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REMARKS BY THE PRESIDENT IN A NATIONAL ADDRESS TO AMERICA

REMARKS BY THE PRESIDENT IN A NATIONAL ADDRESS TO AMERICA’S

SCHOOLCHILDREN

Wakefield High School, Arlington, Virginia

September 8, 2009

Hello, everybody! Thank you. Thank you. Thank you, everybody. All right, everybody go ahead and have a seat. How is everybody doing today? (Applause.) How about Tim Spicer? (Applause.)

I am here with students at Wakefield High School in Arlington, Virginia. And we’ve got students tuning in from all across America, from kindergarten through 12th grade. And I am just so glad that all could join us today. And I want to thank Wakefield for being such an outstanding host. Give yourselves a big round of applause. (Applause.)

I know that for many of you, today is the first day of school. And for those of you in kindergarten, or st arting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous. I imagine there are some seniors out there who are feeling pretty good right now -- (applause) -- with just one more year to go. And no ma tter what grade you’re in, some of you are probably wishing it were still summer and you could’ve stayed in bed just a little bit longer this morning.

I know that feeling. When I was young, my family lived overseas. I lived in Indonesia for a few years. An d my mother, she didn’t have the money to send me where all the American kids went to school, but she thought it was important for me to keep up with an American education. So she decided to teach me extra lessons herself, Monday through Friday. But because she had to go to work, the only time she could do it was at 4:30 in the morning.

Now, as you might imagine, I wasn’t too happy about getting up that early. And a lot of times, I’d fall asleep right there at the kitchen table. But whenever I’d complain, m y mother would just give me one of those looks and she’d say, “This is no picnic for me either, buster.” (Laughter.)

So I know that some of you are still adjusting to being back at school. But I’m here today because I have something important to discuss wi th you. I’m here because I want to talk with you about your education and what’s expected of all of you in this new school year.

Now, I’ve given a lot of speeches about education. And I’ve talked about responsibility a lot.

I’ve talked about teachers’ resp onsibility for inspiring students and pushing you to learn.

I’ve talked about your parents’ responsibility for making sure you stay on track, and you get your homework done, and don’t spend every waking hour in front of the TV or with the Xbox.

I’ve talked a lot about your government’s responsibility for setting high standards, and supporting teachers and principals, and turning around schools that aren’t working, where students aren’t getting the opportunities that they deserve.

But at the end of the day, we can have the most dedicated teachers, the most supportive parents, the best schools in the world -- and none of it will make a difference, none of it will matter unless all of you fulfill your responsibilities, unless you show up to those schools, unless you pay attention to those teachers, unless you listen to your parents and grandparents and other adults and put in the hard work it takes to succeed. That’s what I want to focus on today: the responsibility

each of you has for your education.

I want to start with the responsibility you have to yourself. Every single one of you has something that you’re good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an edu cation can provide.

Maybe you could be a great writer -- maybe even good enough to write a book or articles in a newspaper -- but you might not know it until you write that English paper -- that English class paper that’s assigned to you. Maybe you could b e an innovator or an inventor -- maybe even good enough to come up with the next iPhone or the new medicine or vaccine -- but you might not know it until you do your project for your science class. Maybe you could be a mayor or a senator or a Supreme Court justice -- but you might not know that until you join student government or the debate team.

And no matter what you want to do with your life, I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You cannot drop out of school and just drop into a good job. You’ve got to train for it and work for it and learn for it.

And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country. The future of America depends on you. What you’re learning in school today w ill determine whether we as a nation can meet our greatest challenges in the future.

You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical-thinking skills you gain in history and social studies to fight poverty and homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the creativity and ingenui ty you develop in all your classes to build new companies that will create new jobs and boost our economy.

We need every single one of you to develop your talents and your skills and your intellect so you can help us old folks solve our most difficult prob lems. If you don’t do that -- if you quit on school -- you’re not just quitting on yourself, you’re quitting on your country.

Now, I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your schoolwork.

I get it. I know what it’s like. My father left my family when I was two years old, and I was raised by a single mom who had to work and who struggled at times to pay the bills and wasn’t always able to give us the things that other kids had. There were times when I missed having a father in my life. There were times when I was lonely and I felt like I didn’t fit in.

So I wasn’t always as focused as I should have been on school, and I did some things I’m not proud of, and I got in more trouble than I should have. And my life could have easily taken a turn for the worse.

But I was -- I was lucky. I got a lot of second chances, and I had the opportunity to go to college and law school and follow my dreams. My wife, our First Lady Michelle Obama, she has a similar story. Neither of her parents had gone to college, and they didn’t have a lot of money. But they worked hard, and she worked hard, so that she could go to the best schools in this country.

Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the support that you need. Maybe someone in your family has lost their job and there’s not

enough money to go around. Maybe you live in a neighborhood where you don’t feel safe, or hav e friends who are pressuring you to do things you know aren’t right.

But at the end of the day, the circumstances of your life -- what you look like, where you come from, how much money you have, what you’ve got going on at home -- none of that is an excuse for neglecting your homework or having a bad attitude in school. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. There is no excuse for not trying. Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you, because here in America, you write your own destiny. You make your own future. That’s what young people like you are doing every day, all across America.

Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started school. Neither of her parents had gone to college. But she worked hard, earned good grades, and got a scholarship to Brown University -- is now in graduate school, studying public health, on her way to becoming Dr. Jazmin Perez.

I’m thinking about Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he was three. He’s had to endure all sorts of treatments and surgeries, one of which affected his memory, so it took him much longer -- hundreds of extra hours -- to do his schoolwork. But he never fell behind. He’s headed to college this fall.

And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even when bouncing from foster home to foster home in the toughest neighborhoods in the city, she managed to get a job at a local health care center, start a program to keep young people out of gangs, and she’s on track to graduate high school with honors and go on to college.

And Jazmin, Andoni, and Shantell aren’t any different from any of you. They face challenges in their lives just like you do. In some cases they’ve got it a lot worse off than many of you. But they refused to give up. They chose to take responsibility for their lives, for their education, and set goals for themselves. And I expect all of you to do the same.

That’s why today I’m calling on each of you to set your own goals for your education -- and do everything you can to meet them. Your goal can be something as simple as doing all your homework, paying attention in class, or spending some time each day reading a book. Maybe you’ll decide to get involved in an extracurricular activity, or volunteer in your community. Maybe you’ll decide to stand up for kids who are being teased or bullied because of who they ar e or how they look, because you believe, like I do, that all young people deserve a safe environment to study and learn. Maybe you’ll decide to take better care of yourself so you can be more ready to learn. And along those lines, by the way, I hope all of you are washing your hands a lot, and that you stay home from school when you don’t feel well, so we can keep people from getting the flu this fall and winter.

But whatever you resolve to do, I want you to commit to it. I want you to really work at it.

I know that sometimes you get that sense from TV that you can be rich and successful without any hard work -- that your ticket to success is through rapping or basketball or being a reality TV star. Chances are you’re not going to be any of those things.

The truth is, being successful is hard. You won’t love every subject that you study. You won’t click with every teacher that you have. Not every homework assignment will seem completely relevant to your life right at this minute. And you won’t necessarily suc ceed at everything the first time you try.

That’s okay. Some of the most successful people in the world are the ones who’ve had the most

failures. J.K. Rowling’s -- who wrote Harry Potter -- her first Harry Potter book was rejected 12 times before it was finally published. Michael Jordan was cut from his high school basketball team. He lost hundreds of games and missed thousands of shots during his career. But he once said, “I have failed over and over and over again in my life. And that’s why I succeed.”

T hese people succeeded because they understood that you can’t let your failures define you -- you have to let your failures teach you. You have to let them show you what to do differently the next time. So if you get into trouble, that doesn’t mean you’re a troublemaker, it means you need to try harder to act right. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying.

No one’s born being good at all things. You become good at things through hard work. You’re not a varsity athlete the first time you play a new sport. You don’t hit every note the first time you sing a song. You’ve got to practice. The same principle applies to your schoolwork. You might have to do a math problem a few times before you get it right. You might have to read something a few times before you understand it. You definitely have to do a few drafts of a paper before it’s good enough to hand in.

Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, it’s a sign of strength because it shows you have the courage to admit when you don’t know something, and that then allows you to learn something new. So find an adult that you trust -- a parent, a grandparent or teacher, a coach or a counselor -- and ask them to help you stay on track to meet your goals.

And even when you’re struggling, even when you’re discouraged, and you feel like other people have given up on you, don’t ever give up on yourself, because when you give up on yourself, you give up on your country.

The story of America isn’t about people who quit when things got tough. It’s about people who kept going, who tried harder, who loved their country too much to do anything less than their best. It’s the story of students who sat where you sit 250 years ago, and went on to wage a revolution and they founded this nation. Young people. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago who founded Google and Twitter and Facebook and changed the way we communicate with each other.

So today, I want to ask all of you, what’s your contribution going to be? What problems are you going to solve? What discoveries will you make? What will a President who comes here in 20 or 50 or 100 years say about what all of you did for this country?

Now, your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m working hard to fix up your classrooms and get you the books and the equipment and the computers you need to learn. But you’ve got to do your part, too. So I expect all of you to get serious this year. I expect you to put your best effort into everything you do. I expect great things from each of you. So don’t let us down. Don’t let your family down or your country down. Most of all, don’t let yourself down. Make us all proud.

Thank you very much, everybody. God bless you. God bless America. Thank you.

新视野大学英语读写教程第三版第一册Unit5教案

Unit 5 Secti on A: Cliff Young, an un likely hero Teach ing Procedures: Pre-read ing Activities Step 1. Greeti ngs Greet the whole class warmly. Step 2. Lead-i n and preparati on for read ing Let them talk to each other about the follow ing questi ons: 1. What sports do you like doing 2. How much time do you spe nd on sports every day 3. Do you think play ing sports is importa nt to stude nts Why Step 3. Fast read ing Ask the Stude nts to read the passage as quickly as they can and the n an swer th questi ons on the scree n. Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writi ng ) The passage can be divided into 3 parts. Part1 Cliff Young took part in the Australia n maratho n in 1983 and fin ally won it. Part 2 Cliff You ng ' s life after the race of 1983 Part 3 Cliff Young sets a good example for other people. Purpose: Improve the stude nts ' read ing and writi ng ability and un dersta nc

常见国家英文缩写

A 字头 AE-阿联酋(UNITED EMIRATES) AF-阿富汗(AFGHANISTAN) AL-阿尔巴尼亚(ALBANIA) AM-亚美尼亚(ARMENIA) AO-安哥拉(ANGOLA) AR-阿根廷(ARGENTINA) AT-奥地利(AUSTRIA) AU-澳大利亚(AUSTRALIA) AZ-阿塞拜疆(AZERBAIJAN(REPUBLIC)) B 字头 BD-孟加拉(BANGLADESH) BE-比利时(BELGIUM) BF-布基纳法索(BURKINA FASO) BG-保加利亚(BULGARIA) BH-巴林(BAHREIN) BI-布隆迪(BURUNDI) BJ-贝宁(BENIN) BL-巴勒斯坦() BN-文莱(BRUNEI DARUSSALAM) BO-玻利维亚(BOLIVIA) BR-巴西(BRAZIL) BW-博茨瓦纳(BOTSWANA) BY-白俄罗斯(BYELORUSSIA) C 字头 CA-加拿大(CANADA) CF-中非(CENTRAL AFRICA) CG-刚果(CONGO) CH-瑞士(SWITZERLAND) CL-智利(CHILE) CM-喀麦隆(CAMEROON) CN-中国(CHINA) CO-哥伦比亚(COLOMBIA) CR-哥斯达黎加(COSTA RICA) CS-捷克(CZECH REPUBIC) CU-古巴(CUBA) CY-塞浦路斯(CYPRUS) D 字头 DE-德国(GERMANY) DK-丹麦(DENMARK) DO-多米尼加共和国(DOMINICAN REPUBLIC) DZ-阿尔及利亚(ALGERIA)E字头 EC-厄瓜多尔(ECUADOR) EE-爱沙尼亚(ESTONIA) EG-埃及(EGYPT) ES-西班牙(SPAIN) ET-埃塞俄比亚(ETHIOPIA) F 字头 FI-芬兰(FINLAND) FJ-斐济(FIJI) FR-法国(FRANCE) G 字头 GA-加蓬(GABON) GB-英国(UNITED KINGDOM) GD-格林纳达(GRENADA) GE-格鲁吉亚(GEORGIA) GH-加纳(GHANA) GN-几内亚(GUINEA) GR-希腊(GREECE) GT-危地马拉(GUATEMALA) H 字头 HK-香港特别行政区(HONG KONG) HN-洪都拉斯(HONDURAS) HU-匈牙利(HUNGARY) I 字头 ID-印度尼西亚(INDONESIA) IE-爱尔兰(IRELAND) IL-以色列(ISRAEL) IN-印度(INDIA) IQ-伊拉克(IRAQ) IR-伊朗(IRAN) IS-冰岛(ICELAND) IT-意大利(ITALY) J 字头 JM-牙买加(JAMAICA) JO-约旦(JORDAN) JP-日本(JAPAN) K 字头 KG-吉尔吉斯坦(KYRGYZSTAN) KH-柬埔寨(KAMPUCHEA(CAMBODIA))

DRFM产生的假目标与真实雷达目标回波差别分析

第24卷第6期航天电子对抗收稿日期:2008-06-24;2008-08-12修回。作者简介:陈方予(1963-),男,研究员,长期从事电子干扰技术研究;柯安琦(1962-),女,高工,主要从事高速数字信号处理研究;李明 (1957-),男,研究员,长期从事天线及电磁场技术研究。 D RFM 产生的假目标与真实雷达目标回波差别分析陈方予,柯安琦,李　明 (中国航天科工集团8511研究所,江苏南京　210007) 摘要:　在时域和频域上分析了真实雷达目标回波信号与DRFM 产生的假目标信号之间的差别,给出了识别DRFM 产生的假目标信号的充分条件,提出了在时域和频域上识别两种信号的方法。关键词:　DRFM ;雷达;假目标中图分类号:　TN 974 文献标识码:　A Analysis of the difference bet w een real target radar echo and spurious signals generated by D RFM Chen Fangyu ,Ke Anqi ,Li Ming (No.8511Research Instit ute of CASIC ,Nanjing 210007,Jiangsu ,China ) Abstract :The differences between real target radar echo and false target radar echo generated by DRFM in time domain and f requency domain are presented.And then full conditions of identifying spurious signal gener 2ated by DRFM are given.At last ,two methods in time domain and f requency domain to distinguish spurious signals generated by DRFM f rom the real target radar echo are presented. K ey w ords :DRFM ;radar ;false target 1　引言当前雷达使用高稳定锁相频率源,发射大时带积复杂调制信号,降低被截获概率,提高自身抗干扰能力。使用的复杂调制主要有调频和调相两种,调频中以线性调频(chirp )信号为主,调相中以二相相移键控(B PS K )信号为主。雷达接收时,根据已知的调制特性,在时域上压缩接收信号,提高接收信号功率,增大接收信号的信噪比,同时根据回波信号与发射信号可能存在的微小多普勒频差,测量运动目标速度。雷达使用复杂调制信号,增加了人为制造假目标的难度。当前一种实用的相参假目标制作技术是以射频存储(DRFM )为核心的延时转发技术。这种方法产生的假目标与真实雷达目标回波有很强的相似性。本文从雷达目标回波信号和DRFM 产生的假目标信号产生原理上浅析两者之间的差别。 2　时域差别雷达目标回波信号与DRFM 产生的假目标信号在时域上主要存在以下差别。 (1)脉冲波形前后沿坡度差别。DRFM 产生的假目标脉冲信号前后沿是用斩波调制器切出来的,具有较陡的前后沿,如图1所示。如果目标物体几何结构较为复杂,则物体反射回波是多点反射回波的叠加结果,回波脉冲前后沿坡度较大,如图2所示。 (2)脉冲平顶分层差别。相对雷达运动的目标其回波脉冲顶部有随机分层现象,分层的原因是目标物体反射面的不稳定运动。如图2所示。DRFM 产生的假目标脉冲信号平顶起伏是使用电调衰减器模拟出来的,电调衰减器模拟的脉冲平顶起伏是均匀的,且脉内成平直线形式,如图1所示。图1　由DRFM 产生的假目标图2　真实雷达目标回波脉冲脉冲 1 4

2006年考研英语完形填空真题解析

2006年考研英语完形填空真题解析 The homeless make up a grow ing perce ntage of America's populati on. 1 homeless ness has reached such proport ions that local gover nment can't possibly 2 . To help homeless people 3 in depe ndence, the federal gover nment must support job training programs, 4 the minimum wage, and fund more low-cost hous ing. 5 every one agrees on the nu mbers of America ns who are homeless. Estimates 6 any where from 600,000 to 3 million. 7 the figure may vary, analysts do agree on another matter: that the nu mber of the homeless is 8 , one of the federal gover nmen t's studies 9 that the nu mber of the homeless will reach nearly 19 million by the end of this decade. Finding ways to 10 this grow ing homeless populatio n has become in creas in gly difficult. 11 whe n homeless in dividuals man age to find a 12 that will give them three meals a day and a place to sleep at night, a good number still spend the bulk of each day 13 the street. Part of the problem is that many homeless adults are addicted to alcohol or drugs. And a sig ni fica nt nu mber of the homeless have serious men tal disorders. Many others, 14 not addicted or men tally ill, simply lack the everyday 15 skills n eeded to turn their lives 16 . Bost on Globe reporter Chris Reedy notes that the situation will improve only when there are 17 programs that address the many needs of the homeless. 18 Edward Zlotkowski, director of community service at Bentley College in Massachusetts, 19 it. "There has to be 20 of programs. What we need is a package deal." 1. [A]I ndeed[B]Likewise[C]Therefore[D]Furthermore 2. [A]sta nd[B]cope[C]approve[D]reta in 3. [A]i n[B]for[C]with[D]toward 4. [A]raise[B]add[C]take[D]keep 5. [A]Ge nerally[B]Almost[C]Hardly[D]Not 6. [A]cover[B]cha nge[C]ra nge[D]differ 7. [A]Now that[B] Although[C] Provided[D] Except that 8. [A]i nflat in g[B]expa ndin g[C]i ncreas in g[D]exte nding 9. [A]predicts[B]displays[C]proves[D]discovers 10. [A]assist[B]track[C]sustai n[D]dismiss 11. [A]Hence[B] But[C] Even[D] Only 12. [A]lodgi ng[B]shelter[C]dwelli ng[D]house 13. [A]searchi ng[B]strolli ng[C]crowdi ng[D]wa nderi ng 14. [A]whe n[B]o nce[C]while[D]whereas 15. [A]life[B]existe nce[C]survival[D]mai nte nance 16. [A]arou nd[B]over[C]o n[D]up 17. [A]complex[B]comprehe nsive[C]compleme ntary[D]compe nsati ng 18. [A]So[B] Sin ce[C] As[D] Thus 19. [A]puts[B]i nterprets[C]assumes[D]makes 20. [A]supervisio n[ B]ma nipulatio n[ C]regulatio n[ D]coordi natio n 文章背景本文主要介绍了美国社会中的无家可归者，以及他们目前的现状：他们的数量已经增长至地方政府对付不了的地步，需要联邦政府采取措施帮助他们重新获得自立。但是，许多无家可归者即使在解决温饱之后仍然游荡街头，这是因为他们要么酗酒或吸毒成瘾，要么患严重的精神疾病，要么就是缺乏能够改变生活现状的生存技能。因此，要想从根本上帮助这些

《去爱吧》艾佛列德

Lovelikeyou've neverbee nhurt.? Dan celike nobody'swatch in g.? Sin glike nobody'sliste nin g.? worklikeyoud on't needthem on ey.? Livelikeit'sheave non earth.? ------- A lfredD ' Sou?a 去爱吧，就像不曾受过伤一样？tolove,like neverbee nhurt? toda nce,like noon eappreciate? tosi ng,l ike noon eliste nto? towork ,l ike non eedofm on ey? tolife,liketodayisthee nd.? ----- A lfredD ' SoUZa 跳舞吧，像没有人会欣赏一样？唱歌吧，像没有人会聆听一样？干活吧，像是不需要金钱一样？生活吧，就像今天是末日一样？跳舞吧，像没有人会欣赏一样？唱歌吧，像没有人会聆听一样？干活吧，像是不需要金钱一样？生活吧，就像今天是末日一样去爱吧，就像不曾受过伤一样？出处及原文：？ Happi nessisajourney, no tadesti natio n.So,worklikeyoud on't needm on ey,lovelikeyou've neverbee nhurt,A ndda ncelike noon e'swatch in g.? …中文译文：？我们总是相信，等我们结了婚，生了孩子，生活会更美好。等有了孩子，我们又因为他们不够大而烦恼，想等他们大些时，我们就会幵心了。可等他们进入青少年时期，我们还是同样的苦恼，于是又相信等他们过了这一阶段，幸福就会到来我们总是告诉自己，等夫妻间任一方肯于合作，等我们拥有更好的车，等我们能去度一次美妙的假期，等我们退休后，我们的生活一定会完美的。而事实的真相是，没有任何时刻比现在更宝贵。倘若不是现在，又会是何时？我们的生活每时每刻都会有挑战。最好是让《去爱吧》——艾佛列德?德索萨?

常用机构英文缩写

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bimonthly [ba?'m?nθ]l? n. 双月刊 biweekly [ba ?'wi?k l?]n. 双周刊 bilingual [ba?'l??gw? l]adj. 两种语言的 biannual [ba?'? nj??l] adj. 一年两次的 biennial [ba?'en??l ] adj. 两年一次的；两年生植物 co- （表示“共同一起”）【例词】 coaction [k??'? k?n] n. 共同行动

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