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
同時也有1部Youtube影片,追蹤數超過1,470的網紅ARMNTP,也在其Youtube影片中提到,มาทำความรู้จักกับวิชาศึกษาทั่วไปของ มทส.กัน และมาดูว่ามีรายวิชาอะไรบ้าง รหัสวิชาอะไร --------------------------------------------- “หมวดวิชาศึกษาทั่ว...
english for academic purposes 在 Eric's English Lounge Facebook 的最佳貼文
Time for a quiz! 英文詞彙層次測試從3:17開始!
★★★★★★★★★★★★
到底要學哪一種英文詞彙? CCSS?
如果是為了學習學術英文,同學可參考美國的共同核心州立標準(Common Core State Standards, CCSS)Tier 1-3 的英文單詞。美國聯邦政府希望透過CCSS與共同評量的推行,將教育重點聚焦於大學與生涯準備度上,尤其特別重視英語文 (English language arts and literacy) 與數學兩學科,期許每一位從美國高中畢業的學生不論是在大學或是職涯核心能力上都能具有適當的準備度。
由於特朗普政府的的2018教育政策《Strengthening Career and Technical Education for the 21st Century Act》,一些州政府已經開始更新自己的標準但是核心都是以CCSS為基礎, 因此就算是各州不同的新標準核心ELA詞彙對想要提升自己學術英文能力的同學還是極佳的參考資料!
對中階和進階學術英文學習者最有幫助的單詞大多數落在Tier 2-3,其中核心詞彙也高頻率的出現在SAT, TOEFL, IELTS, 和GRE等等的學術考試,想必對同學的學術英文能力(English for Academic Purposes)一定有相當的幫助。
★★★★★★★★★★★★
Some Tier 2-3 words: https://goo.gl/9vHkTN
學習單字的方式: http://bit.ly/2JGXKvK
托福雅思核心詞彙 (Tier 3): http://bit.ly/2kNogKe
Tier 2-3 Vocabulary Class: ericvocab.com
★★★★★★★★★★★★
參考資料:
美國「全國共同標準及評量」與臺灣「國中教育會考」之比較及其意涵: https://goo.gl/ZabnpG
國中生1200字詞: http://www.taiwantestcentral.com/WordList/BCTWordList.aspx?CategoryID=12
高中英文7000字參考詞彙表: http://www.ceec.edu.tw/Research/paper_doc/ce37/ce37.htm
★★★★★★★★★★★★
Teaching Tier 2 Words to ELL Students: https://www.nytimes.com/2017/11/29/learning/lesson-plans/enriching-academic-vocabulary-strategies-for-teaching-tier-two-words-to-ell-students.html
CCSS: https://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative http://www.corestandards.org/ELA-Literacy/
CCSS and the SAT: https://www.nytimes.com/2013/08/04/education/edlife/what-the-new-sat-and-digital-act-might-look-like.html
https://www.csmonitor.com/The-Culture/Verbal-Energy/2016/0317/Goodbye-SAT-words-hello-Tier-Two-words
Arguments Against CCSS: https://www.forbes.com/sites/nealmccluskey/2018/10/18/common-core-doesnt-seem-to-be-working-that-may-be-just-fine/#715f040a6993
Study of CCSS and the ACT:
https://www.achieve.org/achieve-act-review
SAT Vocab List:
https://www.vocabulary.com/lists/test-prep/
★★★★★★★★★★★★
Sources:
http://www.sohu.com/a/244732802_357704
http://lawdata.com.tw/tw/detail.aspx?no=403651
http://ericdata.com/tw/detail.aspx?no=403651
Music:
https://www.bensound.com/
★★★★★★★★★★★★
心智圖詞彙攻略: https://bit.ly/2QgajQw
english for academic purposes 在 LG and Friends Facebook 的精選貼文
น้องๆมหาวิทยาลัยที่สนใจเรียนกับพี่ลูกกอล์ฟฟังทางนี้จ้า
ANGKRIZ Workshop 2018
This course focuses on listening, speaking and writing for academic purposes. It’s tailored for university students who want to enhance their English skills. This course is taught by P’LoukGolf and Paul. We only take 45 students. Please read all the details below before you enroll.
SAT and SUN 14.30-17.30
4 AUG – 16 SEP 2018
8,900 Baht/36 hours
Open for booking 28 APRIL 2018 via angkrizbooking@gmail.com
💥This course is non-refundable. Please check the timetable and make sure you are ready and available to embark on a new journey at ANGKRIZ.
english for academic purposes 在 ARMNTP Youtube 的最佳貼文
มาทำความรู้จักกับวิชาศึกษาทั่วไปของ มทส.กัน และมาดูว่ามีรายวิชาอะไรบ้าง รหัสวิชาอะไร
---------------------------------------------
“หมวดวิชาศึกษาทั่วไป หมายถึง วิชาที่มุ่งพัฒนาผู้เรียนให้มีความรอบรู้อย่างกว้างขวาง มี โลกทัศน์ที่กว้างไกล มีความเข้าใจธรรมชาติ ตนเอง ผู้อื่น และสังคม เป็นผู้ใฝ่รู้ สามารถคิดอย่างมี เหตุผล สามารถใช้ภาษาในการติดต่อสื่อความหมายได้ดี มีคุณธรรม ตระหนักในคุณค่าของศิลปะและ วัฒนธรรมทั้งของไทยและประชาคมนานาชาติ สามารถน าความรู้ไปใช้ในการด าเนินชีวิตและด ารงตน อยู่ในสังคมได้เป็นอย่างดี สถาบันอุดมศึกษาอาจจัดวิชาศึกษาทั่วไปในลักษณะจ าแนกเป็นรายวิชา หรือลักษณะบูรณาการใด ๆ ก็ได้ โดยผสมผสานเนื้อหาวิชาที่ครอบคลุมสาระของกลุ่มวิชา สังคมศาสตร์ มนุษยศาสตร์ ภาษา และกลุ่มวิชาวิทยาศาสตร์กับคณิตศาสตร์ ในสัดส่วนที่เหมาะสม เพื่อให้บรรลุวัตถุประสงค์ของวิชาศึกษาทั่วไป
202108 การรู้ดิจิทัล (Digital Literacy)
202109 การใช้โปรแกรมประยุกต์เพื่อการเรียนรู้ (Use of Application Programs for Learning)
202201 ทักษะชีวิต (Life Skills)
202202 ความเป็นพลเมืองและพลเมืองโลก (Citizenship and Global Citizens)
202203 มนุษย์กับสังคมและสิ่งแวดล้อม (Man, Society and Environment)
202207 มนุษย์กับเศรษฐกิจและการพัฒนา (Man, Economy and Development)
202211 การคิดเพื่อการพัฒนา (Thinking for Development)
202212 มนุษย์กับวัฒนธรรม (Man and Culture)
202213 GLOBALIZATION โลกาภิวัตน์
202175 ศิลปวิจักษ์ (Art Appreciation)
202181 สุขภาพองค์รวม (Holistic Health)
202331 อาเซียนศึกษา (ASEAN Studies)
202373 การคิดเชิงออกแบบ (Design Thinking)
103113 คณิตศาสตร์ในชีวิตประจำวัน(Mathematics in Daily Life)
104113 มนุษย์กับสิ่งแวดล้อม (Man and Environment)
114100 กีฬาและนันทนาการ SPORT AND RECREATION (แบดมินตัน,ปิงปอง,มวยไทย,แอโรบิค,ทักษะสมรรถภาพทางกายเพื่อสุขภาพ,ทักษะหมากกระดาน (เอแม็ท))
202111 ภาษาไทยเพื่อการสื่อสาร (Thai for Communication)
202291 การจัดการสมัยใหม่ Modern management
202324 PLURI-CULTURAL THAI STUDIES ไทยศึกษาเชิงพหุวัฒนธรรม
213101 ENGLISH FOR COMMUNICATION 1 ภาษาอังกฤษเพื่อการสื่อสาร 1
213102 ENGLISH FOR COMMUNICATION 2 ภาษาอังกฤษเพื่อการสื่อสาร 2
213203 ENGLISH FOR ACADEMIC PURPOSES ภาษาอังกฤษเพื่อวัตถุประสงค์ทางวิชาการ
213204 ENGLISH FOR SPECIFIC PURPOSES ภาษาอังกฤษเพื่อวัตถุประสงค์เฉพาะ
213305 ENGLISH FOR CAREERS ภาษาอังกฤษเพื่อการทำงาน
303436 การผลิตแพะและแกะ GOATS AND SHEEP PRODUCTION
114100 กีฬา SPORT AND RECREATION (แบดมินตัน,ปิงปอง,มวยไทย,แอโรบิค,ทักษะสมรรถภาพทางกายเพื่อสุขภาพ,ทักษะหมากกระดาน (เอแม็ท))
303431 หมาแมว CARE AND MANAGEMENT OF DOGS AND CATS
203431 KOREAN 1
609252 ลีลาศ RHYTHM FOR HEALTH PROMOTION
203401 CHINESE I
203411 JAPANESE I
617495 หลักความปลอดภัยในอาหาร PRINCIPAL OF FOOD SAFETY
203421 Vietnamese I
202291 modern management
618425 INDUSTRIAL PSYCHOLOGY จิตวิทยาอุตสาหกรรม
601111 SPIRITUAL HEALTH CARE
601112 Music theraphy
***** ฝากกดแชร์ด้วยนะค้าบผม ให้เพื่อนได้ทราบ*****
#มหาวิทยาลัยเทคโนโลยีสุรนารี #ศึกษาทั่วไป
english for academic purposes 在 Journal of English for Academic Purposes 的相關結果
The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers ... ... <看更多>
english for academic purposes 在 What is EAP? - UEfAP 的相關結果
EAP - English for Academic Purposes - refers to the language and associated practices that people need in order to undertake study or work in English medium ... ... <看更多>
english for academic purposes 在 English for Academic Purposes - WordPress at UD | 的相關結果
English for Academic Purposes (EAP) courses provide language instruction for academic study in American universities. Language skills addressed include: ... ... <看更多>