請傳給你認識的外國朋友
(繼續發酵!英文翻譯上線!幫手推!)🔥 有外媒相繼報道了關於袁國勇、龍振邦兩位教授疑似因壓力而撤回《明報》專欄文章一事,有手足更花了時間,把文章譯作英文。西方社會是需要知道真相的,請廣傳給在外國的朋友:
[On Mar 18 2020, Professor David Lung at the University of Hong Kong and his colleague Professor Yuen Kwok-yung, a world-renowned expert in microbiology and infectious diseases, withdrew their op-ed in the Chinese-language newspaper Ming Pao, in which they elucidated the origin and naming of the Wuhan Coronavirus, and criticized "inferior Chinese culture" for being the origin of the present pandemic. This led to allegations that the Chinese and Hong Kong governments are covering up the truth and suppressing academic freedom. Below is an English translation of this op-ed. Please spread the word and expose the truth!]
Outbreak in Wuhan shows that lessons from seventeen years ago are forgotten - David Lung and Yuen Kwok-yung, University of Hong Kong [translated from Chinese]
The novel coronavirus outbreak began in Wuhan in Winter 2019, and engulfed the entire province of Hubei by Spring 2020; the number of cases in China grew to over 80,000, with at least 3,000 deaths. The outbreak in China slowed down only after a month-long lockdown, which has failed to curtail the spread of the disease overseas by March 2020. The World Health Organization (WHO) was sluggish in response and failed to declare this a pandemic in a timely fashion. Shortage of relevant measures and protective gear around the world contributed to the global outbreak. Singapore, Hong Kong, Macau, and the Republic of China have so far been spared of the pandemic, though cases linked to overseas travel have yet to cease.
This pandemic is caused by a coronavirus, thus named because of its shape. From 2015 onwards, the WHO has ceased to name diseases using monikers for people, places, animals, food, culture, or occupations. As such, they labeled the disease using the year of the outbreak; thus the designation COVID-19. The International Committee on Taxonomy of Viruses (ICTV) used viral genome sequencing as the sole criterion for the naming of viruses; because the similarity between the genetic sequences of the SARS coronavirus and the present novel coronavirus, which therefore is not truly "novel", the ICTV designated the novel coronavirus as "SARS-CoV-2.0". Media organizations and the public call this the Wuhan Coronavirus or the Wuhan Pneumonia; this is perfectly fine because of its simplicity.
There has been heated debate over the naming of the pandemic. As a matter of fact, the disease is named by the WHO and the virus is named by the ICTV; the common name is purely a customary matter and suffices to serves it purpose as long as it is simple and clear. The official names of COVID-19 for the disease, or SARS-CoV-2 for the virus, must be used in scientific and academic discourse. However, the simplicity of the popular designations "Wuhan Coronavirus" and "Wuhan Pneumonia" are far more conducive to daily communication and conversations in the media.
The 2020 pandemic originated in Wuhan
Roughly 75% of novel diseases can be traced to wild animals; the ancestral virus from which several mammalian coronaviruses descend can be traced to bats or birds, both of which can fly over a distance of several thousands of kilometers to the location of first discovery of the virus. As such, the nomenclature of viruses may utilize the name of the location of discovery. The most accurate and objective means to identify the origin of the virus is to isolate the virus from the animal host. However, the Huanan Seafood Market had been cleared, and live wild animals vacated, by the time researchers had arrived for live samples. Consequently, the identity of the natural and intermediate hosts of the coronavirus is unclear. According to local personnel, the wild games in the Huanan Seafood Market are shipped and smuggled from various locations in China, Southeast Asia, and Africa; it remains impossible to identify the ancestry of the Wuhan Coronavirus.
Viral genome sequencing shows a 96% similarity between the Wuhan Coronavirus and the viral strain RaTG13 found in bats, lending credence to the belief that the RaTG13 strain is the ancestral virus for the Wuhan Coronavirus. This viral strain can be isolated from the bat species Rhinolophus sinicus found in Yunnan, China; thus bats are believed to be the natural host to the Wuhan Coronavirus. Epidemiological studies show definitively that the Huanan Seafood Market was the amplification epicenter, where the transmission of the virus from the natural host to the intermediate host likely occurred, before a mutation to a form that can adapt to the human body, followed by human-to-human transmission.
The identity of the intermediate host remains unclear; viral genome sequencing, however, reveals a 90% similarity between the spike receptor-binding domain of the Wuhan Coronavirus and of the coronavirus strain found in pangolins. While uncertainties remain for us to unambiguously identify the pangolin as the intermediate host, it is extremely likely that the pangolin coronavirus strain donated the spike receptor-binding domain genetic sequence, or even the entire gene section, to the bat coronavirus strain, culminating in the novel coronavirus upon DNA shuffling.
Wild animal market: the origin of numerous viruses
The SARS outbreak in 2003 can be traced to Heyuan prior to engulfing Guangdong and ravaging Hong Kong. The SARS Coronavirus was found in the masked palm civet; China has subsequently outlawed the sales of live wild animals. Seventeen years later, wild animal markets have instead grown unabashed, in flagrant violation of the law. The Chinese people have forgotten the lessons of SARS in their entirety. The glaring appearance of live wild animal markets in city centers, and the egregious acts of selling, cooking, and eating these wild animals, constitute a stunning and blatant disregard for the laws. The feces of these wild animals carry large concentrations of bacteria and viruses; the crowded set-up, the poor hygiene, and the proximity of different animal species are extremely conducive to DNA shuffling and genetic mutations. As such, these markets need to be banned outright.
Remodeling of markets is key to the prevention of epidemics. The Chinese and Hong Kong governments must promptly improve the set-up of markets by enhancing ventilation and getting rid of rats and pests. Before the elimination of all live poultry markets becomes a reality, animal feces found in these markets must be handled properly to lower the chances of genetic shuffling between viruses.
Internet conspiracies of an U.S. origin of the virus is not supported by facts, and only serves to mislead the public. The dissemination of conspiracy theories needs to stop. Transparency is first and foremost in the fight against an epidemic; we need cool heads and rational analysis in place of hearsay and falsehood. The failure to close all live wild animal markets post-SARS was a colossal mistake; to win the battle over the pandemic, we must face reality, and not repeat the same mistakes while leaving the blame upon others. The Wuhan Coronavirus is a product of inferior Chinese culture -\-\ the culture of recklessly catching and eating wild animals, and treating animals inhumanely, with an utter disrespect and disregard of lives. This inferior culture of the Chinese people -\-\ specifically the consumption of wild animals to satiate themselves -\-\ is the true origin of the Wuhan Coronavirus. If these habits and attitudes remain in place, SARS 3.0 will certainly happen in a matter of a decade or so.
以上翻譯來自:
一個窮科學家移民美國的夢幻故事
外媒報道:
https://www.nytimes.com/…/19reuters-health-coronavirus-hong…
https://www.nasdaq.com/…/adviser-to-hong-kong-on-coronaviru…
同時也有187部Youtube影片,追蹤數超過44萬的網紅MakeLearningFun,也在其Youtube影片中提到,My kids start to learn how to spell words in school and This video is also suitable for someone who want to learn English as second language, We hop...
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animal names in english 在 葉漢浩 Alex Ip Facebook 的最讚貼文
被撤回的文章,英文版如下,please Share to your network.
The English version of Prof Yuen and Prof Lung's article is already available: 👇🏻
18 Mar 2020: David Christopher Lung, Yuen Kwok-yung: Pandemic Originated from Wuhan; Lesson from 17 Years Ago Forsaken
Winter of Jihai (2019), a virus began in Wuhan. Comes spring of Gengzi (2020), an epidemic broke out in Hubei. Within China, there were 80,000 confirmed cases, and 3,000 deaths. People were confined in their homes and the epidemic only began slowing down towards the end of the month, yet the virus had leaked to the world outside before it could be stopped. In March, it was a pandemic, only it was announced too late by the World Health Organization (WHO). Countries lacked measures and reserves, and the pandemic swept across the globe. Singapore, Hong Kong, Macau, and Taiwan were spared from the pandemic with continuous sprinkles of overseas imported cases and small groups, but have not yet fallen.
This pandemic came from a virus, shaped like a corona, hence named Coronavirus. Since 2015, WHO has avoided using names of people, places, animals, food, culture, occupation, etc., to name illnesses. For this one, the “year” was used for differentiation, COVID-19. In the naming of viruses, International Committee on Taxonomy of Viruses (ICTV) analyses only the genome sequencing meticulously and disregards the other aspects. Since the genome sequence of this Coronavirus was “not novel enough”, it belongs in the same sisterhood with the SARS Coronavirus, also known as SARS 2.0 (SARS-CoV-2). Local and international media call it the Wuhan Coronavirus or Wuhan Pneumonia, simple and straight-forward, which is not incorrect.
Much controversy has resulted in society regarding the name of this pandemic. In fact, the illness was named by WHO, while the virus was named by ICTV. Nicknames are conventional, as long as they are clear and understood. In scientific discussions or academic exchanges, COVID-19 or SARS-CoV-2 must be used. In daily public communications or media wordings, Wuhan Coronavirus or Wuhan Pneumonia are both conventional, easy to understand, and great for communication purposes.
The Pandemic of Gengzi, an Origin in Wuhan
Around 75% of the newly discovered infectious diseases originated from wild animals. Among the few that could infect mammals is the Coronavirus, whose ancestral virus originated from bats or avians. Both have the ability to fly thousands of miles to the place the virus was first discovered, therefore the naming of a virus would also include its place of origin. To investigate the origin of a virus, the correct and objective way is to isolate the virus from the animal host. Unfortunately, since Huanan Seafood Wholesale Market was eradicated early on, the wild animals in the market were already gone by the time researchers had arrived to collect samples. The identities of the natural host and the intermediate host became a mystery. According to the locals, the wild animals sold within the Market came from all over China, Southeast Asia, and Africa (smuggled) to be distributed from there. The ancestral virus of the Wuhan Coronavirus cannot be determined.
Using genome sequencing to determine its origin, a bat Coronavirus stand (RaTG13) was found to be extremely similar to the Wuhan Coronavirus, with a sequencing similarity of 96%, therefore it is believed to be the ancestral virus stand of this Wuhan Coronavirus. This particular virus strand was obtained and isolated from Yunnan bats (Rhinolophus sinicus), and bats are believed to be the natural host of this Wuhan Coronavirus. Epidemiology clearly indicated Huanan Seafood Wholesale Market as the amplification epicenter, where there was a huge possibility that the virus had cross-infected between the natural host and the intermediate host, and then mutated within the intermediate host to adapt to the human body, followed by human-to-human infections.
The identity of the intermediate host remains unknown, but genome sequencing indicated that the Spike Receptor-binding domain of the Wuhan Coronavirus has a 90% similarity to that of the pangolin Coronavirus strand. Although the pangolin could not be confirmed as the intermediate host, it is highly possible that this pangolin Coronavirus strand donated Spike Receptor-binding domain DNA (or even the entire sequence) to the bat Coronavirus strand. Though gene shuffling recombination, the novel Coronavirus was born.
Wild Animal Market, the Origin of Innumerable Viruses
The 2003 SARS virus originated from Heyuan, became an epidemic in Guangdong, and passed to Hong Kong. The SARS Coronavirus was found in civets, and China clearly banned the trading of wild animals afterward. 17 years on, the wild animal market has run amuck. The Chinese have outright forgotten the lessons from SARS and have allowed a live wild animal market to exist within the centre of a highly developed city, with wild animals being cooked and eaten in brought daylight – simply astonishing. The feces of the animals within a live wild animal market contain a large amount of germs and viruses. With a crowded environment, vile hygiene, and a mix of wild animal species, gene shuffling and mutation could easily occur in viruses, therefore these markets must be banned.
Reform of the wet markets should be a focus of epidemic prevention. The mainland Chinese and Hong Kong governments must quickly improve these environments by enhancing ventilation and pest control. Before the complete elimination of live-animal markets, animal feces must be well handled to minimise the chances of gene shuffling in viruses.
The online rumour that the virus originated from USA was absolutely groundless, delusional. Stop spreading the falsity before we expose ourselves to ridicule. To remain calm before a pandemic, informational transparency is of the utmost importance. With calm and objective analysis, refrain from parroting others and spreading hearsay. Not strictly enforcing the closure of all wild animal markets after SARS was a grave mistake. In order to defeat an illness, one must own up to the mistakes and face the truths. Stop committing the same mistakes and putting the blame onto others. The Wuhan Coronavirus was a product of the inferior culture of the Chinese people: excessive hunting and ingesting wild animals, inhumane treatment of animals, disrespecting lives. Continuing to devour wild animals for human desires, the deep-rooted bad habits of the Chinese people are the real origin of the virus. With this attitude, in a dozen years, SARS 3.0 is bound to happen.
(Dr Lung graduated in 2004 from the University of Hong Kong, Faculty of Medicine with distinction in Medicine. He currently works in the Hong Kong Children’s Hospital, where he built up the microbiology team and lab. Yuen Kwok-yung is a Professor and Chair of Infectious Diseases of the Department of Microbiology of the University of Hong Kong)
(Original image by Ming Pao)
https://news.mingpao.com/pns/%e8%a7%80%e9%bb%9e/article/20200318/s00012/1584470310596/%e9%be%8d%e6%8c%af%e9%82%a6-%e8%a2%81%e5%9c%8b%e5%8b%87-%e5%a4%a7%e6%b5%81%e8%a1%8c%e7%b7%a3%e8%b5%b7%e6%ad%a6%e6%bc%a2-%e5%8d%81%e4%b8%83%e5%b9%b4%e6%95%99%e8%a8%93%e7%9b%a1%e5%bf%98
animal names in english 在 Miss M's language teaching salon Facebook 的最佳貼文
新生來了(2)-自我介紹篇
解說完班規之後,我會很希望多認識我的學生,因此會希望學生能夠介紹自己,但一般常見的自我介紹只是單方面的敘述,缺乏互動的機會,因此我使用幾個活動,讓自我介紹能夠更有趣及動態。
另外也想要藉由這幾個活動讓學生認知上台發表應有的口條與姿態,培養合作學習的正確分工與態度。溝通表達力其實是英文課的教學目標之一,但這項能力的培養需要時間的累積,絕不可能一蹴可幾,因此在初期階段就要讓學生習慣發表這件事,要讓學生知道,開口表達是英文科的必備技能,此外,合作學習會是之後課堂的教學運作模式,而團隊合作能力也是要長期培養,學生要知道如何分工、運用優勢解決問題和幫助他人,這樣的合作氛圍也是要儘早培養,以期能逐漸達成目標。
自我介紹的活動歷經了一節課的時間,以下我就針對教學步驟進行詳細的說明:
1. 學生撰寫自我資料
教師發下一張紙,請學生寫下基本資料(使用中文,名字在中間,其他的資料寫在四個角落),但我覺得寫下星座血型這種資料有些無趣,因此我請他們回答一些可以探討內心的問題,如:
(1) 你想要跟那個卡通、漫畫或電影人物一起吃晚餐?
(2) 心情不好時想吃什麼水果?
(3) 什麼顏色帶給你安全感?
(4) 最想成為什麼動物?
2. 學生上台自我介紹
挑選幾個人上台自我介紹,指導學生從開場白、介紹詞到最後結語有完整的論述,另外,也引導學生儘量使用英文介紹。
3. 學生交換自我資訊
兩兩學生交換紙上的自我資料,念完自己的資料後,就跟另一個學生交換,然後再用交換過的紙張向別的學生進行介紹直到活動時間結束為止(這個活動的目的在於口語交流,因此要提醒學生不要只是交換紙張,要確實講完資料後再交換)。
4. 找出個人資料的共同點
活動時間結束後,學生回到自己的組內,這時候拿到的紙張並非自己的資料,就手上拿到的紙進行分析,找出這些個人資訊的共同點,例如,性別一樣、有兩個人的姓氏相同、喜歡的顏色是相同色系等等,然後寫在小白板上,接著進行小組發表,請每個小組針對共同點進行分享。
(以上的活動的部分靈感來自遊戲人生-有效有趣的破冰遊戲,由楊田林所著,書中還有很多活動我覺得很適合改編至課堂使用,我會將書本資訊放於留言處,有興趣者可自行購買)
課後省思
1. 教師需要示範且明確的告訴學生您所期待的口語報告是怎麼樣的,從學生的聲量、手勢、眼神、開場白和結語給予示範和指導,這樣學生才知道一個理想的表達是什麼樣貌,才能真正的培養學生的口語表達力。
2. 提醒學生需要適當的分工,假設一組有三個同學,A同學撰寫答案,B同學負責美工,那麼C同學就要負責報告(當然也可以老師自行分配),要讓學生知道,不是能者多(過?)勞,每個人都要為自己的團體付出,而不只是當個旁觀者。
3. 找出共同點可以訓練學生的統整能力,英文課的閱讀訓練經常在訓練學生拿到文章後進行理解、分析和評鑑,這個活動我希望學生拿到資訊要懂得去整理和轉化。同時教師也可以進行態度的教導,在課堂的最後,我告訴學生,只要有心,再怎麼不一樣的人也可以找到共同點,因此不要覺得與你對方不一樣就排斥對方,帶著友善和開放的心,你會更了解對方,也更能找到你與對方的相似之處,就更有助於你的人際關係。
簡單來說,這堂課的目的在於建立師生之間的關係,增進師生間的了解,也讓學生了解英文課的上課模式,培養學生思考和整理資訊的能力,希望這樣的文章對您的教學會有幫助,我們下次見囉!!
After telling all the classroom rules, I would like to know my students better. Next step I will invite my students to introduce themselves. However, I don’t like the ways they used to do. They are usually one-way introductions. I really hope students have more chances to interact with others. Therefore, I designed some activities for them to engage in this section.
On the other hand, I hope my students know more about how to make a good oral presentation. Also, students need to know how to cooperate with each other. In my opinion, the purpose of the language classes is to communicate with other. For the EFL learners like my students, it’s not an easy job. I hope my students understand that English classes are not equal to grammar rules explanation. They must speak up. It’s a long-term process which means that they need to train themselves now.
It took a class to finish all the teaching process. The steps that I went through are as following.
1. Write down the personal information
I gave my students a piece of paper that they wrote down their personal stuff on it (Names in the middle of the paper and other information in the corners). Besides names, I asked them to answer the following questions.
(1) Who do you like to eat dinner with? (Spider man or Captain America)
(2) What fruits will you eat if you are down?
(3) What color brings you a sense of security?
(4) What animal do you want to be?
2. Invite students to introduce themselves on the stage.
I showed how to make a good oral presentation, including the eye contact, opening and conclusion. Then I picked up some students to do it and encourage them to use English.
3. Exchange Activity.
Students read their personal information and exchange with other students. They needed to do it again and again until time ends.
4. Find out the common grounds
Students went back to their groups and checked out the paper they got. They needed to find out something in common from the paper. They wrote the common grounds on the mini white board and shared with other students.
After the class:
1. Taiwanese students aren’t used to express themselves in public. It’s not right. Besides reading and writing, teachers also need to pay attention to their oral expression. Once students used to it, they will amaze you.
2. Teachers must remind students to have team work spirit. They need to work together for the projects. All the group members need to contribute themselves to their teams. Students can’t be the outsiders.
3. The last activity is a good way to train students to read, analyze and evaluate the reading materials. Also, teachers can teach students right attitude toward friendship at the end of the class. Teachers should remind students to open their mind. It will help to find more friends.
In short, the purpose of this class is to build the relationship between the teacher and students. It will help teachers to understand their students better. On the other hand, students will know more about the ways of giving the lessons. I hope this article will do you good. See you!
animal names in english 在 MakeLearningFun Youtube 的最讚貼文
My kids start to learn how to spell words in school and
This video is also suitable for someone who want to learn English as second language, We hope your kid will enjoy this video and learn the pronunciation, name of animal same and able to identify the animal same as my kid.
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-do subscribe us!
-like the video and share to you friend who have kid on the facebook, tweeter, google+....etc
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animal names in english 在 MakeLearningFun Youtube 的精選貼文
My kids started to learn how to spell words in school and they found this a little bit difficult. There are many ways to practice spelling, and using toys could be a good idea.
See and spell developmental toy: The Melissa & doug see & spell learning toy is a 50+ piece colorful wooden puzzle with easy to handle letters that fit into 8 2 sided cutout boards to spell 3 and 4 letter words
Sturdy wooden case: For easy storage and portability, this learning toy comes with a sturdy wooden case, which is compact and easy to carry
Develops multiple skills: This set develops sight reading vocabulary, spelling, and fine motor skills; it’s an easy and exciting toy that multiple children can play with at once, helping them develop important social skills
This video is also suitable for someone who want to learn English as second language, We hope your kid will enjoy this video and learn the pronunciation, name of animal same and able to identify the animal same as my kid.
If you want to watch more video from us, please
-do subscribe us!
-like the video and share to you friend who have kid on the facebook, tweeter, google+....etc
how to learn math
https://www.youtube.com/playlist?list...
stem projects
https://www.youtube.com/playlist?list...
Anpanman Educational Toys
https://www.youtube.com/playlist?list...
Learn Shapes for kids
https://www.youtube.com/playlist?list...
Learn letter A to Z
https://www.youtube.com/playlist?list...
Learn names of fruits and vegetables
https://www.youtube.com/playlist?list...
Learning street vehicles names and vehicle sounds
https://www.youtube.com/playlist?list...
Learn names of animal with animal sound
https://www.youtube.com/playlist?list...
animal names in english 在 MakeLearningFun Youtube 的最佳解答
Connect 4 is for 2 players to compete. The players first choose a color disc and
then take turns dropping his own colored disc from the top.
The disc fall straight down, occupying the lowest available space within the column.
To win the game, you have to put your disc four in a row faster than your opponent.
This video is also suitable for someone who want to learn English as second language, We hope your kid will enjoy this video and learn the pronunciation, name of animal same and able to identify the animal same as my kid.
If you want to watch more video from us, please
-do subscribe us!
-like the video and share to you friend who have kid on the facebook, tweeter, google+....etc
how to learn math
https://www.youtube.com/playlist?list...
stem projects
https://www.youtube.com/playlist?list...
Anpanman Educational Toys
https://www.youtube.com/playlist?list...
Learn Shapes for kids
https://www.youtube.com/playlist?list...
Learn letter A to Z
https://www.youtube.com/playlist?list...
Learn names of fruits and vegetables
https://www.youtube.com/playlist?list...
Learning street vehicles names and vehicle sounds
https://www.youtube.com/playlist?list...
Learn names of animal with animal sound
https://www.youtube.com/playlist?list...