dialogues in human geography,dialogues怎么读英语

dialogues in human geography,dialogues怎么读英语详细介绍

本文目录一览： 交通类期刊概览

哈哈 最近检索了一波文献，调研了一下期刊名称，主要是交通+地理+经济+环境生态+其他的。在小本本上记下了分区和影响因子，懒得打出来了。

Transportation Research Part A 2区 政策
Transportation Research Part B 1区 技术 较难
Transportation Research Part C 1区 新型方法
Transportation Research Part D 2区 环境
Transportation Research Part E 1区 物流
Transportation Research Record 会议推荐论文 影响因子低 口碑还不错

Journal of Transport Geography 1区
Journal of Air Transport Management 2区
IEEE Intelligent Transportation Systems Magazine 2区
Transportation 2区
Urban Rail Transit 没被收录

Economic Geography 1区Top
Dialogues in Human Geography 1区Top
Applied Geography 2区
Urban Geography 2区
Asian Geographer 没被收录

Journal of Public Economics 2区
Journal of Urban Economics 2区
Socio-Economic Review 2区
Regional Science and Urban Economics 3区
Journal of Economic Dynamics & Control 3区
Mathematical Social Sciences 4区
Applied Spatial Analysis and Policy 4区
Research in Transportation Economics 4区
The Quarterly Review of Economics and Finance 未被收录？

Applied Energy 1区
Resources, Conservation and Recycling 1区
Environmental Pollution 2区
Current Opinion in Environmental Sustainability 2区
Atmospheric Pollution Research 3区
Housing Policy Debate 3区
Journal of the American Planning Association 3区
Urban Research & Practice 4区
Int. J. Sustainable Development and world ecology 4区

top期刊有哪些

1、医学类一区top期刊
JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY
International Journal of Behavioral Nutrition and Physical Activity
Cellular and Molecular Gastroenterology and Hepatology
AMERICAN JOURNAL OF RESPIRATORY CELL AND MOLECULAR BIOLOGY
EUROPEAN JOURNAL OF NUCLEAR MEDICINE AND MOLECULAR IMAGING
2、工程技术类一区top期刊
INTERNATIONAL JOURNAL OF ROCK MECHANICS AND MINING SCIENCES
IEEE TRANSACTIONS ON CIRCUITS AND SYSTEMS FOR VIDEO TECHNOLOGY
TRANSPORTATION RESEARCH PART E-LOGISTICS AND TRANSPORTATION REVIEW
Materials Science & Engineering C-Materials for Biological Applications
TRANSPORTATION RESEARCH PART C-EMERGING TECHNOLOGIES
3、材料科学类一区top期刊
JOURNAL OF THE EUROPEAN CERAMIC SOCIETY
MATERIALS SCIENCE & ENGINEERING R-REPORTS
TRANSACTIONS OF NONFERROUS METALS SOCIETY OF CHINA
PROGRESS IN MATERIALS SCIENCE
Journal of Magnesium and Alloys
4、经济学方面一区top期刊
JOURNAL OF INTERNATIONAL ECONOMICS
EUROPEAN URBAN AND REGIONAL STUDIES
Review of International Organizations
American Economic Journal-Applied Economics
Dialogues in Human Geography
5、管理学方面一区top期刊
INTERNATIONAL JOURNAL OF PROJECT MANAGEMENT
JOURNAL OF PUBLIC ADMINISTRATION RESEARCH AND THEORY
Annual Review of Organizational Psychology and Organizational Behavior
Human Resource Development Review
TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE

新课标高中高二英语unit14说课稿

一、教材分析
本单元的中心话题是“自由战士”（freedom fighters），听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕“freedom fighters）这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史，从而说明自由、平等的重要性。同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。
“热身”（Warming up）部分设计了三个讨论题，使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解，通过讨论，增强对他们国家目前现状的了解。
“听力”（Listening）部分是在“热身”活动的基础上，以听力训练形式进一步帮助学生了解马丁·路德·金，听力中节选了的“I HAVE A DREAM”的部分句子。练习包括四个项目，设计多样，生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。
“口语”（Speaking）部分设计了两个问题，第一题以三人小组的活动形式，组织学生谈论约翰·布朗（John Brown）和哈丽特·塔布曼（Harriet Tubman）的人生经历，引人深思，使学生能用英语阐述自己的意见。第二题以诗歌形式出现，有利于寓教于乐，激发学生学习英语的兴趣。
“读前”（Pre-reading）设计了三道题，为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形，有利于培养学生的观察能力和语言表达能力。第二题假设一个情景，要求学生描述受到不公平待遇时的具体感受，有利于培养学生的想象能力与表达能力。第三题要求扫读文章，对下面内容的正确性做出判断，目的是引起学生对文章内容的思考，以便提高学生学习的自主性，同时也能训练学生快速阅读的技能。
“阅读”（Reading）部分讲述了马丁·路德·金为黑人争取平等权利的过程。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到马丁·路德·金为黑人争取自由和平等权利而付出的艰辛苦努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
“读后”（Post-reading）部分是在阅读的基础上，要求学生完成五道题目，问答题的设计由表及里、层层深入，从而帮助学生逐步加深对课文的理解。
“语言学习”（Language study）部分分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生区分各种词类的具体用法。语法部分是复习被动语态的用法，练习紧密联系课文，能加深学生对教材的理解。
“综合技能”（Integrating skills）的阅读文不仅谈论人类为自由、平等而斗争，还谈到了动植物、海洋、地球，甚至机器和机器人的权利。在阅读和讨论的基础上，要求学生写出自己的看法。这是一个任务型的学习活动，练习生动有趣，能够引起学生的兴趣。同时让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。（摘自教参）
二、教学目标
1、语言知识
1）词汇（见教参）
2）句型：学习运用一些表示逻辑关系的句型
3）语法知识：复习被动语态
三、教学重点与难点
1、重点
重点词和词组：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.
句型：What happened first was that …
What happened as a result of …
You could expect …because…
That led to …
One of the reasons why … is …
… is often followed by …
语法：被动语态
2、难点：如何培养学生根据阅读材料提高写作能力
四、教学策略
教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言。
五、学习策略
在认知策略培养方面，引导学生进一步了解史实和具体事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件等的认识和理解。另外，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源，如：进入美国歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景网页、斯坦福大学网页http://www.stanford.edu/等获得有关马丁-路德演说录音和部分黑人运动歌曲。在另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。
六、课时安排
Period 1：Warming-up and Listening
Period 2：Speaking
Period 3-Period 4：pre-reading, while-reading, post-reading
Period 5：Word study and Grammar
Period 6：Integrating skills.

Period 1 Warming-up & Listening
Goals:
1.Learn and master the new words and expressions in this period.
2.Talk about civil rights and freedom fighters to improve the students’ speaking ability.
3.Do some listening practice to improve the students’ listening ability.
4.Learn about some freedom fighters.
Teaching Procedures:
Step 1 Warming up
Task1 Free Talk
T: We are now living in a civilized world with every human race living in harmony with each other. And as a human being, what we are now paying more attention to, is the human right .
Questions : 1. Was every human race are treated equally in the past?
How about now?
2. Were the blacks treated as equal citizens? How did they get their freedom?
3. Who devoted themselves to this? Do you know any famous freedom fighters? (Show some pictures of some famous freedom fighters.)
Task2 Discussion
T: Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men and in which way struggle was an important part in the lives of these men.
Step2 Listening
Pre-Task
T: From the discussion we had just now,we know that in 1993 Martin Luther King,Jr. gave a famous speech—“I have a dream”.Have you ever listened to it? ( Get the students to go through the exercises on Page 25 and Page 26 first. And the play the tape for the first time.)
While-listening:
Questions: What kind of talk did Martin Luther King, Jr give?
What was his talk about? When did he give this talk?
1. Listen for the first time with the book closed
2. Listen again with the book open and individually answer the questions and complete the blanks.
3. Check the answers in pairs.
Post-listening questions:
As freedom fighters, Martin Luther King was murdered and Nelson Mandela was put in prison for about 30 years.
Do you think it is worthy-while?
Why do you think so?
Step3 Summary
T: In this period, we have talked about two distinguished freedom fighters Martin Luther King,Jr. and Nelson Mandela. And we have also listened to the famous speech—I have a dream. There is no doubt that civil right is very important for everyone, to know more things about is surely necessary.
Step4 Homework
a. Go overl all the new words and expressions that occur in this unit.
b. Finish the exercise Talk on the workbook.
c. Search some information about the history of American Civil War , John Brown and the evolution of civil right.

Period 2 Speaking
Step 1 Revision
Students retell about the two famous leaders Martin Luther King and Nelson Mandela, using the information in Warming Up. And students collect information about how the situation has been improved by their struggle.
Step 2 Pre-speaking
The teacher writes the information about the years in Warming Up on the blackboard and raise questions as below:
T: Could you tell us what happened when in 1955?
S: Yes, of course. King graduated and organized his first actions in 1955.
T: What happened in the year of 1957?
S: He formed an organization.
T: What happened as a result of that?
S: They carried out movement. / He became one of the leaders.
That led to the freedom fighting.
S1: What happened to N. Mandela during 1962-1989? What are the reasons?
S2: One of the reasons why …is that he…
S1: What led to his success?
S2: His peaceful action led to his success.
(Teachers use the new expressions on Page 27. Pay attention to the Language Input.
We can change the practice into a filling form if it is too difficult for some students.)
Step 3 Speaking
1. Watch the video (from the film Gone with the wind).
Talk about the situation when in American Civil War. The picture below
is one about a battle.

Some other pictures and Questions:
What was the life of the slaves like ?
How was the life of the whites in the south ?
Are there some people fighting against slavery?

Did people find good ideas to save the poor slaves? They took actions.
fighting struggles demonstration
↘ ↓ ↙
Saving slaves
↗ ↑ ↖
wars escaping making laws
(In addition: The civil war of American broke up slavery, and later brought about rapid development of industry . )
2. Practice
Now read the notes about John Brown and Harriet Tubman. Ask them to tell about the two great freedom fighters.
Use the expressions of Page 27 to make up some dialogues in pairs . Then teachers get some pairs to act out the dialogues in front of the class.
To help the students grasp the information , we can use the years or some verbs :
John Brown: in 1800; in the 1840s; in the 1850s ; in 1855
Harriet Tubman: worked as a slave; escaped; joined; saved; fought; opened
Step 4 Post-speaking
1. Talking
If time permits, get students to finish the task of talking ------
What’s your opinion to slavery?
What do you think of John Brown / Harriet Tubman?
(or: is his struggle important to the situation/ improvent? ; notes: their fighting is quite different from King’s or Mandela’s, while they . They fought to create a safe area for black people. )

How did John Brown die? ----- He was killed by the slave owners/ farmers who wanted to keep slavery.

Information from the Internet:
John Brown was a man of action -- a man who would not be deterred from his mission of abolishing slavery. On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia. His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee. Within 36 hours of the attack, most of Brown’s men had been killed or captured.
During his first fifty years, Brown moved about the country, settling in Ohio, Pennsylvania, Massachusetts, and New York, and taking along his ever-growing family. (He would father twenty children.) Working at various times as a farmer, wool merchant, tanner, and land speculator, he never was finacially successful -- he even filed for bankruptcy when in his forties. His lack of funds, however, did not keep him from supporting causes he believed in. He helped finance the publication of David Walker’s Appeal and Henry Highland’s "Call to Rebellion" speech. He gave land to fugitive slaves. He and his wife agreed to raise a black youth as one of their own. He also participated in the Underground Railroad and, in 1851, helped establish the League of Gileadites, an organization that worked to protect escaped slaves from slave catchers.
Brown, knowing that many of the families were finding life in this isolated area difficult, offered to establish his own farm there as well, in order to lead the blacks by his example and to act as a "kind father to them."
Brown was wounded and quickly captured, and moved to Charlestown, Virginia, where he was tried and convicted of treason, Before hearing his sentence, Brown was allowed make an address to the court.
“I believe to have interfered as I have done, . . . in behalf of His despised poor, was not wrong, but right. Now, if it be deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit: so let it be done."
Henry David said in an address to the citizens of Concord, Massachusetts. "No man in America has ever stood up so persistently and effectively for the dignity of human nature. . . ."
John Brown was hanged on December 2, 1859.
2. Listen and learn the song.
Glory, Glory, Hallelujah! (form the book Famous American songs and their cultural background) Remember:Each kid keeps a piece.
Raise questions:
What is the name of the song? What does it mean?
What is the meaning of the sentence “he’s gone to be a soldier in the army of the Lord” ?
Step 5 Singing
Will you sing other songs like this one?
Examples: Blowing in the wind; We shall overcome…
Step Homework:
Prepare the task of talking in the workbook.
Get information about M. L King, especially about his stories.
Talk about famous freedom fighters in China, such as Chen Sheng and Wu Guang.. .; Mao Zedong……

Addition:

dialogues怎么读英语

dialogues读音英[?da??l?gz]；美[?da???l?gz]。
意思：n.（书、戏剧或电影中的）对话，对白；（尤指集体或国家间为解决问题、结束争端等进行的）对话。
复数：dialogues。
用法搭配：v.+n.conduct dialogue，hold dialogue；adj.+n.friendly dialogue，meaningful dialogue，useful dialogue。
双语例句
1、Being able to understand the questions and dialogues about interests andhobbies and carry out oral communication.能够听懂与兴趣爱好相关的问题如宠物话题等和简短对话，并进行口头交际。
2、Socrates was one of the most famous Greek philosophers, whose teaching Platoreported in his dialogues.苏格拉底是古希腊最著名的哲学家，他对柏拉图的教导，记录在柏拉图的对话录里。
3、Such a form of global ethics can only be achieved through sufficient dialoguesand discussions on ethics between different cultures.但只有在不同文化之间就伦理问题展开了充分的对话和讨论后，这种形式的全球伦理才可能得到。
4、In the current languages, BPEL seems to be leading the race and thus an idealcandidate for building e-business dialogues.在当前的语言中，BPEL似乎在领导着潮流，因而是构建电子商务对话的理想候选者。
5、The mosque began to encourage and participate in interfaith dialogues, reachingout to the local Christian and Jewish communities.清真寺开始鼓励并参加宗教之间的对话，与当地的基督教和犹太人社区接触。
6、Yeah, I've thought about this love in terms of Plato, and this kind of two keydialogues you wanna.恩，我用柏拉图的观点来思考爱情，有两段重要对话。
记忆单词的方法
1、培养英语学习的兴趣
爱因斯坦曾经说过：兴趣和爱好是最好的老师。浓厚的学习兴趣，可以使人集中力量，深入思考。如果让你去做一件你毫无兴趣的事，你根本无法做好，任何事如此，英语学习也不例外。
2、词汇记忆
英语单词是整个英语学习的基础，如何掌握好每个单词的发音和书写是摆在我们面前的一个重大问题。
由音及形法。 即弄清这个单词中的字母或字母组合的发音，根据读音写出相应的字母及字母组合。这样既可以使我们准确发音，又能较容易地记住单词拼写。分类法把学过的单词按其属性分门别类串在一起记。联想法利用词与词之间类似之处进行对比，利用词与词之间的差异进行分析辨认。这不仅能加深我们对新词的印象，还同时巩固了旧词。
3、多听多说，提高听说能力
关于听力，没有别的途径，只能多听录音带，听什么？当然是我们教科书配套的音带，仔细听发音，揣摸朗读者的语调，跟随他的语速。在此基础上选择一些课外练习，最好是英文原版语速稍快的。
背课文是一个虽枯燥，但却十分行之有效的方法。多开口讲，是一种锻炼的好方法。不要怕出错，说出的错误可以改，不说有错永远也改不了。多与同学用英语交谈，一句、两句慢慢慢发展。

dialogues是什么意思

dialogues的意思介绍如下：
英 /?da??l?gz。美 /[?da???l?gz]。
n.
(书、戏剧或电影中的)对话，对白;(尤指集体或国家间为解决问题、结束争端等进行的)对话。
dialogue的复数。
dialogues的双语例句如下：
They have begun dialogues to promote better understanding between both communities
双方已经开始了对话，以增进两个社群间的彼此了解。
The two countries started to hold dialogues and showed a willingness to conciliate.
两国开始对话，表示愿意和解。
The novel contains too much dialogue and not enough narrative.
这部小说对话过多，而叙述不足。
Get pairs of students to act out the dialogue in front of the class.
叫学生两人一组在课堂上演出这个对话。
The naturalness of the dialogue made the book so true to life.
自然逼真的对话使得这本书非常贴近生活。
dialogues意思是对话。
dialogues基本解释：
对话( dialogue的名词复数 )；（文学、戏剧、电影等中的）对话；对白；意见分歧者之间的意见交换。
They had long dialogues. 他们进行了长时间的对话。 来自《简明英汉词典》
dialogues网络解释：
1、对话录：个人行为中善与恶的标准，这都与伦理学有关，也就是理论哲学的领域；如果是关于良好的社会，个人与群体之间的行为问题，则是政治学或政治哲学的范畴，也就是规范哲学的领域。哲学对话：首次出现在柏拉图的对话录中。
2、第二部分情景对话：第一部分文明规范用语Courtesy Words第二部 分情景对话Dialogues。
dialogues的双语例句：
1、The evening show proceeded in alternation among singing, dancing, traditional opera and comic dialogues.
晚会上歌曲、舞蹈、戏曲、相声穿插演出。
2、That’s why we’ve asked all of you to come together for these dialogues.
这也就是我们请你们大家来到这里进行对话的原因。
3、Therefore dialogues are generally regarded as the most important part of characters' language.
因此，人物语言中以人物间的对话最为重要。
4、The ingenious dialogues reveal the characteristics, psychology, mien and status of the figures.
精于语言艺术，善于用人物对话去表现人物独特的思想、性格、心理、神态和身份。
5、Not only the dullness: They also perpetuate the standardized film constructions, dialogues, plots.
不仅是无趣，他们还一成不变的使用标准化的结构，对白，情节。

求英语高手将英语文献翻译成汉语！急用

1。 BackgroundInequitable资源的分配是一个普遍probleminmany健康systems.Globally，健康需求是多种多样的，需要大量的财政，人力和其他资源。然而，这些资源是许多国家有限的[33]，从而为政策制定者一个分配的困境。虽然资源不足造成的问题不能underesti，交配，特别是在发展中国家，有一种普遍的观点认为，在类似的社会和经济地位的国家，这不是多大的一个国家花费，而是如何支出，其资源，防止地雷，其人口的健康状况[1]。证据
fromboth发达国家和发展中国家的建议，适当的资源分配不平等做出了巨大贡献的健康。在澳大利亚，例如，尽管土著人有一个近20年比非土著澳大利亚人平均寿命短[2,3]，迪布尔和其他人发现，总expen - ditures卫生服务f每人
)Action of “Latvia’s Dialogues” is directed to promotion of the Inter-ethnical dialogue and development of civil society;
译：‘拉脱维亚谈话’行动引导和促进了种族之间的对话何社会文明的发展。
2) Research works: in History, in Environmental protection.
译：研究工作：在历史方面，在环境保护方面。
3) Research of business strategies, Law;
译：业务策略，法律方面的研究。
4) Organisation and support of culture, charity events.
译：对文化、慈善事业的组织和支持
5) International Diplomatic projects;
译：国际外交战略。
就是这篇英语文献，与卫生资源配置有关的~~~不要在线直接翻译的~~
1. BackgroundInequitable allocation of resources is a widespread probleminmany health systems.Globally, health needs are diverse and require signi?cant ?nancial, human and other resources. These resources are however limited in many countries [33], thereby creating a distributional dilemma for policy-makers. Although the problems posed by resource inadequacy cannot be underesti- mated, particularly in developing countries, there is a commonly held view that, within countries of similar socio-economic standing, it is not how much a country spends, but rather how it spends its resources that deter-mines the health status of its population [1]. Evidence
fromboth developed and developing countries suggests that inappropriate allocation of resources contribute greatly to inequities in health. In Australia, for example, although indigenous people have a life expectancy of nearly 20 years shorter than non-indigenous Australians [2,3], Deeble and others found that total expen-ditures per person for health services for indigenous Australians are notmuch higher than the rest of the population; a ratio of merely 1.22:1 [4]. In South Africans,
the poorer health status of black people compared to white South African is believed to be partly the result of the historic imbalances and inequities in the resource allocation system.McIntyre observed that over 60%of health care spending in South Africa at the end of the 20th century was in the private sector [40], the main bene?ciaries of which were the minority white population. In Madagascar, Castro-Leal et al. [5] found that the poorest 20% of the population consumes 12% of
public spending on health compared to 30% share of the total enjoyed by the richest 20%.
The need to address inequity in health has received increased attention in recent years [6].This has exposed the mechanisms for allocation of public sector health resources to greater scrutiny. Inmany countries, policy-makers have come under pressure to abandon historical funding models which were widely perceived as inequitable and to develop explicit alternatives that would redress inequities within and between geographic regions. One issue that remains unresolved in the quest for more equitable resource distribution however, is the appropriate principle or set of principles that should guide resource allocation in order to bridge the existing gaps in equity. One major reason for the little consensus among scholars on this issue results from the diverse ways in which the term ‘equity’ is interpreted.Whatever interpretation one might have, equity remains a value-laden word; choosing between different de?nitions of equity therefore necessarily involves
making value judgements [7].The common interpretations of equity include‘equal expenditure per capita’, ‘equal inputs percapita’, ‘equal access for equal needs’, ‘equal utilisation for equal needs’, and ‘equal health’ [8]. Each of these de?nitions has its own bene?ts and dif?culties with regards to measurement and operationalisation.‘Equal health’, for example, has been widely criticised
as being unrealistic, given the many factors that determine health including variations in genetic background and longstanding disparities in access to thewide range of resources which contribute to determining health outcomes. While some authors have argued that the ultimate aim of all de?nitions of equity is equality of health [34], others have suggested other objectives such as equality of access or equal access for equal needs[9]. Access, however, is a multidimensional concept and extremely dif?cult to measure.Most industrialised nations have adopted the ‘equality of access’ interpre-tation in their efforts to achieve fairness in distribution
of services and resources [10–12].Many needs-based models for resource allocation
in recent decades were developed on the basis of the equality of access principle. The best documented example is the Resource Allocation Working Party’s (RAWP) model developed in England in 1976. The RAWP model sought to allocate National Health Service (NHS) funds between geographical areas to secure equal opportunity of access for equal needs [39]. Countries such asAustralia,NewZealand,Canada and South Africa have taken the lead from the RAWP approach and developed their own needs-based systems with a similar aim of improving equity. A needs-based model has been also tried in Zambia [13] while Uganda has implemented a pro-poor resource allocation reform similar to needs-based funding [14]. However, efforts to improve equity through needs-based funding have overwhelmingly focused on broader geographic equity
such as inter-regional or provincial equity. Equity at sub-regional levels has been virtually ignored in many countries, creating a knowledge vacuumregarding how resources are re-distributed by regional authorities.This lack of attention to equity at sub-regional levels could have profound implications for reducing general inequities in health. 2. Resource allocation in Ghana .Ghana is located on thewest coast ofAfrica, bordering Togo to the east, Cote d’lvoire to the west, Burkina
Faso to the north and the Gulf of Guinea to the south. It is a low-income country with a gross national income (GNI) per capita ofUS$ 320 [42].Over 40%of the estimated 20.5 million population lives below the poverty line. The population structure is signi?cantly youthful, with about 40% of the total inhabitants under the age of 15. Rural residents make up around 55% of the
total population. The infantmortality rate was about 60 per 1000 in 2003 while the overall life expectancy at birth for 2002 was nearly 58 years. Public sector health expenditure constituted about 2.8% of gross domestic product (GDP) in 2001 [41]. For administrative purposes, Ghana is divided into 10 regions and 110 districts (Fig. 1). The government has in the past few years initiated a policy to create an additional 20–30 districts.Allocation of health resources between and within the regions and districts in Ghana has been less than equitable. Generally, regions in the Northern half the country are more deprived in terms of access to health care than those in the southern sector.The ratio GhanaHealth Service (GHS) doctors per population for example is 1:16,201 in the Greater Accra region compared to 1:66,071 in the Northern region [31]. Within
individual regions, inequities are rife, often with communities in remote locations havingmuchmore limited access to district-based health care services. Bridging inequities in access to health care is therefore one of the main national health policy goals. This is enshrined in
the mission statement of the Ministry of Health which states that:“TheMinistry ofHealthwillwork in collaborationwith all partners in the health sector to ensure that every individual, household and community is adequately informed about health and has equitable access to high quality health and related interventions” [30].Allocation of resources within the health system is in principle, designed to achieve the equality of accessgoal through the reduction of inequities between and
within geographic regions, including the removal of ?nancial barriers to access to services for the mos vulnerable segments of the population. The resource allocation decision-making process is decentralised.The Ghana Health Service (GHS) uses a resource allocation formula to allocate resources to regions. At the beginning of the planning season, the GHS assigns budgetary ceilings to the 10 Regional Health Adminis-trations (RHAs) in the country.This amount is allocated
in block for all districts in the region. Each RHA uses its own region-speci?c resource allocation formula to re-distribute this lump sum among the districts under its jurisdiction. It is on the basis of these allocations(as determined by the RHAs) that districts plan andbudget their activities. Completed activity plans and budgetary estimates of districts are collated by the RHA and returned to the MOH/GHS headquarters for approval.Once approved, theMOHdisburses the funds
directly to the various districts through the RHA. The RHA at this stage cannot alter what has been disbursed to individual districts.More recently, to promote inter-regional equity, the MOH has resorted to ‘top-slicing’ the GHS budget to target the four regions noted as the most deprived in the Ghana Poverty Reduction Strat-egy (GPRS) document, namely; the Northern, Upper East, Upper West and Central region [31].The use of different resource allocation criteria by the 10 regionsmeans progress towards equitymay vary from one region to another depending on the commit-ment to promoting equity and the particular criteria and strategies employed. To date, there has not been a systematic investigation to assess the allocation of resources within regions and the extent to which equity objectives are advanced (or not) through this process.This study examines the intra-regional resource allocation systems in the Ashanti and Northern regions of
Ghana in order to assess and compare progress towards equity in terms of redistribution of funds in favour of the most deprived districts.For the purposes of this study, the de?nition of
equity embodied in the MOH mission statement, that is, equality of access to high quality care and inter-ventions was adopted. Equitable resource allocation is de?ned here as allocation of equal or equivalent resources for equal needs. Because of the strong association between health status and socio-economic dis-advantage in Ghana, health needs were measured in terms of relative deprivation or disadvantage. Districts with high levels of deprivation were considered to be
in greater need of resources. Resource is de?ned in this study largely in terms of ?nancial resources for district-level services.
1。BackgroundInequitable资源配置是一种普遍的probleminmany卫生系统。在全球范围内,健康需求多样化和要求重大财务、人力和其他资源。然而,这些资源限制在许多国家[33],从而形成一个分布式进退两难的局面对决策者。尽管这个问题带来的资源不足,无法underesti -交配,特别是在发展中国家,那里是一个普遍认为,在国家举行类似的经济,它不是站在一个国家花多少钱,而是如何度过其资源,deter-mines的健康状况,其人口[1]。证据,
fromboth发达国家和发展中国家的暗示不恰当的资源配置,很大程度上取决于不平等的健康。在澳大利亚,举个例子,虽然土著居民平均寿命为近20年来non-indigenous短于澳大利亚[2、3),Deeble和别人发现,总expen-ditures健康服务,每个人都notmuch高于澳大利亚土著人口的其余部分,比仅仅1.22:1[4]。在南非,
这个贫穷的健康状况的黑人比白人南非被认为是造成的历史性的失衡和不平等的资源配置体系今天,在观察红壤保健支出在南非在20世纪末的时候是在私营部门(40),主要受惠者是少数民族人口。在马达加斯加,Castro-Leal缪群。[5]的发现,最穷的20%的人口消耗12%的
公共医疗保健支出30%份额相比,总喜欢的富有20%。
要解决不平等的健康受到注意增加了近年来[6]. 这已经暴露出机制的公营医疗资源分配到更严厉。上述国家的压力下,政策制定者已经放弃了历史的融资模型被广泛地认为公正和开发明确的选择方案,得以在地区之间的不平等。一个问题仍未解决的更公平的资源分配任务,然而,正确的原则或套原则指导资源配置为桥梁存在的差距在股票。其中一个主要原因为小一致的学者对这一问题的不同结果如何解释术语“公平”任何一个可能解释道,股票仍是一个装有财宝;选择不同的定义,因此必然涉及到公平
使价值判断[7]. 常见的解释,包括'equal人均支出的公平平等的输入percapita”、“平等”、“平等”、“平等的使用要求平等需要的、平等健康”[8]。这些定义有其自身的利益和困境,并以测量和operationalisation.健康”的平等,例如,而饱受批评
是不现实的,给予了许多因素,包括确定变异的遗传背景和历史悠久的差距在访问thewide范围的资源,有助于确定健康的结果。虽然有些学者争论的终极目的,所有的定义,净值是平等的,其他健康[34]有建议的其他目标,比如平等权利的平等机会访问或平等需要[9]。访问,不过,这是一个多维的概念和极难衡量大多数工业国采取“平等”interpre-tation访问他们在努力实现公平分配
服务和资源10-12][…许多needs-based信息资源配置模式
在最近几十年被开发的基础上获得了平等的原则。最好的例子就是资源配置文件工作小组(RAWP)模型在1976年在英格兰。这个RAWP模型试图分配国家卫生服务系统之间的地理区域来获得资金的访问为平等机会均等(39)需要。asAustralia、新西兰等国家,加拿大和南非已经领先的方法,从RAWP形成了一套自己的needs-based系统的目的和类似的公平。一个needs-based模型也在赞比亚[13]而乌干达已经实施了扶贫资源分配改革类似needs-based资助[14]。然而,努力改善股权通过needs-based资金都集中在广阔的地域公平压倒一切的
如区域或省级股权。股票在次区域水平已经几乎忽略了在许多国家,创造了一种知识vacuumregarding re-distributed资源被当局这种缺乏关注权益的次区域水平可能深具意义的一般不平等减少健康。(2)。在加纳的资源配置.Ghana坐落在西方海岸ofAfrica多哥,东、西'lvoire寇特d、上
沃尔特和几内亚湾。这是一个低收入国家国民生产总值人均国民ofUS 320亿美元(42]. 超过40%的估计20.5万人口生活在贫困线以下。年轻的人口结构,显著的居民大约40%的15岁以下。农村居民大约占55%的
总数量。这个infantmortality率大约百分之六十的1000 2003年总体平均寿命为2002年出生时几乎是58年。公共部门的健康支出构成了大约占2.8%的国内生产总值(GDP)于2001年(41]。行政区划、加纳分为10个区域和110个区(图1)。政府已经在过去的几年里,发起了一个政策来创建一个额外的20-30区卫生资源配置和地区之间、地区在加纳已经低于公平。一般来说,在北部地区的国家而言,更被剥夺了获得医疗保健行业的人比南方…GhanaHealth服务(GHS率)的医生是1:16,201每个人口为例,在更大1:66,071相比,在加纳首都阿克拉地区北部地区(31)。在
个别地区、不平等盛行,经常与社区在偏远地区havingmuchmore有限的区域性保健服务。衔接关系尚未获得医疗保健是最主要的国家健康政策的目标。这是供奉
使命宣言卫生部声明:“TheMinistry ofHealthwillwork collaborationwith所有合作伙伴在医疗部门,以确保每一个个人、家庭、社区,充分了解健康的合理能够得到高质量的医疗和相关的干预”(30)对资源配置的卫生系统内的原则,旨在实现平等的accessgoal通过减少不平等之间
地理区域内,包括去除财政壁垒来存取服务的弱势的人口。资源分配决策过程是权力下放这位加纳医疗服务(GHS)使用资源分配的公式,对资源配置。刚开始的时候,GHS布置规划赛季的预算天花板RHAs区域卫生Adminis-trations(10)在这个国家这个量分配
在所有区域块地区。每个RHA使用自己的region-specific资源分配的公式,re-distribute这个总和的地区在中华人民共和国管辖的其他海域。它是基于这些分配(的计划)andbudget RHAs地区经营活动。计划和预算估计完成活动的地区都被RHA架子回到卫生部/ GHS总部审批经批准后,theMOHdisburses资金
直接向各通过RHA。在这一阶段的RHA不能改变什么已缴费个人区最近,对促进公平、卫生部已经采取的top-slicing ' GHS预算目标的四个地区最著名的加纳降低贫困剥夺Strat-egy(GPRS)文件,即;北、东北、西部和中部地区(31]. 使用不同的资源分配标准由10 regionsmeans equitymay进展到另一个地区不同的commit-ment取决于对促进公平与特定的标准和策略。迄今为止,还没有一个系统调查评价区域内的资源配置的程度股权的目标是先进的(或没有)通过这一过程该研究调查了在资源分配系统更是前所未见的高度和北部地区
加纳为了评估和比较公平的进展再分配的基金的大部分地区被剥夺了本研究的目的的定义
公平地体现在制作的使命,那就是平等的高质量的服务和inter-ventions被采纳。公平的资源分配来作为定义是平等的分配资源平等的需求或相关专业。因为强有力的关联和社会经济的健康状况dis-advantage在加纳,健康的需要采用相对剥夺或不利的地位。水平较高的地区被认为是被剥夺
在更大的需要的资源。在这项研究中,资源的定义是主要的金融资源为区级服务。

高中英语微型课说课稿

高中英语微型课说课稿
　　微型课，从内容上来说少，一般只安排一个知识点的.讲授，从时间来说，因为没有学生的真正参与，期间学生答疑或活动的时间是节约下来的，所以15-20分钟是足够了。以下是我整理的高中英语微型课说课稿，欢迎阅读！

　　Good morning, ladies and gentlemen. Today，It’s my great honor to be here sharing my lesson with you. My topic is Intonation , taken from Unit 4 Section A BookⅡ. My speech is made up of five parts.
　　Part Ⅰ: At first, let me analyze the teaching Material and the Ss：
　　1. This is an important phonetics lesson in this book. In this lesson, the Ss should master rising tone and falling tone. It is related tightly to their daily life. If the Ss can learn it well, it will be helpful for them to master the authentic English.
　　2. Generally speaking, students feel it boring to learn English Phonetics. So when designing the lesson, I should try to set some interesting language situations and hold some competition to encourage them to speak English loudly in the class.
　　Part Ⅱ: After the above analysis, I set the following teaching aims:
　　1. Knowledge Aim is to let students consolidate words about sports and master rising tone and falling tone.
　　2. Ability Aim is to improve the Ss’ listening abilities, oral English and communicative competence.
　　3. Emotional Aim is to encourage the Ss to love doing sports.
　　4 .Teaching important point and difficult point is to make the sportmaster rules in sentence intonation and use them correctly in daily life.
　　Part Ⅲ: The teaching methods and learning methods
　　Considering the specialties of the vocational students and intonation, I will adopt “scene — activity” teaching method , Task-based Language Teaching method (任务教学法) and CAI (电脑辅助教学).
　　Part Ⅳ: Teaching procedures
　　At the beginning of the lesson, I divide the whole class into four groups. Everyone can get stars by answering questions correctly or finishing tasks quickly. The group which gets the most stars will get a secret prize at the end of class.
　　Step 1 Lead-in ( 2 min) 微型课上课部分
　　T: At first, I’ll let’s enjoy a video and then ask them a question: “What are they doing in the video?”.
　　Ss: “skipping rope” (they use the falling tone).
　　T: “skipping rope? Are you sure?” (I use the rising tone)
　　T: Sometimes we can read the words in different way.
　　The purpose of my design is as follows: In this way, students can know sth. about rising tone and falling tone. The video is about Ss their selves. So it can attract the Ss’ attention and arouse their interest to talk about their ideas. So I can lead in the next step naturally.
　　Step 2 2 A: Listen and imitate ( 10 min) 微型课上课部分
　　Task 1: Group competition 难度：easy for everybody to practice
　　1. Listening those words, the students try to get the chance to read the four words in rising tone and falling tone. If she/he read quickly and correctly, she’ll get a star and his/her group will got a star too.
　　幻灯片：单词升降调：从单词重读音节开始
　　running swimming football badminton running swimming football badminton
　　2. Check the number of stars with the whole class and cheer for the
　　winner group in the task.
　　The purpose of my design is as follows: This task is easy for every student to learn the intonation. Group competition can consolidate the
　　intonation. Evaluation in time is effective to encourage students to go on the following studying.
　　Step 3 2 B: Listen and practice ( 12 min)
　　Task 2: Analyze rules in sentence Intonation 难度：a little difficult
　　1. Listen and imitate: Group competition
　　After having learnt word intonation, I’ll let Ss go on to learn sentence
　　intonation. Let the Ss listen to six sentences in 2B and imitate them. Pay attention to pronunciation and intonation. 2. Think and speak: Pair works
　　Let Ss think: “Can English sentences be read in different tone?” “Show some examples! Please!” （If it’s necessary, the teacher show an example by using the slide.）
　　B: Beautiful? I
　　There are some rules in sentence intonation. Let’s l analyze what rules there are?
　　3. Pair works: Practice and competition
　　Show the students some dialogues, and ask students act out these
　　dialogues in pairs. If they act the dialogues well and correctly, they’ll get a star, and their group will get a star too.
　　4. Check the number of stars with the whole class and cheer for the
　　winner group in this task.
　　The purpose of my design is as follows: It is much easier for the Ss to learn the intonation by using CAI. Because CAI can provide a real situation with its sound and pictures and it can make the relationships between the Ss better.
　　Pair works can consolidate the intonation and cultivate the Ss’
　　communicative competence.
　　Step 4 2C: Listen and mark ( 8 min)
　　Discuss and Mark: Pair works
　　We have learnt so much about intonation. Now, let’s check how much we have mastered? Discuss in groups about the five small dialogues in 2C, and then try to mark the intonation. After listening to the five small dialogues in 2C, the Ss are asked to check the answers together. The teacher corrects the wrong and tells the Ss the reason why it is wrong?
　　The purpose of my design is to arouse the Ss’ interest to express their ideas about intonation. Group works can help each other to consolidate intonation knowledge in this lesson.
　　Step 5 Having fun: Chant (4 min)
　　1. After the students have mastered five small dialogues about sports.
　　Now, I will let the Ss enjoy some pictures about sports and ask students, “what are they doing?”
　　2. Play the CD and ask the Students to imitate first. Then encourage them to chant together to the music.
　　The purpose of my design is to make the Ss relax and enjoy the rhythm. At the same time, the activity helps them to consolidate some sports words and dialogues that they have learnt in this section.
　　Step 6 Having fun: English saying (3 min) Individual work
　　1. Tell the students that doing sports is good for them and try to remember the four famous English sayings about sports.
　　2. Match the English sayings with Chinese meaning correctly.
　　3. Practice these sayings as quickly as possible, as clearly as possible, as loudly as possible by imitate the pronunciation way of Li Yang Crazily Speak English.
　　The purpose of my design is as follows: This activity can arouse Ss’ interest in learning and enrich their knowledge. It’s also a good chance to make Ss realize the importance of doing sports.
　　Step 7 Self-evaluation and Homework (1 min)
　　1． Self-evaluation:
　　winner. Here is your gift!
　　2． Homework:
　　Recite the chant.
　　Review the intonation that learnt in this lesson.
　　Preview the next lesson
　　The purpose of my design is as follows: It’s important that the Ss should speak English as much as they can in class or after class. The last summary can make the Ss keep the zeal for learning English all the time.
　　Step 8: Blackboard design
　　Intonation rising tone skipping ropeAre you sure? falling tone skipping rope Part Ⅴ: Teaching predictions
　　In this lesson, I mainly adopt the Task-Based Learning Method, and “scene - activity” teaching method.
　　1. Group competition and activities can arouse the Ss learning motivation and interest.
　　2. It ’s difficult for students to use the rules in sentence intonation correctly in the daily life.
;

dialogues什么意思

dialogues
n.对话( dialogue的名词复数 ); （文学、戏剧、电影等中的）对话; 对白; 意见分歧者之间的意见交换;
例句:
1.
And diplomats in beijing put little faith in the dialogues.
西方驻京外交官对于此类对话几乎毫无信心可言。
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欲求苏格拉底＼亚里士多德＼柏拉图的个人英文介绍

Details about Socrates are derived from three contemporary sources: the dialogues of Plato, the plays of Aristophanes, and the dialogues of Xenophon. Aristotle was a youth when Socrates died. There is no evidence that Socrates wrote anything himself.
Aristophanes' play The Clouds portrays Socrates as a clown who teaches his students how to bamboozle their way out of debt. Most of Aristophanes' works, however, function as parodies. Thus one should not take his portrayal of Socrates at face value.
According to Plato, Socrates' father was Sophroniscus and his mother Phaenarete, a midwife. Socrates married Xanthippe, who was much younger than her husband. She bore him three sons, Lamprocles, Sophroniscus and Menexenus. Socrates was executed when the boys were all quite young. His friend Crito critized him for abandoning his sons when he refused to try to escape before his execution.
It is unclear how Socrates earned a living. According to Timon of Phlius and later sources, Socrates took over the profession of stonemasonry from his father. But no earlier sources corroborate this story. Plato pictures Socrates loitering around schoolyards looking for children to befriend. According to Xenophon's Symposium, Socrates is reported as saying he devotes himself only to what he regards as the most important art or occupation: discussing philosophy. Aristophanes portrays Socrates as accepting payment for teaching and running a sophist school with Chaerephon, in The Clouds, while in Plato's Apology and Symposium and in Xenophon's accounts, Socrates explicitly denies accepting payment for teaching. More specifically, in the Apology Socrates cites his poverty as proof that he is not a teacher.
Several of Plato's dialogues refer to Socrates' military service. Socrates says he served in the Athenian army during three campaigns: at Potidaea, Amphipolis, and Delium. In the Symposium Alcibiades describes Socrates' valour in the battles of Potidaea and Delium, recounting how Socrates saved his life in the former battle (219e-221b). Socrates' exceptional service at Delium is also mentioned in the Laches, by the general the dialogue is named after (181b). In the Apology Socrates compares his military service to his courtroom troubles, and says that anyone on the jury who thinks he ought to retreat from philosophy must also think that soldiers should retreat when it looks like they will be killed in battle.
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亚里士多德
Aristotle was born in Stageira (Greek: ∑τ?γειρα)in Chalcidice. His parents were Phaestis and Nicomachus, who became physician to King Amyntas of Macedon. Aristotle was educated as a member of the aristocracy. At about the age of eighteen, he went to Athens to continue his education at Plato's Academy. Aristotle remained at the Academy for nearly twenty years, not leaving until after Plato's death in 347 BC. He then traveled with Xenocrates to the court of Hermias of Atarneus in Asia Minor. While in Asia, Aristotle traveled with Theophrastus to the island of Lesbos, where together they researched the botany and zoology of the island. Aristotle married Hermias' daughter (or niece) Pythias. She bore him a daughter, whom they named after his wife, Pythias. Soon after Hermias' death, Aristotle was invited by Philip of Macedon to become tutor to Alexander the Great.
After spending several years tutoring the young Alexander, Aristotle returned to Athens. By 335 BC, he established his own school there, the Lyceum. Aristotle directed courses at the Lyceum for the next twelve years. While in Athens, his wife Pythias died. Aristotle soon became involved with Herpyllis of Stagira, who bore him a son whom he named after his father, Nicomachus.
It is during this time in Athens that Aristotle is thought to have composed many of his works. Although Aristotle wrote dialogues, only fragments of these have survived. The works that have survived are in treatise form and, for the most part, were not meant for widespread publication. These are generally thought to be lecture notes or texts used by his students. Among the most important are Physics, Metaphysics (or Ontology), Nicomachean Ethics, Politics, De Anima (On the Soul) and Poetics. These works, although connected in many fundamental ways, differ significantly in both style and substance.
Aristotle not only studied almost every subject possible at the time, but made significant contributions to most of them. In science, Aristotle studied anatomy, astronomy, economics, embryology, geography, geology, meteorology, physics, and zoology. In philosophy, Aristotle wrote on aesthetics, ethics, government, metaphysics, politics, psychology, rhetoric and theology. He also dealt with education, foreign customs, literature and poetry. His combined works practically constitute an encyclopedia of Greek knowledge. It has been remarked that Aristotle was likely the last person to know everything there was to be known in his own time.[1]
Upon Alexander's death in 323 BC, anti-Macedonian feelings in Athens once again flared. Eurymedon the hierophant denounced Aristotle, claiming he did not hold the gods in honor. Aristotle fled the city to his mother's family estate in Chalcis, explaining, "I will not allow the Athenians to sin twice against philosophy."[2] However, he died there of natural causes within the year. Aristotle left a will, which has been preserved, in which he asked to be buried next to his wife.
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Early life
Main article: Early life of Plato
Birth and family
The exact birthdate of Plato is unknown. Based on ancient sources, most modern scholars estimate that he was born in Athens or Aegina[b] between 428 and 427 b.c.e.[a] His father was Ariston. According to a disputed tradition, reported by Diogenes Laertius, Ariston traced his descent from the king of Athens, Codrus, and the king of Messenia, Melanthus.[3] Plato's mother was Perictione, whose family boasted of a relationship with the famous Athenian lawmaker and lyric poet Solon.[4] Perictione was sister of Charmides and Critias, both prominent figures of the Thirty Tyrants, the brief oligarchic regime, which followed on the collapse of Athens at the end of the Peloponnesian war (404-403 b.c.e.).[5] Besides Plato himself, Ariston and Perictione had three other children; these were two sons, Adeimantus and Glaucon, and a daughter Potone, the mother of Speusippus (the nephew and successor of Plato as head of his philosophical Academy).[5] According to the Republic, Adeimantus and Glaucon were older than Plato.[6] Nevertheless, in his Memorabilia, Xenophon presents Glaucon as younger than Plato.[7]
According to certain fabulous reports of ancient writers, Plato' s mother became pregnant through a virginal conception: Ariston tried to force his attentions on Perictione, but failed of his purpose; then the ancient Greek god Apollo appeared to him in a vision, and, as a result of it, Ariston left Perictione unmolested.[8] Another legend related that, while he was sleeping as an infant, bees had settled on the lips of Plato; an augury of the sweetness of style in which he would discourse philosophy.[9]
Ariston appears to have died in Plato's childhood, although the precise dating of his death is difficult.[10] Perictione then married Pyrilampes, her mother's brother,[11] who had served many times as an ambassador to the Persian court and was a friend of Pericles, the leader of the democratic faction in Athens.[12] Pyrilampes had a son from a previous marriage, Demus, who was famous for his beauty.[13] Perictione gave birth to Pyrilampes' second son, Antiphon, the half-brother of Plato, who appears in Parmenides.[14]
In contrast to his reticence about himself, Plato used to introduce his distinguished relatives into his dialogues, or to mention them with some precision: Charmides has one named after him; Critias speaks in both Charmides and Protagoras; Adeimantus and Glaucon take prominent parts in the Republic.[15] From these and other references one can reconstruct his family tree, and this suggests a considerable amount of family pride. According to Burnet, "the opening scene of the Charmides is a glorification of the whole [family] connection ... Plato's dialogues are not only a memorial to Socrates, but also the happier days of his own family".[16]
Name
According to Diogenes Laertius, the philosopher was named Aristocles after his grandfather, but his wrestling coach, Ariston of Argos, dubbed him "Platon", meaning "broad" on account of his robust figure.[17] According to the sources mentioned by Diogenes (all dating from the Alexandrian period), Plato derived his name from the breadth (platutês) of his eloquence, or else because he was very wide (platus) across the forehead.[18] In the 21st century some scholars disputed Diogenes, and argued that the legend about his name being Aristocles originated in the Hellenistic age.[c]
Education
Apuleius informs us that Speusippus praised Plato's quickness of mind and modesty as a boy, and the "first fruits of his youth infused with hard work and love of study".[19] Plato must have been instructed in grammar, music, and gymnastics by the most distinguished teachers of his time.[20] Dicaearchus went so far as to say that Plato wrestled at the Isthmian games.[21] Plato had also attended courses of philosophy; before meeting Socrates, he first became acquainted with Cratylus (a disciple of Heraclitus, a prominent pre-Socratic Greek philosopher) and the Heraclitean doctrines.[22]
Later life
Plato may have traveled in Italy, Sicily, Egypt and Cyrene. Said to have returned to Athens at the age of forty, Plato founded one of the earliest known organized schools in Western Civilization on a plot of land in the Grove of Hecademus or Academus. The Academy was "a large enclosure of ground which was once the property of a citizen at Athens named Academus... some, however, say that it received its name from an ancient hero" (Robinson, Arch. Graec. I i 16), and it operated until 529 AD, when it was closed by Justinian I of Byzantium, who saw it as a threat to the propagation of Christianity. Many intellectuals were schooled in the Academy, the most prominent one being Aristotle.
苏格拉底
Details about Socrates are derived from three contemporary sources: the dialogues of Plato, the plays of Aristophanes, and the dialogues of Xenophon. Aristotle was a youth when Socrates died. There is no evidence that Socrates wrote anything himself.
Aristophanes' play The Clouds portrays Socrates as a clown who teaches his students how to bamboozle their way out of debt. Most of Aristophanes' works, however, function as parodies. Thus one should not take his portrayal of Socrates at face value.
According to Plato, Socrates' father was Sophroniscus and his mother Phaenarete, a midwife. Socrates married Xanthippe, who was much younger than her husband. She bore him three sons, Lamprocles, Sophroniscus and Menexenus. Socrates was executed when the boys were all quite young. His friend Crito critized him for abandoning his sons when he refused to try to escape before his execution.
It is unclear how Socrates earned a living. According to Timon of Phlius and later sources, Socrates took over the profession of stonemasonry from his father. But no earlier sources corroborate this story. Plato pictures Socrates loitering around schoolyards looking for children to befriend. According to Xenophon's Symposium, Socrates is reported as saying he devotes himself only to what he regards as the most important art or occupation: discussing philosophy. Aristophanes portrays Socrates as accepting payment for teaching and running a sophist school with Chaerephon, in The Clouds, while in Plato's Apology and Symposium and in Xenophon's accounts, Socrates explicitly denies accepting payment for teaching. More specifically, in the Apology Socrates cites his poverty as proof that he is not a teacher.
Several of Plato's dialogues refer to Socrates' military service. Socrates says he served in the Athenian army during three campaigns: at Potidaea, Amphipolis, and Delium. In the Symposium Alcibiades describes Socrates' valour in the battles of Potidaea and Delium, recounting how Socrates saved his life in the former battle (219e-221b). Socrates' exceptional service at Delium is also mentioned in the Laches, by the general the dialogue is named after (181b). In the Apology Socrates compares his military service to his courtroom troubles, and says that anyone on the jury who thinks he ought to retreat from philosophy must also think that soldiers should retreat when it looks like they will be killed in battle.
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亚里士多德
Aristotle was born in Stageira (Greek: ∑τ?γειρα)in Chalcidice. His parents were Phaestis and Nicomachus, who became physician to King Amyntas of Macedon. Aristotle was educated as a member of the aristocracy. At about the age of eighteen, he went to Athens to continue his education at Plato's Academy. Aristotle remained at the Academy for nearly twenty years, not leaving until after Plato's death in 347 BC. He then traveled with Xenocrates to the court of Hermias of Atarneus in Asia Minor. While in Asia, Aristotle traveled with Theophrastus to the island of Lesbos, where together they researched the botany and zoology of the island. Aristotle married Hermias' daughter (or niece) Pythias. She bore him a daughter, whom they named after his wife, Pythias. Soon after Hermias' death, Aristotle was invited by Philip of Macedon to become tutor to Alexander the Great.
After spending several years tutoring the young Alexander, Aristotle returned to Athens. By 335 BC, he established his own school there, the Lyceum. Aristotle directed courses at the Lyceum for the next twelve years. While in Athens, his wife Pythias died. Aristotle soon became involved with Herpyllis of Stagira, who bore him a son whom he named after his father, Nicomachus.
It is during this time in Athens that Aristotle is thought to have composed many of his works. Although Aristotle wrote dialogues, only fragments of these have survived. The works that have survived are in treatise form and, for the most part, were not meant for widespread publication. These are generally thought to be lecture notes or texts used by his students. Among the most important are Physics, Metaphysics (or Ontology), Nicomachean Ethics, Politics, De Anima (On the Soul) and Poetics. These works, although connected in many fundamental ways, differ significantly in both style and substance.
Aristotle not only studied almost every subject possible at the time, but made significant contributions to most of them. In science, Aristotle studied anatomy, astronomy, economics, embryology, geography, geology, meteorology, physics, and zoology. In philosophy, Aristotle wrote on aesthetics, ethics, government, metaphysics, politics, psychology, rhetoric and theology. He also dealt with education, foreign customs, literature and poetry. His combined works practically constitute an encyclopedia of Greek knowledge. It has been remarked that Aristotle was likely the last person to know everything there was to be known in his own time.[1]
Upon Alexander's death in 323 BC, anti-Macedonian feelings in Athens once again flared. Eurymedon the hierophant denounced Aristotle, claiming he did not hold the gods in honor. Aristotle fled the city to his mother's family estate in Chalcis, explaining, "I will not allow the Athenians to sin twice against philosophy."[2] However, he died there of natural causes within the year. Aristotle left a will, which has been preserved, in which he asked to be buried next to his wife.
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柏拉图
Early life
Main article: Early life of Plato
Birth and family
The exact birthdate of Plato is unknown. Based on ancient sources, most modern scholars estimate that he was born in Athens or Aegina[b] between 428 and 427 b.c.e.[a] His father was Ariston. According to a disputed tradition, reported by Diogenes Laertius, Ariston traced his descent from the king of Athens, Codrus, and the king of Messenia, Melanthus.[3] Plato's mother was Perictione, whose family boasted of a relationship with the famous Athenian lawmaker and lyric poet Solon.[4] Perictione was sister of Charmides and Critias, both prominent figures of the Thirty Tyrants, the brief oligarchic regime, which followed on the collapse of Athens at the end of the Peloponnesian war (404-403 b.c.e.).[5] Besides Plato himself, Ariston and Perictione had three other children; these were two sons, Adeimantus and Glaucon, and a daughter Potone, the mother of Speusippus (the nephew and successor of Plato as head of his philosophical Academy).[5] According to the Republic, Adeimantus and Glaucon were older than Plato.[6] Nevertheless, in his Memorabilia, Xenophon presents Glaucon as younger than Plato.[7]
According to certain fabulous reports of ancient writers, Plato' s mother became pregnant through a virginal conception: Ariston tried to force his attentions on Perictione, but failed of his purpose; then the ancient Greek god Apollo appeared to him in a vision, and, as a result of it, Ariston left Perictione unmolested.[8] Another legend related that, while he was sleeping as an infant, bees had settled on the lips of Plato; an augury of the sweetness of style in which he would discourse philosophy.[9]
Ariston appears to have died in Plato's childhood, although the precise dating of his death is difficult.[10] Perictione then married Pyrilampes, her mother's brother,[11] who had served many times as an ambassador to the Persian court and was a friend of Pericles, the leader of the democratic faction in Athens.[12] Pyrilampes had a son from a previous marriage, Demus, who was famous for his beauty.[13] Perictione gave birth to Pyrilampes' second son, Antiphon, the half-brother of Plato, who appears in Parmenides.[14]
In contrast to his reticence about himself, Plato used to introduce his distinguished relatives into his dialogues, or to mention them with some precision: Charmides has one named after him; Critias speaks in both Charmides and Protagoras; Adeimantus and Glaucon take prominent parts in the Republic.[15] From these and other references one can reconstruct his family tree, and this suggests a considerable amount of family pride. According to Burnet, "the opening scene of the Charmides is a glorification of the whole [family] connection ... Plato's dialogues are not only a memorial to Socrates, but also the happier days of his own family".[16]
Name
According to Diogenes Laertius, the philosopher was named Aristocles after his grandfather, but his wrestling coach, Ariston of Argos, dubbed him "Platon", meaning "broad" on account of his robust figure.[17] According to the sources mentioned by Diogenes (all dating from the Alexandrian period), Plato derived his name from the breadth (platutês) of his eloquence, or else because he was very wide (platus) across the forehead.[18] In the 21st century some scholars disputed Diogenes, and argued that the legend about his name being Aristocles originated in the Hellenistic age.[c]
Education
Apuleius informs us that Speusippus praised Plato's quickness of mind and modesty as a boy, and the "first fruits of his youth infused with hard work and love of study".[19] Plato must have been instructed in grammar, music, and gymnastics by the most distinguished teachers of his time.[20] Dicaearchus went so far as to say that Plato wrestled at the Isthmian games.[21] Plato had also attended courses of philosophy; before meeting Socrates, he first became acquainted with Cratylus (a disciple of Heraclitus, a prominent pre-Socratic Greek philosopher) and the Heraclitean doctrines.[22]
Later life
Plato may have traveled in Italy, Sicily, Egypt and Cyrene. Said to have returned to Athens at the age of forty, Plato founded one of the earliest known organized schools in Western Civilization on a plot of land in the Grove of Hecademus or Academus. The Academy was "a large enclosure of ground which was once the property of a citizen at Athens named Academus... some, however, say that it received its name from an ancient hero" (Robinson, Arch. Graec. I i 16), and it operated until 529 AD, when it was closed by Justinian I of Byzantium, who saw it as a threat to the propagation of Christianity. Many intellectuals were schooled in the Academy, the most prominent one being Aristotle.

莎士比亚简介（英文版）

WILLIAM SHAKESPEARE (1564-1616), English poet, player and playwright, was baptized in the parish church of Stratford upon-Avon in Warwickshire on the 26th of April 1564. The exact date of his birth is not known. Two. 18th-century antiquaries, William Oldys and Joseph Greene, gave it as April 23, but without quoting authority for their statements, and the fact that April 23 was the day of Shakespeare's death in 1616 suggests a possible source of error. In any case his birthday cannot have been later than April 23, since the inscription upon his monument is evidence that on April 23, 1616, he had already begun his fifty-third year. His father, John Shakespeare, was a burgess of the recently constituted corporation of Stratford, and had already filled certain minor municipal offices. From 1561 to 1563 he had been one of the two chamberlains to whom the finance of the town was entrusted. By occupation he was a glover, but he also appears to have dealt from time to time in various kinds of agricultural produce, such as barley, timber and wool. Aubrey (Lives, 1680) spoke of him as a butcher, and it is quite possible that he bred and even killed the calves whose skins he manipulated. He is sometimes described in formal documents as a yeoman, and it is highly probable that he combined a certain amount of farming with the practice of his trade. He was living in Stratford as early as 1552, in which year he was fined for having a dunghill in Henley Street, but he does not appear to have been a native of the town, in whose records the name is not found before his time; and he may reasonably be identified with the John Shakespeare of Snitterfield, who administered the goods of his father, Richard Shakespeare, in 1561. Snitterfield is a village in the immediate neighbourhood of Stratford, and here Richard Shakespeare had been settled as a farmer since 1529. It is possible that John Shakespeare carried on the farm for some time after his father's death, and that by 1570 he had also acquired a small holding called Ingon in Hampton Lucy, the next village to Snitterfield. But both of these seem to have passed subsequently to his brother Henry, who was buried at Snitterfield in 1596. There was also at Snitterfield a Thomas Shakespeare and an Anthony Shakespeare, who afterwards moved to Hampton Corley; and these may have been of the same family. A John Shakespeare, who dwelt at Clifford Chambers, another village close to Stratford, is clearly distinct. Strenuous efforts have been made to trace Shakespeare's genealogy beyond Richard of Snitterfield, but so far without success. Certain drafts of heraldic exemplifications of the Shakespeare arms speak, in one case of John Shakespeare's grandfather, in another of his great-grandfather, as having been rewarded with lands and tenements in Warwickshire for service to Henry VII. No such grants, however, have been traced, and even in the 16th-century statements as to " antiquity and service " in heraldic preambles were looked upon with suspicion.
The name Shakespeare is extremely widespread, and is spelt in an astonishing variety of ways. That of John Shakespeare occurs 166 times in the Council Book of the Stratford corporation, and appears to take 16 different forms. The verdict, not altogether unanimous, of competent palaeographers is to the effect that Shakespeare himself, in the extant examples of his signature, always wrote " Shakspere." In the printed signatures to the dedications of his poems, on the title-pages of nearly all the contemporary editions of his plays that bear his name, and in many formal documents it appears as Shakespeare.
This may be in part due to the martial derivation which the poet's literary contemporaries were fond of assigning to his name, and which is acknowledged in the arms that he bore. The forms in use at Stratford, however, such as Shaxpeare, by far the commonest, suggest a short pronunciation of the first syllable, and thus tend to support Dr Henry Bradley's derivation from the Anglo-Saxon personal name, Seaxberht. It is interesting, and even amusing, to record that in 1487 Hugh Shakspere of Merton College, Oxford, changed his name to Sawndare, because his former name vile reputatum est. The earliest record of a Shakespeare that has yet been traced is in 12 4 8 at Clapton in Gloucestershire, about seven miles from Stratford. The name also occurs during the 13th century in Kent, Essex and Surrey, and during the 14th in Cumberland, Yorkshire, Nottinghamshire, Essex, Warwickshire and as far away as Youghal in Ireland. Thereafter it is found in London and most of the English counties, particularly those of the midlands; and nowhere more freely than in Warwickshire. There were Shakespeares in Warwick and in Coventry, as well as around Stratford; and the clan appears to have been very numerous in a group of villages about twelve miles north of Stratford, which includes Baddesley Clinton, Wroxall, Rowington, Haseley, Hatton, Lapworth, Packwood, Balsall and Knowle. William was in common use as a personal name, and Williams from more than one other family have from time to time been confounded with the dramatist. Many Shakespeares are upon the register of the gild of St Anne at Knowle from about 1457 to about 1526. Amongst these were Isabella Shakespeare, prioress of the Benedictine convent of Wroxall, and Jane Shakespeare, a nun of the same convent. Shakespeares are also found as tenants on the manors belonging to the convent, and at the time of the Dissolution in 1534 one Richard Shakespeare was its bailiff and collector of rents. Conjectural attempts have been made on the one hand to connect the ancestors of this Richard Shakespeare with a family of the same name who held land by military tenure at Baddesley Clinton in the 14th and 15th centuries, and on the other to identify him with the poet's grandfather, Richard Shakespeare of Snitterfield. But Shakespeares are to be traced at Wroxall nearly as far back as at Baddesley Clinton, and there is no reason to suppose that Richard the bailiff, who was certainly still a tenant of Wroxall in 1556, had also since 1529 been farming land ten miles off at Snitterfield.
With the breaking of this link, the hope of giving Shakespeare anything more than a grandfather on the father's side must be laid aside for the present. On the mother's side he was connected with a family of some distinction. Part at least of Richard Shakespeare's land at Snitterfield was held from Robert Arden of Wilmcote in the adjoining parish of Aston Cantlow, a cadet of the Ardens of Parkhall, who counted amongst the leading gentry of Warwickshire. Robert Arden married his second wife, Agnes Hill, formerly Webbe, in 1548, and had then no less than eight daughters by his first wife. To the youngest of these, Mary Arden, he left in 1556 a freehold in Aston Cantlow consisting of a farm of about fifty or sixty acres in extent, known as Asbies. At some date later than November 1556, and probably before the end of 1557, Mary Arden became the wife of John Shakespeare. In October 1556 John Shakespeare had bought two freehold houses, one in Greenhill Street, the other in Henley Street. The latter, known as the wool shop, was the easternmost of the two tenements now combined in the so-called Shakespeare's birthplace. The western tenement, the birthplace proper, was probably already in John Shakespeare's hands, as he seems to have been living in Henley Street in 1552. It has sometimes been thought to have been one of two houses which formed a later purchase in 1575, but there is no evidence that these were in Henley Street at all.
William Shakespeare was not the first child. A Joan was baptized in 1558 and a Margaret in 1562. The latter was buried in 1563 and the former must also have died young, although her burial is not recorded, as a second Joan was baptized in 1569. A Gilbert was baptized in 1566, an Anne in 1571, a Richard in 1 574 and an Edmund in 1580. Anne died in 1579; Edmund, who like his brother became an actor, in 2607; Richard in 1613. Tradition has it that one of Shakespeare's brothers used to visit London in the 17th century as quite an old man. If so, this can only have been Gilbert.
During the years that followed his marriage, John Shakespeare became prominent in Stratford life. In 1565 he was chosen as an alderman, and in 1568 he held the chief municipal office, that of high bailiff. This carried with it the dignity of justice of the peace. John Shakespeare seems to have assumed arms, and thenceforward was always entered in corporation documents as " Mr " Shakespeare, whereby he may be distinguished from another John Shakespeare, a " corviser " or shoemaker, who dwelt in Stratford about 1584-1592. In 1571 as an ex-bailiff he began another year of office as chief alderman.
One may think, therefore, of Shakespeare in his boyhood as the son of one of the leading citizens of a not unimportant. provincial market-town, with a vigorous life of its own, which in spite of the dunghills was probably not much unlike the life of a similar town to-day, and with constant reminders of its past in the shape of the stately buildings formerly belonging to its college and its gild, both of which had been suppressed at the Reformation. Stratford stands on the Avon, in the midst of an agricultural country, throughout which in those days enclosed orchards and meadows alternated with open fields for tillage, and not far from the wilder and wooded district known as the Forest of Arden. The middle ages had left it an heritage in the shape of a free grammar-school, and here it is natural to suppose that William Shakespeare obtained a sound enough education,' with a working knowledge of " Mantuan "2 and Ovid in the original, even though to such a thorough scholar as Ben Jonson it might seem no more than " small Latin and less Greek." In 1577, when Shakespeare was about thirteen, his father's fortunes began to take a turn for the worse. He became irregular in his contributions to town levies, and had to give a mortgage on his wife's property of Asbies as security for a loan from her brother-in-law, Edmund Lambert. Money was raised to pay this off, partly by the sale of a small interest in land at Snitterfield which had come to Mary Shakespeare from her sisters, partly perhaps by that of the Greenhill Street house and other property in Stratford outside Henley Street, none of which seems to have ever come into William Shakespeare's hands. Lambert, however, refused to surrender the mortgage on the plea of older debts, and an attempt to recover Asbies by litigation proved ineffectual. John Shakespeare's difficulties increased. An action for debt was sustained against him in the local court, but no personal property could be found on which to distrain. He had long ceased to attend the meetings of the corporation, and as a consequence he was removed in 1586 from the list of aldermen. In this state of domestic affairs it is not likely that Shakespeare's school life was unduly prolonged. The chances are that he was apprenticed to some local trade. Aubrey says that he killed calves for his father, and " would do it in a high style, and make a speech." Whatever his circumstances, they did not deter him at the early age of eighteen from the adventure of marriage. Rowe. recorded the name of Shakespeare's wife as Hathaway, and Joseph Greene succeeded in tracing her to a family of that name dwelling in Shottery, one of the hamlets of Stratford. Her monument gives her first name as Anne, and her age as sixty-seven in 1623. She must, therefore, have been about eight years older than Shakespeare. Various small trains of evidence point to her identification with the daughter Agnes mentioned in the will of a Richard Hathaway of Shottery, who died in 1581, being then in possession of the farm-house now known as " Anne Hathaway's Cottage." Agnes was legally a distinct name from Anne, but there can be no doubt that ordinary custom treated them as identical. The principal record of the It is worth noting that Walter Roche, who in 1558 became fellow of Corpus Christi College, Oxford, was master of the school in 1570-1572, so that its standard must have been good.
William Shakespeare was born in Stratford-upon-Avon, a small country town. Stratford was famous for its malting. The black plague killed in 1564 one out of seven of the town's 1,500 inhabitants. Shakespeare was the eldest son of Mary Arden, the daughter of a local landowner, and her husband, John Shakespeare (c. 1530-1601), a glover and wood dealer. John Aubrey (1626-1697) tells in Brief Lives that Shakespeare's father was a butcher and the young William exercised his father's trade, "but when he kill'd a Calfe he would do it in a high style, and make a speech." In 1568 John Shakespeare was made a mayor of Stratford and a justice of peace. His wool business failed in the 1570s, and in 1580 he was fined ?0?540, with other 140 men, for failing to find surety to keep the peace. There is not record that his fine was paid. Later the church commissioners reported of him and eight other men that they had failed to attend church "for fear of process for debt". The family's position was restored in the 1590s by earnings of William Shakespeare, and in 1596 he was awarded a coat of arms.
Very little is known about Shakespeare early life, and his later works have inspired a number of interpretations. T.S. Eliot wrote that "I would suggest that none of the plays of Shakespeare has a "meaning," although it would be equally false to say that a play of Shakespeare is meaningless." (from Selected Essays, new edition, 1960). Shakespeare is assumed to have been educated at Stratford Grammar School, and he may have spent the years 1580-82 as a teacher for the Roman Catholic Houghton family in Lancashire. When Shakespeare was 15, a woman from a nearby village drowned in the Avon. Her death was ruled accidental but it may have been a suicide. Later in Hamlet Shakespeare left open the question whether Ophelia died accidentally or by her own hand. At the age of 18, Shakespeare married a local girl, Anne Hathaway (died 1623), who was eight years older. Their first child, Susannah, was born within six months, and twins Hamnet and Judith were born in 1585. Hamnet, Shakespeare's only son, died in 1596, at the age of 11. It has often been suggested, that the lines in King John, beginning with "Grief fills the room of my absent child", reflects Shakespeare's grief.
William Shakespeare (baptised 26 April 1564; died 23 April 1616)[a] was an English poet and playwright, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist.[1] He is often called England's national poet and the "Bard of Avon".[2][b] His surviving works, including some collaborations, consist of about 38 plays,[c] 154 sonnets, two long narrative poems, and several other poems. His plays have been translated into every major living language and are performed more often than those of any other playwright.[3]
Shakespeare was born and raised in Stratford-upon-Avon. At the age of 18, he married Anne Hathaway, with whom he had three children: Susanna, and twins Hamnet and Judith. Between 1585 and 1592, he began a successful career in London as an actor, writer, and part owner of a playing company called the Lord Chamberlain's Men, later known as the King's Men. He appears to have retired to Stratford around 1613, where he died three years later. Few records of Shakespeare's private life survive, and there has been considerable speculation about such matters as his physical appearance, sexuality, religious beliefs, and whether the works attributed to him were written by others.[4]
Shakespeare produced most of his known work between 1589 and 1613.[5][d] His early plays were mainly comedies and histories, genres he raised to the peak of sophistication and artistry by the end of the sixteenth century. He then wrote mainly tragedies until about 1608, including Hamlet, King Lear, and Macbeth, considered some of the finest works in the English language. In his last phase, he wrote tragicomedies, also known as romances, and collaborated with other playwrights.
Many of his plays were published in editions of varying quality and accuracy during his lifetime. In 1623, two of his former theatrical colleagues published the First Folio, a collected edition of his dramatic works that included all but two of the plays now recognised as Shakespeare's.
Shakespeare was a respected poet and playwright in his own day, but his reputation did not rise to its present heights until the nineteenth century. The Romantics, in particular, acclaimed Shakespeare's genius, and the Victorians worshipped Shakespeare with a reverence that George Bernard Shaw called "bardolatry".[6] In the twentieth century, his work was repeatedly adopted and rediscovered by new movements in scholarship and performance. His plays remain highly popular today and are constantly studied, performed and reinterpreted in diverse cultural and political contexts throughout the world.
life's but a walking shadow,a poor player that struts and frets his hour upon the stage,and then is heard no more; it is tale told by an idiot,full of sound and fury,signifying nothing.
人生不过是一个行走的影子，一个在舞台上指手划脚的笨拙的怜人，登场片刻，便在无声无息中悄然退去，这是一个愚人所讲的故事，充满了喧哗和骚动，却一无所指。《麦克白》
爱情是情人的一滴眼泪.<

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莎士比亚说过：“当你说“我爱你”的时候一定要很小声，千万不要让天上的神听到，因为他们会很嫉妒的。”

Hamlet:To be, or not to be- that is the question:

Whether 'tis nobler in the mind to suffer

The slings and arrows of outrageous fortune

Or to take arms against a sea of troubles,

And by opposing end them. To die- to sleep-

No more; and by a sleep to say we end

The heartache, and the thousand natural shocks

That flesh is heir to. 'Tis a consummation

Devoutly to be wish'd. To die- to sleep.

To sleep- perchance to dream: ay, there's the rub!

For in that sleep of death what dreams may come

When we have shuffled off this mortal coil,

Must give us pause. There's the respect

That makes calamity of so long life.

For who would bear the whips and scorns of time,

Th' oppressor's wrong, the proud man's contumely,

The pangs of despis'd love, the law's delay,

The insolence of office, and the spurns

That patient merit of th' unworthy takes,

When he himself might his quietus make

With a bare bodkin? Who would these fardels bear,

To grunt and sweat under a weary life,

But that the dread of something after death-

The undiscover'd country, from whose bourn

No traveller returns- puzzles the will,

And makes us rather bear those ills we have

Than fly to others that we know not of?

Thus conscience does make cowards of us all,

And thus the native hue of resolution

Is sicklied o'er with the pale cast of thought,

And enterprises of great pith and moment

With this regard their currents turn awry

And lose the name of action.

哈: {自言自语}

生存或毁灭, 这是个必答之问题:

是否应默默的忍受坎苛命运之无情打击,

还是应与深如大海之无涯苦难奋然为敌,

并将其克服。

此二抉择, 就竟是哪个较崇高?

死即睡眠, 它不过如此!

倘若一眠能了结心灵之苦楚与肉体之百患,

那么, 此结局是可盼的!

死去, 睡去...

但在睡眠中可能有梦, 啊, 这就是个阻碍:

当我们摆脱了此垂死之皮囊,

在死之长眠中会有何梦来临?

它令我们踌躇,

使我们心甘情愿的承受长年之灾,

否则谁肯容忍人间之百般折磨,

如暴君之政、骄者之傲、失恋之痛、法章之慢、贪官之侮、或庸民之辱,

假如他能简单的一刃了之?

还有谁会肯去做牛做马, 终生疲於操劳,

默默的忍受其苦其难, 而不远走高飞, 飘於渺茫之境,

倘若他不是因恐惧身后之事而使他犹豫不前?

此境乃无人知晓之邦, 自古无返者。---哈姆雷特经典台词(中英文）

1. 脆弱啊，你的名字是女人！

2. To be or not to be，that's a question。（生存还是死亡，那是个问题。）

3. 放弃时间的人，时间也会放弃他。

4. 成功的骗子，不必再以说谎为生，因为被骗的人已经成为他的拥护者，我再说什么也是枉然。

5. 人们可支配自己的命运，若我们受制於人，那错不在命运，而在我们自己。

6 美满的爱情，使斗士紧绷的心情松弛下来。

7 太完美的爱情，伤心又伤身，身为江湖儿女，没那个闲工夫。

8 嫉妒的手足是谎言！

9 上帝是公平的，掌握命运的人永远站在天平的两端，被命运掌握的人仅仅只明白上帝赐给他命运！

10 一个骄傲的人，结果总是在骄傲里毁灭了自己。

11 爱是一种甜蜜的痛苦，真诚的爱情永不是一条平坦的道路的。

12 因为她生的美丽，所以被男人追求；因为她是女人，所以被男人俘获。

13 如果女性因为感情而嫉妒起来那是很可怕的。

14 不要只因一次挫败，就放弃你原来决心想达到的目的。

15 女人不具备笑傲情场的条件。

16 我承认天底下再没有比爱情的责罚更痛苦的，也没有比服侍它更快乐的事了。

17 新的火焰可以把旧的火焰扑灭，大的苦痛可以使小的苦痛减轻。

18 聪明人变成了痴愚，是一条最容易上钩的游鱼；因为他凭恃才高学广，看不见自己的狂妄。

19 愚人的蠢事算不得稀奇，聪明人的蠢事才叫人笑痛肚皮；因为他用全副的本领，证明他自己愚笨。

20 外观往往和事物的本身完全不符，世人都容易为表面的装饰所欺骗。

21 黑暗无论怎样悠长，白昼总会到来。

22 勤劳一天，可得一日安眠；勤奋一生，可永远长眠。

23 女人是被爱的，不是被了解的。

24 金子啊，,你是多么神奇。你可以使老的变成少的，丑的变成美的，黑的变成白的，错的变成对的……

25 目眩时更要旋转，自己痛不欲生的悲伤，以别人的悲伤，就能够治愈！

26 爱情就像是生长在悬崖上的一朵花，想要摘就必需要有勇气。

life's but a walking shadow,a poor player that struts and frets his hour upon the stage,and then is heard no more; it is tale told by an idiot,full of sound and fury,signifying nothing.

人生不过是一个行走的影子，一个在舞台上指手划脚的笨拙的怜人，登场片刻，便在无声无息中悄然退去，这是一个愚人所讲的故事，充满了喧哗和骚动，却一无所指。《麦克白》

Hamlet:To be, or not to be- that is the question:

Whether 'tis nobler in the mind to suffer

The slings and arrows of outrageous fortune

Or to take arms against a sea of troubles,

And by opposing end them. To die- to sleep-

No more; and by a sleep to say we end

The heartache, and the thousand natural shocks

That flesh is heir to. 'Tis a consummation

Devoutly to be wish'd. To die- to sleep.

To sleep- perchance to dream: ay, there's the rub!

For in that sleep of death what dreams may come

When we have shuffled off this mortal coil,

Must give us pause. There's the respect

That makes calamity of so long life.

For who would bear the whips and scorns of time,

Th' oppressor's wrong, the proud man's contumely,

The pangs of despis'd love, the law's delay,

The insolence of office, and the spurns

That patient merit of th' unworthy takes,

When he himself might his quietus make

With a bare bodkin? Who would these fardels bear,

To grunt and sweat under a weary life,

But that the dread of something after death-

The undiscover'd country, from whose bourn

No traveller returns- puzzles the will,

And makes us rather bear those ills we have

Than fly to others that we know not of?

Thus conscience does make cowards of us all,

And thus the native hue of resolution

Is sicklied o'er with the pale cast of thought,

And enterprises of great pith and moment

With this regard their currents turn awry

And lose the name of action.

哈: {自言自语}

生存或毁灭, 这是个必答之问题:

是否应默默的忍受坎苛命运之无情打击,

还是应与深如大海之无涯苦难奋然为敌,

并将其克服。

此二抉择, 就竟是哪个较崇高?

死即睡眠, 它不过如此!

倘若一眠能了结心灵之苦楚与肉体之百患,

那么, 此结局是可盼的!

死去, 睡去...

但在睡眠中可能有梦, 啊, 这就是个阻碍:

当我们摆脱了此垂死之皮囊,

在死之长眠中会有何梦来临?

它令我们踌躇,

使我们心甘情愿的承受长年之灾,

否则谁肯容忍人间之百般折磨,

如暴君之政、骄者之傲、失恋之痛、法章之慢、贪官之侮、或庸民之辱,

假如他能简单的一刃了之?

还有谁会肯去做牛做马, 终生疲於操劳,

默默的忍受其苦其难, 而不远走高飞, 飘於渺茫之境,

倘若他不是因恐惧身后之事而使他犹豫不前?

此境乃无人知晓之邦, 自古无返者。---哈姆雷特经典台词(中英文）

1. 脆弱啊，你的名字是女人！

2. To be or not to be，that's a question。（生存还是死亡，那是个问题。）

3. 放弃时间的人，时间也会放弃他。

4. 成功的骗子，不必再以说谎为生，因为被骗的人已经成为他的拥护者，我再说什么也是枉然。

5. 人们可支配自己的命运，若我们受制於人，那错不在命运，而在我们自己。

6 美满的爱情，使斗士紧绷的心情松弛下来。

7 太完美的爱情，伤心又伤身，身为江湖儿女，没那个闲工夫。

8 嫉妒的手足是谎言！

9 上帝是公平的，掌握命运的人永远站在天平的两端，被命运掌握的人仅仅只明白上帝赐给他命运！

10 一个骄傲的人，结果总是在骄傲里毁灭了自己。

11 爱是一种甜蜜的痛苦，真诚的爱情永不是一条平坦的道路的。

12 因为她生的美丽，所以被男人追求；因为她是女人，所以被男人俘获。

13 如果女性因为感情而嫉妒起来那是很可怕的。

14 不要只因一次挫败，就放弃你原来决心想达到的目的。

15 女人不具备笑傲情场的条件。

16 我承认天底下再没有比爱情的责罚更痛苦的，也没有比服侍它更快乐的事了。

17 新的火焰可以把旧的火焰扑灭，大的苦痛可以使小的苦痛减轻。

18 聪明人变成了痴愚，是一条最容易上钩的游鱼；因为他凭恃才高学广，看不见自己的狂妄。

19 愚人的蠢事算不得稀奇，聪明人的蠢事才叫人笑痛肚皮；因为他用全副的本领，证明他自己愚笨。

20 外观往往和事物的本身完全不符，世人都容易为表面的装饰所欺骗。

21 黑暗无论怎样悠长，白昼总会到来。

22 勤劳一天，可得一日安眠；勤奋一生，可永远长眠。

23 女人是被爱的，不是被了解的。

24 金子啊，,你是多么神奇。你可以使老的变成少的，丑的变成美的，黑的变成白的，错的变成对的……

25 目眩时更要旋转，自己痛不欲生的悲伤，以别人的悲伤，就能够治愈！

26 爱情就像是生长在悬崖上的一朵花，想要摘就必需要有勇气

简介：

William Shakespeare (1564-1616), the foremost writer, prominent dramatist and poet in the European Renaissance. He created a large number of popular literary works, occupies a special position in the history of European literature, has been hailed as "Olympus Zeus in human literature." He is also known as the four great tragedies of ancient Greece, Aeschylus, Sophocles and Euripides.

威廉·莎士比亚（William Shakespeare，1564－1616年），欧洲文艺复兴时期英国最重要的作家，杰出的戏剧家和诗人。他创作了大量脍炙人口的文学作品，在欧洲文学史上占有特殊的地位，被喻为“人类文学奥林匹斯山上的宙斯”。 他亦跟古希腊三大悲剧家埃斯库罗斯（Aeschylus）、索福克里斯（Sophocles）及欧里庇得斯（Euripides），合称为戏剧史上四大悲剧家。

趣闻：莎士比亚的女儿不识字

Two of the three Shakespeare children survived, namely Susannah and Judith. Sister looks barely able to sign their name, but Judith really can only use the pen as a marker painted painting. At that time, however, literacy skills were applied to specialized areas such as trade and most of them were male and female. Shakespeare's age does not value women's level of knowledge.

莎翁夫妇的三个孩子中，两个活了下来，也就是Susannah和Judith。大姐貌似可以勉强签下自己的名字，但 Judith 真的只能拿笔做做标记涂涂画画了。但在那个时期，读写能力是项运用于特定贸易等专业领域的技术，大多数传男不传女。莎士比亚的年代并不重视女性的知识水平。

作品梗概：《哈姆雷特》

Danish prince Hamlet suddenly took his father's death message while attending the University of Wuedenburg in Germany. After returning to his motherland, he encountered successively the succession of his uncle Claudius and the series of incidents that his uncle and mother, Jottulud, got rushed to marry one month after their father's funeral. This makes Hamlet full of doubts and dissatisfaction. Immediately after Horatio and Bonnetton stood there, the ghost of his father Hamlet was revealed, stating that he had been poisoned by Claudius and asked Hamlet to avenge himself. Subsequently, Hamlet use crazy to cover themselves and through the "play in the game" confirmed his uncle is indeed killing the enemy. Claudius tried to get rid of Hamlet by the King by mistakenly killing the beloved Ophelia's father, Polonnes, but Hamlet escaped to Denmark but learned that Ophelia committed suicide and had to accept it Duel with his brother Leo Tertis. Hamlet's mother, Jottulud, ducked in for poisoning Claudius for poisoned alcohol prepared by Hamlet, and both Hamlet and Leometis were among the poisoned swords, knowing that the poisoned Hamlet was killed before his death Claudius dies and exhorts a friend Horatio to tell his story later.

丹麦王子哈姆雷特在德国威登堡大学就读时突然接到父亲的死讯，回国奔丧时接连遇到了叔父克劳狄斯即位和叔父与母亲乔特鲁德在父亲葬礼后一个月匆忙结婚的一连串事变，这使哈姆雷特充满了疑惑和不满。紧接着，在霍拉旭和勃那多站岗时出现了父亲老哈姆雷特的鬼魂，说明自己是被克劳狄斯毒死并要求哈姆雷特为自己复仇。随后，哈姆雷特利用装疯掩护自己并通过"戏中戏"证实了自己的叔父的确是杀父仇人。由于错误地杀死了心爱的奥菲莉亚的父亲波罗涅斯，克劳狄斯试图借英王手除掉哈姆雷特，但哈姆雷特趁机逃回丹麦，却得知奥菲莉亚自杀并不得不接受了与其兄雷欧提斯的决斗。决斗中哈姆雷特的母亲乔特鲁德因误喝克劳狄斯为哈姆雷特准备的毒酒而中毒死去，哈姆雷特和雷欧提斯也双双中了毒剑，得知中毒原委的哈姆雷特在临死前杀死了克劳狄斯并嘱托朋友霍拉旭将自己的故事告诉后来人。