each year who come to marvel at their grandeur and to explore the rich history and culture that they represent. The site is a UNESCO World Heritage Site, recognized for its outstanding universal value and its importance as a testament to the ingenuity and creativity of the ancient Egyptian people.As we stand in the shadow of these ancient wonders, it is impossible not to be struck by the sheer scale and complexity of the Giza Pyramids. They are a testament to the enduring power of human creativity and the ability of the human mind to conceive and execute ambitious projects that defy the limits of time and space. The Giza Pyramids will continue to captivate and inspire people for generations to come, a timeless reminder of the incredible achievements of the ancient Egyptian civilization.。

Executive summaryA moderate recovery is underway, but the recession will leave lasting traces. France is in an intermediate position amongst OECD countries in terms of the impact of the crisis. Various factors, including an appropriate macroeconomic policy response, enabled the economy to withstand the shock. Yet the financial and global nature of the recession would suggest that the recovery is likely to be moderate, with GDP growth rebounding gradually to reach 2% in 2012. This pace will doubtless be insufficient to bring joblessness down quickly. Export performance improved in 2010, and private investment should take over as the prime engine of growth. Although there is a housing shortage in some strained areas, the property market would probably be vulnerable if rates were to climb back up. Against the backdrop of bond-market turmoil in the euro area, the highest priorities are fiscal consolidation, raising employment rates and spurring productive supply.There needs to be a clean break with the deterioration of public accounts to avoid jeopardising macroeconomic stability. The 2010 pension reform testifies to the authorities’ determination in this area. The government’s projected pace of consolidation to 2014 is appropriate, but the measures that can make it happen should be spelt out rapidly. In the medium term, the objective should be to reach budget balance. To consolidate this effort and bolster the government’s credibility, a stricter budget framework including constitutional authority should be adopted, consisting of a structural deficit rule which could be based on spending caps and revenue floors, multi-year budget planning and an independent fiscal council. Deficit reduction should focus on curbing spending, making government more efficient and doing a better job of controlling ageing-related outlays. As to revenues, it is necessary to keep scaling back inefficient tax expenditures and to consider raising the least harmful taxes, including those on environmental externalities, property and VAT.The housing market can be improved significantly. Public policies should focus more on three axes: means-tested personalised aid; direct and effective support for supply in strained areas, in particular via the social sector, which should refocus on disadvantaged households; and reducing certain impediments to the functioning of markets so as to make supply more responsive, the market more fluid and distortions more limited. To achieve this, social-housing rents for households with above-median income should be brought closer to market values, and the index for adjusting private sector rents should be revised. Priority should be given to: updating the registry of property values for tax purposes; reducing the tax breaks associated with principal residences; gradually shifting the taxation of transactions to property taxes; making building plots available and raising land-use coefficients; putting landlord/tenant relations back into balance; and cutting the effective costs of taking out a mortgage. Reforming social housing would also entail the consolidation of HLM organisations at a “supra-municipal” level and revising the way social housing is assigned. Lastly, the government should assess France’s unique social housing funding mechanism through a cost/ benefit analysis that takes into account the probably substantial distortions it is apt to generate.Environmental policies should ensure abatement costs are minimised, with climate change at the forefront. Abatement costs for greenhouse gas emissions should be harmonised across energy sources, although because of the multiplicity of externalities to be corrected no strict equalisation of taxes is required. In principle, a carbon tax should be one of the main instruments for cutting greenhouse gas emissions, and it is regrettable that the Constitutional Council rejected an initial attempt by the government to institute such a tax. In any event, it is imperative to lessen the considerable heterogeneity in implicit carbon pricing, which prevents efficient reduction of such emissions. In particular, taxes should be raised on natural gas, coal,home heating oil and diesel fuel, while tax expenditures on fuels for certain heavy users should be reduced, based in particular on abatement costs. The costs of treating nuclear waste should be better accounted for and the management of municipal waste and water pollution improved.Executive SummaryC ontroversies over pension reforms in general – and increases in pension age in particular – have never been far from the news headlines since the previous edition of Pensions at a Glance was published in June 2009. It is appropriate, therefore, that the theme of this 2011 edition is pensions, retirement and life expectancy and the links between them. “Pensionable age and life expectan cy, 1950-2050” is the first of five special chapters of Part I. It shows that around half of OECD countries have already begun increasing pension ages or plan to do so in near the future. Pension ages will increase in 18 countries for women and 14 countries for men. By 2050, the average pensionable age in OECD countries will reach nearly 65 for both sexes. This represents an increase in 2010 of nearly 2.5 years for men and 4 years for women. Life expectancy has seen a near-continuous increase in the latter half of the 20th century. The result was an increase in the length of time people spent in retirement. Between 1960 and 1993, life expectancy at national pension ages grew from an average of 13.4 to 16.5 years. For women, the increase in expected duration of retirement from 1960 was 4.8 years, to reach 21.6 years in 1993. In part, this reflected the trend to longer lives. But one-third of the growth was a result of falling pension ages: between 1950 and 2010, ten OECD countries reduced pensionable age for men at some point and 13 did so for women. Most forecasts show continued growth in life expectancy in the future. On the basis of the United Nations projections, life expectancy at normal pension ages will increase further to 20.3 years for men and 24.5 years for women in 2050. This is despite the increases in pension age that are planned for the future. Indeed, only five countries have increased pension ages enough to stabilise the length of time spent in retirement in the coming four decades for both men and women, while a further four will do so for women alone.This analysis looks only at normal pension ages. But most people in most OECD countries retire before the normal pension age. This is shown in Chapter 2 on “Trends in retirement and in working at o lder ages”. The effective age at which people leave the labour market on average fell throughout the 1970s and 1980s. However, the long-term trend to earlier retirement ended for men in the mid-1990s and, for women, slightly later. Still, in 2002-07, the average age of leaving the labour market on OECD countries was 4-5 years lower than in the late 1960s, at about 63.5 years for men and 62.5 years for women. Simply to keep pace with the projected increase in life expectancy until 2050, effective retirement ages would need to increase to around 66.5 for men and nearly 66 for women. This is an indication of the scale of the challenge that governments face.The policies that governments can pursue to extend working lives are the subject of the next two special chapters. The first of these looks at the “supply side”, presenting information on incentives to work and retire embedded in pension system. The second looks at the “demand side”, examining ways of ensuring that there are jobs for older workers.There is overwhelming evidence that financial incentives affect retirement behaviour. “Pension incentives to retire”, discussed in Chapter 3, therefore matters for reasons of economic efficiency. But they also matter for reasons of equity. People who work more and contribute more should have higher pensions. Equally, those who are forced to drop out of employment early, perhaps through no fault of their own, need to have a reasonable standard of living.Improving incentives to retire has therefore been a central plank of most pension reforms: around half of OECD countries have taken action in this area. These changes include tighter qualifying conditions for early retirement, greater benefit penalties for early retirees and greater pension increments for people retiring after the normal pension age.Chapter 3 shows that these reforms have been effective, and that only a few OECD countries still have pension systems that strongly encourage early retirement. However, there remain ways in which most countries could further improve the financial incentives in their pension systems. Nine policy recommendations that would reward people for working longer are set out. If there are barriers to working longer on the demand side, pension reforms designed to improve work incentives may be less effective. Chapter 4 looks at a range of policies with the aim of “Helping older workers find and retain jobs”. On the part of employers, there are barriers in the form of ageist attitudes, particularly over the ability of older workers to adapt to change. Legislation against age discrimination and public-information campaigns have often (but not always) been effective. The high cost of employing older workers remains a problem in some countries. And employers sometimes use early retirement as a convenient way of adjusting the size of their workforces.The employment opportunities for older workers can also be limited. Sometimes, their skills have become devalued and training remains targeted on younger workers. There is often a need for more help in finding jobs. A recurring theme in the controversies over higher pension ages has been the claim that having more older workers in jobs reduces opportunities for younger workers. There is no evidence to support this view. Indeed, the employment rate of people in their early 20s is strongly and positively correlated with the employment rate of people in their late 50s. A survey of attitudes shows that more people are likely to support the view that older workers worsen the job prospects of youths in countries where the employment of either older or younger workers is relatively low.Chapter 5 returns to the issues of pensions and life expectancy. Around half of OECD countries have elements in their mandatory retirement-income provision that provide an automatic link between pensions and a change in life expectancy. This represents a major shift in pension policy.First, many have introduced mandatory defined-contribution schemes as a substitute for or in addition to public pension provision. Secondly, some have changed their pay-as-you-go public pension schemes into “notional accounts”. Thirdly, a couple have a link between benefit levels or qualifying conditions for pensions and life expectancy. In addition to these changes, there has been a marked shift from defined-benefit to defined-contribution provision in voluntary, private pensions.These changes have important implications for the way the cost of providing for pensions as life expectancy increases is shared. Increasingly, this will be borne by individual retirees in the form of lower benefits. Chapter 5 shows the degree of uncertainty inherent in projections of life expectancy and assesses policies “Linking pensions to life expectancy”. It goes on to show how pension entitlements would be affected by slower or faster improvements in life expectancy than the central forecast.Together, the five special chapters of Part I set out and evaluate the full range of policies that OECD countries have adopted to deal with growing pressure of population ageing on government budgets. Increases in pension age – the most visible and widely understood parameter of the pension system – have tended to grab the headlines. But these are only a small part of the story of pensions, retirement and life expectancy. Part I I of the report updates the “Indicators of pension policies” from the previous three editions of Pensions at a Glance and provides an extra 18 indicators compared with the previous edition. Furthermore, where possible the analysis has been extended to G20 countries that are not currently members of the OECD: Argentina, Brazil, China, India, Indonesia, The Russian Federation, Saudi Arabia and South Africa. It begins with a look at the design of retirement-income systems, providing taxonomy to describe highly diverse retirement-income systems (Part II.1). The main parameters and rules of pension systems are presented to facilitate cross-country comparisons.These parameters and rules are then used to model pension entitlements for men and women at differentlevels of earnings (Part II.2). While most of the indicators look at mandatory pension provision, there is also an analysis of typical voluntary private pensions in countries where these have broad coverage. Close attention is paid to the tax treatment of pensions and pensioners and how this affects living standards in retirement relative to when working.The analysis of pension entitlements is forward looking, in the sense that it considers the value of benefits for workers entering the labour market today. The indicators in Part II.3 look at the financial position of peopleof pension age currently: at average incomes, sources of incomes and risk of poverty. Having analysed the position of individuals, Part II.4 examines the finances of retirement-income systems as a whole. Here are data on public and private expenditure on pensions, contribution rates for mandatory pensions and aggregate contribution revenues for public pension schemes.The background and context in which retirement-incomes systems must operate is presented in Part II.5. These indicators include demographic measures – such as life expectancy and fertility – and average earnings. Finally, Part II.6 offers information specifically about private pensions and public-pension reserve funds.。

Reading is a delightful activity that not only broadens our horizons but also enriches our vocabulary and understanding of the world.Here are some tips and reflections on how to effectively engage in reading and writing about books in English.1.Choose the Right Book:Start by selecting a book that interests you.It could be a classic novel,a contemporary bestseller,or even a nonfiction book on a subject you are passionate about.2.Set a Reading Schedule:Consistency is key in improving your reading skills.Set asidea specific time each day for reading,even if its just for a few minutes.3.Take Notes:As you read,jot down new words,phrases,or ideas that you come across. This not only helps with vocabulary acquisition but also aids in comprehension and retention.4.Engage with the Text:Try to understand the authors perspective,the characters motivations,and the themes of the book.Reflect on how these elements contribute to the overall narrative.5.Write a Summary:After finishing a chapter or the entire book,write a brief summary in English.This will help you consolidate your understanding and practice expressing ideas in written form.6.Analyze the Writing Style:Pay attention to the authors use of language,sentence structure,and literary devices.This can be a great way to learn about different writing styles and enhance your own writing skills.7.Discuss with Others:Engaging in conversations about the book with friends or in a book club can provide different perspectives and deepen your understanding of the text.8.Write a Review or Reflection:After reading,write a review or a personal reflection on the book.This could include your opinions on the plot,characters,and the authors writing style.e Technology:Utilize online resources such as ebooks,audiobooks,and reading apps to make reading more accessible and enjoyable.10.Expand Your Vocabulary:Look up unfamiliar words in a dictionary and try to use them in sentences.This will help you to learn and remember new words more effectively.11.Practice Writing:Incorporate the new vocabulary and expressions youve learned from your reading into your own writing.This could be in the form of essays,short stories,or even social media posts.12.Explore Different Genres:Dont limit yourself to one type of literature.Reading across various genres can expose you to different writing styles and themes.13.Cite Examples in Your Writing:When writing about books,its helpful to cite specific examples from the text to support your arguments or analysis.14.Reflect on Cultural Differences:If youre reading books from different cultures, consider how these cultural elements affect the story and your understanding of it.15.Enjoy the Process:Most importantly,enjoy the process of reading and writing.Its a journey of discovery and personal growth.By following these tips,you can enhance your reading and writing skills in English, making the process not only educational but also enjoyable.。