Английский язык
Переведите текст, пожалуйста. Нормально, а не в переводчике где все дословно и порой неверно. Очень прошу. Nanoscience, or the study of matter with at least one dimension between 1 and 100 nm that displays properties different from its bulk counterpart,1 is a rapidly growing, cross-disciplinary field. The perceived importance of nanoscale research to fundamental science can be illustrated by federal funding through the National Nanotechnology Initiative, which has grown from $464 million in 2004 to $1.85 billion in 2011.1 One can also consider the number of consumer goods that self-report the inclusion of nanomaterials, which has risen from 54 in 2005 to 1317 in 2010,2 as a predictor of the economic importance of nanoscience through commercialization. In hopes of preparing our undergraduate students for graduate studies or careers in science, many instructors have incorporated concepts of nanoscience into their courses,3−7 while others have created entire coursed based on the subject.8−11 Several laboratory experiences have been published in support of such efforts, offering undergraduate students hands-on experience in synthesizing and characterizing nanomaterials. 12−19 One area of curricular development that is currently lacking, however, is laboratory experiments directed toward students majoring in areas outside of science, technology, engineering, or mathematics (STEM) disciplines, referred to here as nonmajors. The learning goals for a nonmajors course are inherently different from the learning goals for a course designed for STEM students. When educating STEM students, the overarching goals often are to teach enough content knowledge and provide enough hands-on experience for the students to become practitioners in their chosen field. When educating nonmajors, the learning goals shift from specific content to broad understanding of science. That is to say, a nonmajors course should improve scientific literacy, increase the understanding of the scientific method through laboratory exploration, and help students make connections between science and their chosen field of study. The laboratory sequence described here is a semester long, open-ended, that is, explorative, experiment that was implemented in a nanoscience course taught in Albion College’s Prentiss M. Brown Honors Program. Students in the honors program are required to take four discussion-based seminar courses, one in each division of the College. Many honors students who are not majoring in STEM disciplines use the seminar in Natural Sciences and Mathematics to fulfill the College’s laboratory course requirement. As a result, the seminar on nanoscience was populated by upper-level students who have actively avoided science coursework and is thus considered a nonmajors course. Nanoscience was selected as the theme for the course because it is state-of-the-art in science and its cross-disciplinary nature facilitated student interests and engagement, which helped keep the students excited to learn. This laboratory sequence supported the class exploration of nanoscience through the synthesis, characterization, and exploration of a single nanomaterial, silver nanoparticles.
Помогите ,пожалуйста ,очень нужно! Прочитайте текст. Определите, какие из приведённых утверждений A7–A14 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Richard III was an English king who ruled England from 1483 until his death in battle in 1485. He is one of the most famous people in English history – so how is it possible that, after being king for only two years, he is still so widely remembered? In the years after his death, much was written about the character of Richard III. Some of this shows a positive side of the man and his period as king, but most was rather negative. Why? Firstly, the man who defeated Richard in battle became king next, and his family ruled England for much of the next 120 years. Also, many people hated Richard while he was alive. Since historians of the time often wrote histories based on opinions rather than facts, they made sure his name was remembered for negative reasons. They wrote about Richard’s desire for power, claiming it was something he would kill for, and perhaps this was true. It didn’t help that Richard III had a physical condition that gave him a strangely twisted back and one shoulder much higher than the other. That is the description of Richard III which is shown in William Shakespeare’s 1592 play, Richard III. The brilliant play is a large part of the reason why we remember Richard III today. Shakespeare created his character as an incredibly evil but intelligent and funny king who, in the end, died for wrongly claiming power. Richard III came to power after his brother, Edward IV, suddenly died. Edward IV’s young son, Edward V, was supposed to become king, but a group of powerful people decided the young boy did not have the right to rule, and so Richard III became king. Edward V and his younger brother were never seen again, leading people to believe – rightly or wrongly – that Richard III had the two boys killed. Today we are more aware of the positive things that Richard III did in his short time as king. For example, he created a court where poor people could have legal cases heard for a low cost. He also had English laws, which were written in traditional French, translated into English. Another reason we know of Richard III today was the recent discovery of his bones beneath a car park in Leicester, in central England. After his defeat and death on the battlefield, he was buried nearby, with no official ceremony, in an old church which was later destroyed. Five hundred years later, after years of searching through historical records, a team of archaeologists began digging where they believed he was buried. On the very first day, they found the bones of a man with a twisted back and battle wounds. Further research and tests proved that the bones were those of Richard III. A7 After Richard III died, people only said bad things about him. 1) True 2) False 3) Not stated A8 Richard’s right shoulder was higher than his left shoulder. 1) True 2) False 3) Not stated A9 In Shakespeare’s play, we find out why Richard III was evil. 1) True 2) False 3) Not stated A10 Richard III did not want his brother’s son to become king. 1) True 2) False 3) Not stated A11 It’s possible Richard III was responsible for the deaths of his nephews. 1) True 2) False 3) Not stated A12 Before Richard, English laws were usually written in French. 1) True 2) False 3) Not stated A13 Richard was buried a long way from where he died. 1) True 2) False 3) Not stated A14 It took archaeologists years of digging to find the bones of Richard III. 1) True 2) False 3) Not stated
