3.key

Class ：___________ 预备篇Welcome to school Name ：____________1.Key words (汉译英) 1.我2.我的3.名字4.你的5.什么6.我是7.有,拥有8.天,一天9.美好的 10.女士 11.好的 12.早上13.书 14.打开 15.你好 4.Key sentences (英译汉) 1.Hello.My name is Amy ! 2.Hi!I’m Lingling. 3.What’s your name ? 4.Goodbye,Bobo, 5.Have a nice day! 6.Good morning! I’m Ms Smart . 7.Good morning, Ms Smart . 8.Welcome to school ! 2.Meet our new friends (看图连线) 1.Amy 2.Lingling 3.Sam 4.Daming 5.Bobo 4.Point and match (看图连线)1.Open your book!2.Stand up!3.Close your book!4.Sit down ! 1.Say! 2.Write ! 3.Point! 4.Listen !5.Read !=1.Key words (重点单词 -英汉互译) 1.你好2.美好的3.遇见4.你5.朋友6.成为7.开心,快乐8.天,一天9.他 10.她 11.来自 12.英国 13.好的,太棒了 14.twin 15.九16.share 17.listen 18.help 2.Key sentences (重点句子-英译汉) 1.Welcome ! 2.Hi,eveyone !I’m Sam. I’m nine. 3.She’s Amy. She’s nine, too. 4.We’re from the UK. We’re twins! 5.Hi,Sam. Hi, Amy. I’m Lingling. 6.He’s Daming. Come and play.7.We are friends! 8.Here you are. -Thank you. 8.Let’s help. 9.Let’s play together! -Great! 10.Hi,I’m Mia. He’s David. 11.A good friend plays with you. 12.Are you a good friend? 13.Yes .I help my friends . 3.Grammar (语法)1.I’m=2.She’s=3.He’s =4.We’re=5.Let’s= 4.Practices (练习) Task 1: 根据给出的图片及提示写句子。

s3存储数据的三个基本概念S3（Simple Storage Service）是亚马逊云计算服务中的一种对象存储服务，它提供了无限存储容量、高可靠性和低延迟的数据存储解决方案。

S3存储数据的三个基本概念是：Bucket（存储桶）、Object（对象）和Key（键）。

1. Bucket（存储桶）：Bucket是S3存储数据的最基本单元，可以将其视为一个文件夹或容器，用于存储和组织对象。

每个Bucket在全球范围内具有唯一的名称，该名称用于在访问存储桶时进行识别和定位。

Bucket有以下特点：- 全球唯一：每个Bucket的名称是全局唯一的，确保了在不同地区使用相同命名的Bucket时不会发生冲突。

- 权限控制：可以通过访问策略和访问控制列表（ACL）设置Bucket的访问权限，确保只有授权用户可以访问Bucket中的对象。

- 可扩展性：一个AWS账号可以创建多个Bucket，每个Bucket可以容纳大量的对象，并可以按需扩展。

- 可配置属性：可以对Bucket进行多种配置，如区域设置、日志记录、版本控制等。

2. Object（对象）：在S3中，对象是存储桶中的实际存储内容，可以是任意大小的数据。

对象由数据（即文件内容）和相关元数据组成，元数据以键值对的形式存储。

每个对象在存储桶内具有唯一的Key 来标识，这个Key可以类似于文件路径或名称。

对象有以下特点：- 数据存储：对象可以存储任意类型的数据，包括文本文件、图片、音频、视频等等。

- 自定义元数据：可以在对象中添加自定义的元数据，比如版本号、文件名、文件类型、创建时间等等。

这些元数据可以在访问和操作对象时使用。

- 高可靠性：S3使用多个数据副本和数据分布来确保对象的高可靠性，即使一份副本出现问题，也可以通过其他副本恢复数据。

- 数据加密：可以对对象进行加密，保护数据的安全性。

3. Key（键）：Key是对象在存储桶内的唯一标识符，类似于文件系统中的文件路径或名称。

爱心辅导（3）They are both __1__ heroes in 21st century. When we look at our most admired heroes-from Olympic icons to political leaders--- it is facinatibg to read about what and who inspired them to ___2__.Because heroes, whether dealing bad guys on rooftops or dealing with unemployment issues in the Senate aren’t __3__. They are made. If we had to write a recipe for a hero, what would it look like? In my __4__ years, it would probably have looked something like this:1. Mix 5 cups of heroic passion with 2 spoonful of charisma:2. Stir in secret super powers and cool gadgets.3. Add 3 pinches of good looks.4. Roll mixture tightly into spandex material.5. Place into phone booth and wait for the changeBut as I’ve __5__ those who are the real heroes, I’ve come to realize that: it’s much less about caped crusaders fighting masked minio ns; it's ___6__ about the people in my life that I admired for their passion,their vision, and their character.It is this passion that draws __7___. The 19th century german poet and dramstist, Hebbel declared: “ Nothing great in the world has ever been ac complished without passion!” and I believe it to be true. Our greatest heroes all share a __8__trait. They live for a cause, they have passion and drive.In a society where most __9_ is placed on consumers and convenience, being a hero requires much more courage than fighting bad guys on rooftops in a tight spandex suit.j b h f a c e I g（B）Each year around 800 people –most of them children –need treatment in hospital for injuries caused by fireworks. A third of the accidents take place at back garden firework parties and about a third of the 1 are to children under the age of 13. The cost of medical treatment after firework accidents can be as much as ￡20 million a year.Martin Pearcey, 11, is one of the lucky ones: he could have been 2 in one eye.Like hundreds of others on November 5 (Guy Fawkes’s Night), Martin went to his 3 park to see the fireworks display. He was with his brothers, John and Dave.“A gang of kids had taken the 4 material out of several fireworks and had put it in a pile on the ground,” remembers John.“When they lit it, it went off and 5 Martin in his eye.”John 6 Martin to their grandmother’s house nearby, where the eye was immediately bathed in cold water. He was then taken to hospital, where a sterilized (消毒的) patch was put over it.“At first he couldn’t see a thing because the eye was so swollen,” says Martin’s elder sister, pat. “It was weeks before it would open 7 again.”His dad agrees. “He was lucky not to lose the sight of that eye.”“Little kids shouldn’t be able to get hold of fireworks,”adds Pat. “I think organized 8 are much safer.”And young Martin now says, “I don’t mind fireworks when grown –ups are 9 , but I don’t like it when little kids have them. I think fireworks are a bit stupid, really.”41—45 IDBFJ 46—49 HCAETranslation:1. 中国对外开放已30多年了。

•朗斯基行列式•刘维尔公式
(),(),,(0I t t ϕϕϕ≡L 设定义在区间上的函数)++()0n n c t t I I ϕ≡∈L ， (*)在区间上线性相关；否则，线性无关。

一个方程，n 个未知量，怎么办？
t I
∈n 个方程，n 个未知量，克拉默法则！
构造些方程出来
以克拉默法则
需要系数矩
阵行列式
判断函数组线性相关性
1
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t
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线性相关必要条件线性无关充分条件两个命题
()W t ⇒逆命题成立吗？即：若朗斯基行列式恒等于零能否推出线性相关？
00()0t W t ⇒∃≠逆命题成立吗？即：线性无关,朗斯基行列式？
线性无关的充分条件：朗斯基行列式在一点处不等于零
小结1
1
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-
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t
t n a s ds
t t t n I W t W t e
t I ϕϕϕ-
⎰L 刘维尔公式：若是阶线性齐次方程在区间上的n 个解，则它们的朗斯基行列式满足
.
其中是区间上任意一点0000()()()()W t I t I W t W t I t I W t ⇔∈≠⇔∈=在区间上恒不等于零存在，使得0.在区间上恒等于零存在，使得0.
线性无关充要条件线性相关充要条件
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题3的证明
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存在，使得0在上线性无关.
解的
叠加
原理。

离散数学 章节练习 3范围：集合与关系班级：________________ 学号：________________ 姓名： ________________一、单项选择题 1. 设S={1,2,c,d},则S 的幂集的元素的个数有 ( )A. 4个B. 8个C. 16个D. 32个2. 设集合A={{1,2,3}, {4,5}, {6,7,8}}，则下式为真的是 ( )A ．8∈A B. {6,7,8}⊆AC ．{{6,7，8}}⊂A D. ∅∈A3．设A={1,2,3,4},则A ×A 中的元素有 ( )A.4个 B 8个 C.12个 D.16个4. 对于函数F ：A →B ，下列说正确的是 ( )A 、F 一定存在反函数B 、若F 是单射函数，一定存在反函数C 、F 不存在反函数D 、若F 是满射函数，一定存在反函数5. 下列式子正确的是 ( )A. ∅∈∅B. ∅⊆∅C. {∅}⊆∅D. {∅}∈∅6. 设A={a,b,c}，则下列是集合A 的不同划分数为( )A.3B.4C. 6D.57. 设Z 为整数集，A 为集合，A 的幂集为P(A),+、-、/为数的加、减、除运算，∩为集合的交运算，下列系统中是群的代数系统的有 ( )A.〈Z ，+，÷〉B.〈Z ，÷〉C.〈Z ，－，÷〉D.〈P(A)，⋂〉8.集合A 上自反关系R 的关系矩阵M R 的主对角线上的元素( )A. 全是1B. 全是0C. 有的是1有的是0D. 有的是29. 设集合{}c b a A ,,=,A 上的二元关系{}><><=b b a a R ,,,不具备关系性质 ( )A 传递性B 反对称性C 对称性D 自反性10.设S={1,2,c,d},则S 的幂集的元素的个数有 ( )A. 4个B. 8个C. 16个D. 32个11. 设R ，S 是集合A 上的关系，则下列断言正确的是( )A 、R ，S 自反的，则S R 是自反的B 、若R ，S 对称的，则S R 是对称的C 、若R ，S 传递的，则S R 是传递的D 、若R ，S 反对称的，则S R 是反对称的12. 设S={1,2,c,d,e},则S 的幂集的元素的个数有 ( )A. 4个B. 8个C. 16个D. 32个 13. 已知偏序集<A,R>的哈斯图如下图所示，A 的极小元是 ( )A 、b,cB 、a,gC 、a,b,c,gD 、无 14.下面的二元关系具有传递以后性质不变的是 ( ) A. 父子关系。

外研版英语三起四年级下册四模块教案Module 4。

Unit 1。

Teaching Aims:1. Enable the students to understand and use the key words and phrases, such as "zoo," "panda," "elephant," "tiger," "monkey," "lion," "giraffe," and "kangaroo."2. Enable the students to understand and use the sentences "What can you see?" "I can see a panda," "What can it do?" "It can climb trees," "What can you do?" "I can jump," and "Can you see a tiger?" "Yes, I can/No, I can't."3. Enable the students to understand and use the dialogue "What can you see?" "I can see a panda." "What can it do?" "It can climb trees." "What can you do?" "I can jump." "Can you see a tiger?" "Yes, I can/No, I can't."4. Enable the students to understand and use the song "What Can You See at the Zoo?"Teaching Key Points and Difficulties:1. Key vocabulary: zoo, panda, elephant, tiger, monkey, lion, giraffe, kangaroo.2. Key sentences: "What can you see?" "I can see a panda," "What can it do?" "It can climb trees," "What can you do?" "I can jump," and "Can you see a tiger?" "Yes, Ican/No, I can't."3. Key structure: "What can you see?" "I can see a panda."Teaching Procedures:Step 1: Warm-up。

Book 3 Unit 3 KeyPart One Lead-in ListeningSection A Conversations1. favorite2. toys3. strict4. vase5. textSection B Passage1. big2. everybody3. time4. bed5. dinner6. glad7. happen8. neighbor9. evenings10. streetsPart Three Reading Task OneReading Comprehension:BADCDMatching1.E;2.B;3.O;4.C;5.A;6.H;7.M;8.I;9.F; 10.N; 11.L; 12.K; 13.G; 14.J; 15.DFill in the blanks with suitable words or phrasesnevertheless, integral, bound, take place, distinction, specific, imply, general, approximately, likely, remark, whereas, range, inclusive, are engaged inMultiple Choice1.D2.C3. D4. A5. B6. B7. A8.B9. B10. C Translation1.It is commonly believed that a rise in teenage smoking is the result of economicdevelopment.2.He has rightly interrupted his holiday in Spain to return to London.3.Many people make a sharp distinction between humans and other animals.4.His remark set everybody laughing.5.It's an all inclusive price; there is nothing extra to pay.6.His interests ranged from chess to canoeing.7.The arms and legs are integral parts of a human body.8.The flavor of dishes may vary from place to place.9.The plane will be taking off in approximately five minutes.10.The trouble with Bill was that he never had a specific aim in life.Part Four Reading Task TwoAnswers to questions1.The digital age has had a good influence and a not-so-good influence on this generation of American teenagers.2.Three quarters of the teachers3.Many students think doing research now means just doing a quick search on Google, so they embrace these tools.4.Ms. Buchanan says digital research tools are helping students learn more, and learn faster.5.Many students are lacking in digital literacy and are able to quickly find information online.。

INTERNATIONAL FINANCEANSWERS TO ASSIGNMENT #3 FROM CHAPTER 141. Question #1 from Page 366: Suppose there is a reduction in aggregate real money demand,that is, a negative shift in the aggregate real money demand function. Trace the short-run and long-run effects on the exchange rate, interest rate, and price level. Answer:A reduction in real money demand has the same effects as an increase in the nominal money supply. In figure 14.1, the reduction in money demand is depicted as a backward shift in the money demand schedule from L 1 to L 2. The immediate effect of this is a depreciation of the exchange rate from E 1 to E 2, if the reduction in money demand is temporary, or a depreciation to E 3 if the reduction is permanent. The larger impact effect of a permanent reduction in money demand arises because this change also affects the future exchange rate expected in the foreign exchange market. In the long run, the price level rises to bring the real money supply into linewith real money demand, leaving all relative prices, output, and the nominal interest rate the same and depreciating the domestic currency in proportion to the fall in real money demand. The long-run level of real balances is (M/P 2), a level where the interest rate in the long-run equals its initial value. The dynamics of adjustment to a permanent reduction in money demand are from the initial point 1 in the diagram, where the exchange rate is E 1, immediately to point 2, where the exchange rate is E 3 and then, as the price level falls over time, to the new long-run position at point 3, with an exchange rate of E 4.R(M/P E 1E 4E 2E 3E(M/PFigure 14.12. Question #4 from Page 366: What is the short-run effect on the exchange rate of anincrease in domestic real GNP, given expectations about future exchange rates?Answer:An increase in domestic real GNP increases the demand for money at any nominal interest rate. This is reflected in figure 14.2 as an outward shift in the money demand function from L 1 to L 2.The effect of this is to raise domestic interest rates from R 1 to R 2 and to cause an appreciation of the domestic currency from E 1 to E 2.REE 1E 2RE(M 1E 3E 2E 1(M 2E 43. Question #10 from Page 367: In the discussion of short-run exchange rate overshooting,we assumed that real output was given (fixed). Assume instead that an increase in themoney supply raises real output in the short run. How does this affect the extent to which the exchange rate overshoots when the money supply first increases? Is it likely that the exchange rate undershoots? (Hint: in Figure 14-12a of the book – the money demand –money supply diagram, allow the aggregate real money demand schedule to shift inresponse to the increase in output.)Answer:If an increase in the money supply raises real output in the short run, then the fall in the interest rate will be reduced by an outward shift of the money demand curve caused by the temporarily higher transactions demand for money. In figure 14.3, the increase in the money supply line from (M1/P) to (M2/P) is coupled with a shift out in the money demand schedule from L1 to L2. The interest rate falls from its initial value of R1 to R2, rather than to the lower level R3, because of the increase in output and the resulting outward shift in the money demand schedule. Because the interest rate does not fall as much when output rises, the exchange rate depreciates by less: from its initial value of E1 to E2, rather than to E3, in the diagram. In both cases we see the exchange rate appreciate back some to E4 in the long run. The difference is the overshoot is much smaller if there is a temporary increase in Y. Note, the fact that the increase in Y is temporary means that we still move to the same IP curve, as LR prices will still shift the same amount when Y returns to normal and we still have the same size M increase in both cases. A permanent increase in Y would involve a smaller expected price increase and a smaller shift in the IP curve. Undershooting occurs if the new short-run exchange rate is initially below its new long-run level. This happens only if the interest rate rises when the money supply rises—that is if GDP goes up so much that R does not fall, but increases. This is unlikely because the reason we tend to think that an increase in M may boost output is because of the effect of lowering interest rates, so we generally don’t think that the Y response can be so great as to increase R.4.We learned that an increase in domestic money supply causes exchange rate to overshoot inthe short run and then in the long run with domestic price adjustment the exchange rate reverts to a lower level (but at a level higher than the initial level prevailing before the increase in money supply.) Use this knowledge of short-run and long-run effects of a change in domestic money supply to examine both the short-run and long-run effects of an increase foreign money supply on exchange rate.Answer:Effects are going to be exactly opposite to the effects of an increase in domestic money supply ($). An increase in foreign money supply (euro) causes exchange rate ($ per euro) to undershoot in the short run and then in the long run with foreign price adjustment the exchange rate reverts to a higher level (but at a level lower than the initial level prevailing before the increase in foreign money supply.。