مقاله آموزش زبان(استفاده از مواد آموزشیکلاسهای انگلیسی) به صورت کامل لاتین در 165 صفحه ورد قابل ویرایش

مقاله آموزش زبان(استفاده از مواد آموزشی-کلاسهای انگلیسی) در 165 صفحه ورد قابل ویرایش

Contents

Acknowledgement X

Abstract XI

List of Tables XII

Chapter 1: Introduction 1

1.1 Overview 1

1.2 Statement of the Problem and Purpose of the Study 5

1.3 Significance and Justification of the Study 6

1.4 Research Questions 7

1.5 Research Hypotheses 8

1.6 What Is Known About Listening 8

1.7 What Is Known About Authentic Materials 10

1.8 Definition of Important Terms 12

1.9 Delimitations 13

1.10 Limitations 14

1.11 Organization of the Master Thesis 14

Chapter 2: Review of Literature 15

2.1 Introduction 15

2.2 Listening Comprehension 15

2.2.1 Definition of Listening 15

2.2.2 Importance of Listening 17

2.2.2.1 Listening and Academic Success 18

2.2.2.2 Discovery Listening 18

2.2.3 Listening as an Academic Process 20

2.2.3.1 Knowledge Required for Listening 20

Process

2.2.4 Listening Comprehension versus Reading 21

Comprehension

2.2.5 Listening Comprehension 23

2.2.5.1 Authentic and Listening 23

Comprehension

2.2.5.2 Different Kinds of Comprehension 24

2.2.5.3 Comprehension Preceding Production 25

2.2.6 Tasks for Listening Comprehension 25

2.2.6.1 Performing to Indicate Understanding 27

2.2.6.2 Teaching rather than Testing 28

2.2.7 Inner Speech and Language Learning 29

2.2.7.1 Listening and Speaking 29

2.2.8 Maturation and Language Learning 30

2.2.8.1 Vygotsky’s Zone of Proximal 31

Development

2.2.9 The Role of Background Knowledge in 32

Learning Language

2.2.9.1 Schema Theory 32

2.2.9.2 Background Knowledge/Prior 33

Knowledge

2.2.10 Cultural Background 35

2.3 Listening and English-as-a-Foreign-Language Learning 36

2.3.1 The Emergency of Communicative Language 36

Teaching

2.3.2 Communicative Approach: Some Principles 38

and Features

2.4 The Use of Aural Authentic Materials 40

2.4.1 Definitions of Authentic Materials 40

2.4.2 Authentic Materials and Language Performance 41

2.4.3 Nature of Authentic Texts 43

2.4.3.1 Characteristics of Authentic Speech 43

2.4.3.2 Authentic Speech and Cultural Aspect 44

Chapter 3: Methodology 46

3.1 Introduction 46

3.2 Summary of the Study 46

3.2.1 Participants 48

3.2.2 Classroom Observation 49

3.3 Demographic Data of the Students 50

3.4 Classroom Environment 52

3.4.1 Setting 52

3.5 Classroom Practices 52

3.5.1 Listening Materials Implemented in Class 52

3.5.2 Class Procedure 53

3.6 Teacher’s Pedagogy 54

3.7 Interviews 55

3.7.1 Interviews with Students 56

3.7.1.1 First Interview 56

3.7.1.2 Second Interview 56

3.8 Self-Evaluation Questionnaire 57

3.9 Language Learning Strategy Questionnaire 58

3.10 Data Collection 59

3.11 Analysis of Data 60

3.12 Validity and Reliability 63

Chapter 4: Results 64

4.1 Introduction 64

4.2 Summary of the Study 64

4.3 Results of the Study 65

4.3.1 Results for Fundamental Research Question: 66

Influences of Aural Authentic Materials

4.3.1.1 Results from the Interviews with Students 67

4.3.1.2 Results from the Class Observation 69

4.3.1.3 Results from the Self-Evaluation 71

Questionnaire

4.3.2 Summary of Findings Related to the Influences 72

of Aural Authentic Materials

4.3.3 Results for Secondary Research Question#1: 73

Learning Strategy Use

4.3.3.1 Results from the Interview with 73

students

4.3.3.2 Results from the Class Observation 75

4.3.3.3 Results from the Learning Strategy 76

Questionnaire

4.3.4 Summary of Findings Related to the Learning 77

Strategy Use

4.3.5 Results for Secondary Research Question#2: 79

Attitudes towards Language Learning

4.3.5.1 Results from the Interviews with 79

Students

4.3.6 Summary of Findings Related to the Students’ 80

Attitudes towards Language Learning

4.4 Overall Findings of the Study 80

4.4.1 Students with no Progress in Listening Ability 81

4.4.2 Students with Progress in Listening Ability 82

Chapter 5: Conclusion 84

5.1 Introduction 84

5.2 Summary of the study 84

5.3 Discussion of Results 86

5.3.1 Authenticity of the Listening Materials 86

5.3.2 Influences of Aural Authentic Materials on 89

Listening Comprehension

5.3.3 Use of Learning Strategies 92

5.3.4 Attitudes towards Language Learning 94

5.4 Conclusions 96

5.5 Recommendations 102

5.5.1 Recommendations for Further Research 102

5.5.2 Implications for Teaching 103

Bibliography 105

Appendices 123

Appendix A 124

Appendix B 125

Appendix C 129

Appendix D 131

Appendix E 137

Appendix F 145

Appendix G 147

Appendix H 148

Appendix I 149

Appendix J 150

Appendix K 151

Appendix L 157

Acknowledgements

It is the highest time I seized the opportunity to offer my most genuine and profound words of gratitude to many people to whom I owe the accomplishment of this research. Among many people who have bestowed, most kindly, their invaluable help upon me I should specifically thank my honorable thesis advisor, Dr.Karkia, who patiently went through every line of this thesis and provided me with many insightful comments and invaluable suggestions. I would also like to extend my sincere appreciation and gratitude to Dr. Ghahremani Ghajar, my thesis reader, for her most professional guidelines, meticulous reading of this manuscript, making insightful suggestions and corrections; for her expertise and time. I am also very much grateful to Dr. Rahimi for her critical evaluation, and judgment of this thesis.

Also my thanks and best wishes go to all students who participated in the present study, without whose cooperation this research would not have been conducted.

Last, by no means least, a truly cordial sense of thankfulness to my parents General Ali Ghaderpanahi and Firooze Nobariyan for their support and everlasting encouragement throughout my educational years.

ABSTRACT

The fundamental purpose of this study was to examine the influences of aural authentic materials on listening ability of thirty female undergraduate psychology majors studying English as a foreign language. The secondary purposes of the study were to identify the learning strategies used by EFL students experiencing authentic listening texts and to determine the influences of authentic materials on EFL students’ attitudes towards learning English.

A quantitative and qualitative analysis was offered in this study. It basically focused on using authentic materials and real-life situations as part of the communicative approach. Sources for designing and implementing effective listening strategy instruction and the transcript of one-hour videotaped session were recorded and analyzed. The results of the listening comprehension posttest were compared to that of the pretest using a 2-tailed t-test (p < .05).="" a="" one-way="" anova="" on="" the="" mean="" strategy="" use="" was="" applied="" (p="">< .05).the="" results="" of="" the="" qualitative="" data="" analysis="" were="" in="" line="" with="" and="" confirmed="" that="" of="" quantitative.="" analysis="" of="" the="" interviews="" and="" the="" questionnaires="" revealed="" that="" the="" use="" of="" authentic="" materials="" in="" the="" efl="" classroom="" helped="" increase="" students’="" comfort="" level="" and="" their="" self-confidence="" to="" listen="" to="" the="" foreign="" language.="" results="" showed="" a="" statistically="" significant="" improvement="" in="" listening="" ability,="" as="" well="" as="" the="" positive="" effect="" on="" efl="" students’="" motivation="" to="" learn="" the="" language.="" recommendations="" were="" offered="" to="" ease="" students’="" frustration="" that="" resulted="" from="" the="" speed="" of="" authentic="" speech.="" pedagogical="" implications="" of="" the="" results="" were="" discussed="" along="" with="" the="" impact="" on="" efl="" students’="" listening="" comprehension="">

List of Tables

Table 1: Source of Data 48

Table 2: Demographic data of Strategy 51

Table 3: Analysis of Data 62

Table 4: Interview Results 68

Table 5: Results from Class Observation 70

Table 6: Students’ Responses on Self-Evaluation Questionnaire 71

Table 7: Interviews with Students on Learning Strategy Use 74

Table 18: Class Observation on Learning Strategy Use 75

Table 9: Responses to Questionnaire on Learning Strategy Use 78

INTRODUCTION

1.1 Overview

Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. It is evident that children listen and respond to language before they learn to talk. When it is time for children to learn to read, they still have to listen so that they gain knowledge and information to follow directions. In the classroom, students have to listen carefully and attentively to lectures and class discussions in order to understand and to retain the information for later recall.

The assessment of listening comprehension for academic purposes is an area which has not received much attention from researchers (Read, 2005). Rankin (1926/1952) suggests that adults spend more than 40 percent of their communication time listening, in contrast with 31.9 percent speaking, 15 percent reading, and 11 percent writing. Clearly, much of the educational process is based on skills in listening. Students have to spend most of the time listening to what the teacher says, for instance, giving lectures or asking questions. According to Wolvin and Coakley (1979), the amount of time that students are expected to listen in the classroom ranges from 42 to 57.5 percent of their communication time. Taylor (1964), on the other hand, estimates that nearly 90 percent of the class time in high school and university is spent in listening to discussion and lectures. Since listening occupies such a large percentage of the communication time of most people, it is therefore advantageous to possess effective listening skills in order to meet listening demands that occur daily.

Listening is an important skill for learners of English in an academic study context, since so much of what they need to understand and learn is communicated through the oral medium (Read, 2005). Listening can also help students build vocabulary, develop language proficiency, and improve language usage (Barker, 1971). Cayer, Green, and Baker (1971) found that students’ ability to comprehend written material through reading as well as to express themselves through spoken and written communication are directly related to students’ maturity in the listening phase of language development. Dunkel (1986) also asserts that developing proficiency in listening comprehension is the key to achieving proficiency in speaking. Not only are listening skills the basis for the development of all other skills, they are also the main channel through which students make initial contact with the target language and its culture (Curtain & Pesola,1988).

Investigating the EFL listening needs of college students is ignored in Iran. Probing in to the conversational and academic listening abilities required by EFL college students should be very well considered. Iranian EFL students are studying English in their home country where English is not the dominant native language. Students who are from environments where English is not the language of the country have very few opportunities to hear the real language; these students therefore are not accustomed to hearing the language as it is produced by native speakers for native speakers. Consequently, students from the countries in which English is taught as a foreign language frequently have great difficulty understanding English spoken to them when they come in to contact with native speakers of the language.

Selecting appropriate materials and activities for language classroom requires much attention. Materials include text books, video and audio tapes, computer software, and visual aids. They influence the content and the procedures of learning. The choice of deductive versus inductive learning, the role of memorization, the use of creativity and problem solving, production versus reception, and the order in which materials are presented are all influenced by the materials (Kitao, 2005). Authentic materials refer to oral and written language materials used in daily situations by native speakers of the language (Rogers& Medley, 1988).Some examples of authentic materials are newspapers, magazines, and television programs. It is necessary for students who are going to study in an English-speaking environment in future to learn how to listen to lectures and take notes, to comprehend native speakers in various kinds of speech situations, as well as to understand radio and television broadcasts. (Paulston & Bruder, 1976).This is also true for students who pass English courses in universities.

Videotapes and audiotapes, television, and interactive computer software are becoming increasingly common methods of delivering academic content in the university classroom. One way to prepare EFL students for encounters with real language is to apply real language or authentic speech in the EFL classroom (Bacon, 1989; Rivers, 1980; Rogers & Medley, 1988; Secules, Herron, &Tomasello, 1992). The breath, the timbre, the speed and the intonation of each authentic voice influence the content and meaning of the spoken word (Selfe, 2005). An advantage of introducing authentic materials at an early stage of language learning is to help students become familiar with the target language (Field, 1998). The use of authentic materials in EFL teaching and learning appears to be worthwhile (Porter & Roberts, 1981; Rings, 1986; Rivers, 1987). Teachers should employ authentic listening materials at all levels in instruction whenever possible (Chung, 2005). Implementing authentic speech in classroom listening allows students to have “immediate and direct contact with input data which reflect genuine communication in the target language” (Breen, 1985, p.63). Conversely, however, the use of teacher talk and/or foreigner talk with EFL students can impede students’ ability in listening comprehension because of the unusual rate of speech (Robinett, 1978; Snow & Perkins, 1979).

This exploratory study sought to examine the influences of the use of aural authentic materials on listening ability in students of English as a foreign language. This descriptive study examined how the use of authentic input in an EFL classroom eased and/or impeded students’ learning in English-language listening. In conjunction with the primary objective, the study also identified the learning strategies EFL students used when they experienced authentic listening materials. Finally, the study determined the influences of using authentic materials on EFL students’ attitudes towards learning English.

talked. Faride used dictionary as she read the book. Teacher asked Mehri a question … Effat answered.

13:12 --- students worked on exercise; Fateme and Maasume looked up meaning of words in dictionary as they worked on exercise; Bayan sometimes nodded head as she listened to the tape. Tahere, Maasume, and Mehri looked at Zahra as they listened to what Zahra talked about.

13:13 --- teacher checked answers by reading one word at a time and waited for answer from students; all students looked at book as they listened to words teacher read; Najme and Safura answered. Students looked at teacher when teacher said something.

13:14 --- Samane asked teacher a question; then Samane said something about the tape. All students followed teacher’s instruction. Faride and Zahra talked to each other.

13:15 --- students sometimes looked at teacher as they listened to what teacher said. Tahere and Bita looked at their books when teacher read the book.

13:16 --- teacher told students to listen to tape and write down as many things as they could; all students took notes when teacher played tape. Bayan smiled after she listened to what the teacher talked about.

13:17 --- teacher asked a question; Somaye and Leila looked at teacher. Zahra and Somaye answered.

13:18 --- teacher wrote on board, Bita nodded head as she listened to teacher. Aazam and Maasume wrote on their books what teacher was writing on board.

Appendix E (continued)

13:19 --- Other students looked at what teacher was writing on board.

13:20 --- Tahere looked at board and nodded head as she listened to teacher and saw what teacher wrote.

13:21 --- teacher told students to look at what she wrote on board, all students looked at board; Aazam talked to Maasume.

13:22 --- Mehri looked at teacher and nodded head when she heard teacher made an example. All students looked at the teacher when she started to talk about the conversation.

13:23 --- teacher made an example; Zahra laughed while others smiled as they heard what teacher said. Najme, Maasume, Maryam, and Leila looked at board as teacher was writing something. Mahdiye asked the teacher a question. Zahra nodded head as she listened to what the teacher said. Somaye looked at teacher when teacher said something.

13:24 --- students looked at Zeinab when she started to say the answer; Somaye looked at Zeinab and nodded head as she listened to Zeinab. Leila, Mehri, and Zahra looked at teacher when teacher asked questions. Effat shook head when she heard word teacher said. Aazam, Safura, and Najme looked at Fateme as they listened to her. Sadaf turned to talk to Leila.

13:25 --- Somaye looked at Marziye and smiled as she listened to Marziye. Somaye and Bayan talked to each other as teacher talked to class. Mahdiye and Bayan looked at board as teacher pointed something on it. Bita and Leila underlined something as she read. Somaye asked teacher which part she was reading.

Appendix E (continued)

13:26 --- Marziye smiled and laughed as she talked. Shahrbanu, Faride, and Samane shook head.

13:27 --- students looked at teacher when teacher said something; Zahra sometimes nodded head as she listened to what teacher explained. Zahra and Mehri repeated word teacher just said.

13:28 --- Safura used hands when she did not know word to say, Safura then repeated when teacher said a word. All students looked at book when teacher asked for another word or sentence students did not understand.

13:29 --- Maryam looked at teacher and smiled as she listened, others looked at teacher. Mahbube repeated word teacher said.

13:30 --- Maasume talked to Maryam; Leila looked up something in dictionary; Mahdiye looked at board as teacher was writing something.

13:31 --- Zahra and Somaye talked to Sadaf before they looked at board. Zeinab and Somaye nodded head as they listened to what the teacher said.

13:32 --- Zahra and Fateme looked at teacher when teacher asked the students if they had questions; they did not say anything.

13:33 --- Effat said something, Shahrbanu, Zeinab, and Zahra looked at Effat as they listened to her. Shahrbanu sometimes looked at her book and sometimes at teacher.

13:34 --- Faride wrote down something; she nodded head as listening. Marziye asked a question.

Appendix E (continued)

13:35 --- Samane shook head when Mahbube said wrong answer; when Afsane said the correct answer, all students looked at the teacher as they listened to her.

13:36 --- teacher told students to think about the tasks in the book, Somaye and Bayan looked at teacher. Teacher asked students if they had anything on their notes, Zeinab answered.

13:37 --- all students looked at teacher when teacher talked about the dialogue. Bita answered teacher’s question about the dialogue. Mahbube talked about subject of the dialogue. Other students smiled when they heard what teacher just said.

13:38 --- Safura talked to Fateme while Faride and Zahra talked to each other as teacher talked to class.

13:39 --- all students looked at book when teacher said what they would do next

13:40 --- teacher played tape one more time for the students. Maryam used dictionary to check meaning of word. Teacher asked Fateme a question, Fateme answered. All students looked at the teacher when she said something.

13:41 --- when teacher responded to what Sadaf just said all students except Mahdiye looked at teacher as they listened to teacher; Mahdiye looked at board.

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مقاله لاتین سل ریه (Tuberculosis)

مقاله لاتین سل ریه

List of Subject

What is TB?

Signs & symptoms

Treatment

Resources

..............................
What is TB?

Tuberculosis (TB) is an infectious disease caused by a germ called the tubercle bacillus. Tuberculosis is contagious - anyone can catch it. Some people are more at risk of catching TB than others.
The TB germ enters your body as you breathe. It usually settles in your lungs. From there, it can spread to other parts of your body, including your central nervous system, your bones, and your joints.
In Canada, TB control is very good, but there are still Canadians who get TB. Across the world, TB is considered one of the deadliest infectious diseases, especially in developing countries. In many places, the TB epidemic is made worse by the HIV/ AIDS epidemic. Read more about the world TB epidemic and how the Lung Association is involved in fighting TB.
TB can occur in animals, too.
Inactive TB: TB infection
When you are first infected with the TB germ, you don?t usually get sick right away. But the germ stays in your body, in an inactive state. This is called inactive TB.
The TB germ can become active at any time in your life. When the germ becomes active, it causes the disease known as tuberculosis or TB.
If you have inactive TB, you can take medicine to prevent the TB germ from becoming active and giving you TB disease.

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ترجمه مقاله ساختار سرامیک همراه با متن لاتین در 20 صفحه ورد قابل ویرایش

ترجمه مقاله ساختار سرامیک همراه با متن لاتین در 20 صفحه ورد قابل ویرایش

ساختار Biepitaxid، پیوند josephson و SQUIDs : ساختار و ویژگی‌های اتصال یا پیوند josephson و SQUIDs، yBCo/CeO2/Mgo Biepitaxid را بررسی و گزارش کردیم، در اینجا CeO2 به عنوان یک لایه استفاده شده تا یک محدوده یا مرز Biepitaxid برای بلور یا ذره ایجاد کند. سطوح تابکاری نشده لایه CeO2 و سطح تابکاری شده آن توسط میکروسکوپ اتر یا (AFM) بررسی شدند. دمای مقاومت لایه نازک yBCo/CeO2/Mgo نشان می‌دهد که فرآیند تابکاری برای لایه CeO2 به منظور ایجاد لایه فیلم YBCo با کیفیت خوب ضروری است. منحنی ولتاژ جریان اتصال یا پیوند josephson عملکرد مربوط به مقاومت اتصال (RSJ) را نشان می‌دهد. بعلاوه هر دو مرحله عددی یا انتگرال و یا نیمه انتگرال Shapiro در میدان مغناطیسی بکاربرده شده صفر مشاهده شد نوسان ولتاژ مغناطیسی مدولی شده نیز برای SQUIDs دیده می‌شود.

1- مقدمه: بدلیل توسعه و پیشرفت مدارهای مجتمع ابررسانا، High-T، اتصالات ابررسانای josephson به شکل گسترده‌ای مورد بررسی و آزمایش واقع شدند. به منظور بدست آوردن اتصالات josephson قابل کنترل و قابل دستیابی به انواع مختلف اتصالات مانند محدوده دارای لبه پله‌ای، SNS یا اساس و پایه bicrystaf استفاده شد. بهرحال این نوع مرزها معمولاً طی زمان ساخت با فرآیندهای بسیار زیادی درگیر هستند. برای ساده‌تر کردن فرآیند ساخت، اتصالات josephson محدوده دانه Biepitaxid مورد بررسی واقع شد. در این کار، CeCo2 انتخاب شد تا یک لایه برای محدوده ذره Biepitaxid باشد و روش ساده و شیمیایی حکاکی بجای فرزکاری آهن استفاده شد تا باعث جدا شدن نیمی از لایه CeCo2 از پایه Mgo شود.

SQUIDs و اتصالات josephson Biepitaxid را ساختیم. بعضی از ویژگی‌های جریان ولتاژ برای اتصالات josephson و SQUIDs مورد بررسی واقع شد. همچنین نوسان ولتاژ تقسیم شده در میدان مغناطیسی برای SQUIDs نیز بررسی شد.

2- شرح تجربی و آزمایشی: یک سیستم آبکاری فلز مغناطیسی rf خارج از محور برای جدا کردن تمام لایه‌ها در این مبحث استفاده شده است. CeCo2 در دمای ^OC750 برروی سطح Mgo که با یک لایه (yBCo)800 A-thick پوشیده شده، آبکاری شد. سپس لایه yBCo / CeCo2 با استفاده از اسید هیدروکلریک جدا شد. بعد از آن، این پایه و اساس در دمای ^OC1100 به مدت 10 ساعت تابکاری شد. برای بررسی تغییرات سطح CeCo2، ساختار سطحی لایه‌های CeCo2 تابکاری شده و تابکاری نشده با میکروسکوپ‌های (AFM) بررسی شدند و سپس یک لایه (yBCo)2000 A-thick برروی سطح تابکاری شده قرار داده شد، رسوب‌گذاری شده بعلاوه لایه نازک yBCo با یک محدوده یا مرز Biepitaxid توسط فتولیتوگرافی در یک اتصال josephson با 5pm پهنا یا SQUIDs با یک ناحیه سوراخ 40*20 و پهنای اتصال بصورت طرح و نقش قرار داده شد. برای بررسی واکنش‌های میکرو ویوی اتصال، یک میکرو ویو با استفاده از آنتن دیود به این اتصال تابانده شد. برای بررسی نوسان بخش بخش میدان مغناطیسی، SQUID برروی یک سولئوئید که دارای میدان مغناطیسی موازی با سطح SQUID بود نصف شد. یک روش معمولی چهارمرحله‌ای برای اندازه‌گیری و بخش الکتریکی استفاده شد. معیار برای جریان اصلی در این مبحث بود.

YBazCu307_,
Josephson Junctions and SQUIDS
S. Y. Yang’, H. E. Horngl, W. L. Lee2, H. W. Yu2, and H. C. Yang2
1 Department of Physics, National Taiwan Normal University, Taipei, Taiwan 117, R.O.C.
2Department of Physics, National Taiwan University, Taapei, Taiwan 106, R.O.C.
(Received December 20, 1997)
We reported the fabrication and characteristics of biepitaxial YBCO/CeOz/MgO
Josephson junctions and SQUIDS, here Ce02 was used as a seed layer to create the biepitaxial
grain boundary. The surfaces of the unannealed CeO2 layer and the annealed
one were probed by the atomic force microscope (AFM). The temperature dependent
resistance of YBCO/Ce02/MgO thin film reveals that the annealing process for CeO2
layer is crucial for the quality of the YBCO thin film. The voltage-current curves
of Josephson junctions exhibit the resistively shunted junction (RSJ) behavior. Furthermore,
both the integral and half-integral Shapiro steps were observed under zero
applied magnetic field. The magnetic modulated voltage oscillation was also found for
the SQUIDS.
PACS. 74.50.+r - Proximity effects, weak links, tunneling phenomena, and Josephson
effects.
_ PACS. 74.76.-w - Superconducting films.
I. Introduction
Owing to the development of the superconducting integrated circuits, high-T, superconducting
Josephson junctions have been examined widely. In order to obtain the
controllable and reproducible Josephson junctions, various types of junctions are used,
such as step-edge boundary [l], SNS [2] or bicrystal substrate [3]. However, these kinds
of boundaries usually involve too many processes during fabrication [4,5]. To simplify the
fabrication processes, biepitaxial grain boundary Josephson junctions were studied. In this
work, CeO2 was chosen to be a seed layer for the biepitaxial YBazCusO7_, grain boundary
and an easy chemical etching method instead of conventional ion milling was used to lift
off half of the CeO2 layer on MgO substrate. We fabricated the biepitaxial YBa2Cu307_y
Josephson junctions and SQUIDS. Some voltage-current characteristics for the Josephson
junctions and SQUIDS were investigated. And also, the magnetic field modulated voltage
oscillation for the SQUIDS was checked.
II. Experimental details
An off-axis rf magnetron sputtering system was used to deposit all films in this work.
Ce02 was sputtered at 750 “C onto the MgO(001) substrate which was covered partly by
409 @ 1998 THE PHYSICAL SOCIETY
OF THE REPUBLIC OF CHINA
410

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ترجمه داستان «جین آیر» همراه با لاتین در 29 صفحه ورد قابل ویرایش

ترجمه داستان «جین آیر» همراه با لاتین در 29 صفحه ورد قابل ویرایش

«جین آیر» (قسمت اول)

نوشته : کارلوت برونته

اسم من جین آیر است و داستان من از زمانی آغاز می شود که من 10 ساله بودم من با عمه ام خانم رید زندگی می کردم، زیرا پدر و مادرم هردو مرده بودند. خانم رید ثروتمند بود. خانه او بسیار بزرگ وزیبا بود، ولی من در آنجا خوشحال نبودم. خانم رید سه فرزند داشت؛ الیزا، جان و جورجیانا. پسر و دختر عمه‌هایم از من بزرگتر بودند. آنها هرگز نمی خواستند که با من بازی کنند و اغلب نامهربان بودند. من از آنها می ترسیدم. از همه بیشتر از پسر عمه ام جان می‌ترسیدم. او از ترساندن من لذت می برد و مرا ناراحت می‌ساخت. در یک بعدازظهر، من دریک اتاق کوچک از دست او مخفی شدم. من کتابی با عکس های زیاد در آن داشتم و از آن بابت احساس خوشحالی می‌کردم. جان و خواهرانش با مادرشان بودند. اما جان تصمیم گرفت که به دنبال من بگردد. او فریاد می‌کشید «جین آیر کجاست» «جین! جین! بیا بیرون» او در ابتدا نتوانست مرا پیدا کند. او سریع یا باهوش نبود. اما الیزا، که با هوش تر بود محل مخفی‌گاه مرا پیدا کرد. او فریاد زد: او اینجاست، من مجبور بودم بیرون بیایم و جان منتظرم بود. از او پرسیدم : چه می خواهی؟ جان گفت: از تو می خواهم که به اینجا بیایی. من رفتم و در جلوی او ایستادم. او مدت زیادی به من نگاه کرد و ناگهان به من ضربه ای زد و گفت : حالا برو کنار در بایست.

من خیلی ترسیده بودم. من می دانستم که جان می‌خواهد به من آسیب برساند. من رفتم و کنار در ایستادم. سپس جان یک کتاب بزرگ و سنگین برداشت و به سمت من پرتاب کرد. کتاب به سرم خورد و مرا انداخت. من فریاد زدم: تو پسر سنگدلی هستی، تو همیشه می خواهی به من آسیب برسانی. نگاه کن. سرم را لمس کردم. خونی شده بود. جان خشمگین تر شد. او طول اتاق را طی کرد و مجدداً شروع به اذیت و آزار من کرد. من زخمی و هراسان بودم. بنابراین من هم او را زدم. خانم رید صدایمان را شنید و باعجله خود را به اتاق رساند. او خیلی عصبانی بود. او متوجه سرم نشد و فریاد زد: جین آیر تو دختر بدی هستی. چرا تو به پسرعمه بیچاره‌ات حمله کردی؟ از او دور شو! او را به اتاق قرمز ببرید و در آنرا قفل کنید!

اتاق قرمز تاریک و سرد بود. من خیلی ترسیده بودم. هیچکس درشب به اتاق قرمز نمی رفت. من کمک می‌خواستم و گریه می کردم اما هیچکس به آنجا نیامد. من صدا می زدم : لطفاً کمکم کنید. مرا اینجا تنها نگذارید!

اما هیچکس برای باز کردن در نیامد. من مدت طولانی گریه کردم تا اینکه ناگهان همه چیز سیاه شد. من بعد از آن چیزی را به خاطر نمی آورم. سپس زمانی که بیدار شدم، در رختخوابم بودم. سرم درد می کرد. دکتر آنجا بود، از او پرسیدم: چه اتفاقی افتاده؟ دکتر پاسخ داد: تو مریض هستی، جین! جین به من بگو! آیا تو با عمه و عمزاده هایت دراینجا ناراحت هستی؟ جواب دادم: بله، خیلی ناراحت هستم.

دکترگفت: می بینم و پرسید: دوست داری به دور از اینجا به مدرسه بروی؟ به او گفتم: اوه ! بله، اینطور فکر می کنم. دکتر به من نگاه کرد و سپس اتاق را ترک کرد. او مدت زیادی با خانم رید صحبت کرد. آنها تصمیم گرفتند که مرا به دور از آنجا به مدرسه بفرستند. هنوز مدت زیادی نگذشته بود که من خانه عمه ام را ترک کردم و به مدرسه رفتم. خانم رید و عمه زاده هایم از رفتن من راضی بودند. من جداً غمگین نبودم و فکر کردم: شاید من در مدرسه شاد باشم. شاید من در آنجا دوستانی پیدا کنم. دریک شب در ماه ژانویه بعداز یک مسافرت طولانی من به مدرسه لوود رسیدم. آنجا تاریک بود و هوا سردو بارانی بود و باد می وزید. مدرسه بزرگ بود ولی گرم و راحت نبود، درست مانند خانه خانم رید.

(Prat one):

My name is Jane Eyre and my story begins when I was ten. I was living with my aunt, Mrs Reed, because my mother and father were both dead. Mrs Reed was rich. Her house was large and beautiful, but I was not happy there. Mrs Reed had three children, Eliza, John and Georgiana. My cousins were older than I. They never wanted to play with me and they were often unkind. I was afraid of them. 1 was most afraid of my cousin John. He enjoyed frightening me and making me feel unhappy. One afternoon, 1 hid from him in a small room. 1 had a book with a lot of pictures in it and 1 felt quite happy. John and his sisters were with their mother. But then John decided to look for me.

'Where's Jane Eyre?' he shouted, 'Jane! Jane! Come out!' He could not find me at first - he was not quick or clever. But then Eliza, who was clever, found my hiding place. 'Here she is!' she shouted. 1 had to come out. And John was waiting for me. 'What do you want?' 1 asked him. 'I want you to come here,' John said. 1 went and stood in front of him. He looked at me for a long time, and then suddenly he hit me. 'Now go and stand near the door!' he said. 1 was very frightened. 1 knew that John wanted to hurt me. 1 went and stood near the door. Then John picked up a large, heavy book and threw it straight at me. The book hit me on the head and 1 fell. 'Y ou cruel boy!' 1 shouted. 'You always want to hurt me. Look!' 1 touched my head. There was blood on it. John became angrier. He ran across the room and started to hit me again and again. 1 was hurt and afraid, so 1 hit him back. Mrs Reed heard the noise and hurried into the room. She was very angry. She did not seem to notice the blood on my head. 1ane Eyre! You bad girl!' she shouted. 'Why are you hitting your poor cousin? Take her away! Take her to the red room and lock the door!'

The red room was cold and dark. I was very frightened.

Nobody ever went into the red room at night. I cried for help, but nobody came. 'Please help me!' I called, 'Don't leave me here!'

But nobody came to open the door. I cried for a long time, and then everything suddenly Went black. I remember nothing after that. When at last I woke up, I was in my bed. My head was hurting. The doctor was there. 'What happened?' I asked him. 'Y ou are ill, Jane,' the doctor answered. 'Tell me, Jane. Are you unhappy here with your aunt and your cousins?' 'Yes, I am,' I answered. 'I'm very unhappy.'

'I see,' said the doctor. 'W ould you like to go away to school?' he asked. 'Oh, yes, I think so,' I told him. The doctor looked at me again, and then he left the room. He talked to Mrs Reed for a long time. They decided to send me away to school. So not long afterwards, I left my aunt's house to go to school. Mrs Reed and my cousins were pleased when I went away. I was not really sad to leave. 'Perhaps I'll be happy at school,' I thought. 'Perhaps I'll have some friends there.'

One night in January, after a long journey, I arrived at Lowood School. It was dark and the weather was cold, windy and rainy.

The school was very large, but it was not warm and comfortable, like Mrs Reed's house. A teacher took me into a big room. It was full of girls. There were about eighty girls there. The youngest girls were nine, and the eldest were about twenty. They all wore ugly brown dresses. It was supper time. There was water to drink, and a small piece of bread to eat. I was thirsty, and drank some water. I could not eat anything because I felt too tired and too excited. After supper, all the girls went upstairs to bed. The teacher took me into a very long room. All the girls slept in this room. Two girls had to sleep in each bed. Early in the morning, I woke up. It was still dark outside and the room was very cold. The girls washed themselves in cold water and put on their brown dresses. Then everybody went downstairs and the early morning lessons began. At last, it was time for breakfast. 1 was now very hungry. We went into the dining-room with the teachers.

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