|
|
I HAVE A RIDICULOUS OBSESSION 迷住WITH TANNING,
I BUILD AND DESIGN CUSTOM ROCK REGALIA FOR BLONDIE, SEBASTIAN BACH,
HOOKERS OR PIMPS 男妓,
MY STYLE IS KIND OFA SURREAL 超现实主义的 STYLE.
I JUST CRANK STUFF OUT [v.制成]
TO TRY TO MAKE A LIVING.
WITH EACH CHALLENGE, I'M GOING
TO SNIP [v.剪断] OUT THE COMPETITION.
MY CLOTHES ARE DIVINE.神的, 神圣的, 非凡的, 超人的, 非常可爱的
SO KNOCK OUR SOCKS OFF.
WE'RE JUST A TINY, LITTLE
FLEDGLING 初出茅庐 COMPANY RIGHT NOW.
I THINK THE THING
THAT WILL SET ME APART使分离, 使分开, 留出时间, 金钱等
MY AESTHETIC 美学 IS LOUD
BECAUSE I MIX PRINTS,
I MIX PLAIDS格子花呢,
I NEED YOU TO RALLY重整旗鼓, 给予新力量, (使)恢复健康, 力量, 决心, 集结 EVERYBODY.
WE BARELY EVEN SLEPT.
I WAS EMBARRASSED TO BE ghANDING
IN A TOWEL NEXT TO TIM GUNN,
I SAW THE GRISTEDES CHALLENGE
IN SEASON ONE,
YIKES.<口>[表示惊讶]呀
TO HELP ME FILL YOU IN
ON THE DETAILS.对某人提供有关...的情况
CORN HUSKS外壳
I HAD MY WHOLE LOOK
MAPPED OUT 制订 IN MY HEAD.
YOU GUYS ARE A BUNCH
OF SLACKERS 懒鬼.
WE'RE THRILLED 激动
TO HAVE YOU HERE.
TITILLATE 搔痒, 使愉快 THE JUDGES,
GIRLS AND BOYS.
AND A BIT OBNOXIOUS不愉快的, 讨厌的,
FOR THEM TO BE LIKE, OKAY.
THINK THIS THROUGH思考...得出结论.
服装款式：style 指服装的式样 通常指形状因素 是造型要素中的一种。
服装造型：modeling 指由服装造型要素构成的总体服装艺术效果。
服装轮廓：silhouette 即服装的逆光剪影效果。
款式设计图：design drawing 指体现服装款式造型的平面图。
服装效果图：effect drawing 指表现人体在特定时间 特殊场所穿着服装效果的图
服装裁剪图：cutting drawing 即用曲 直 斜 弧线等特殊图线及符号将服装款式造型分解展开成平面裁剪方法的图。
服装结构线：structure line 指在服装图样上 表示服装部件裁剪 缝纫结构变化的线。
二 服装产品行业术语
服装：garments clothing apparel
成衣：ready-to-wear 按照规定的尺寸 以批量生产方式制作的服装。
定制服装：customer made 根据个人量体尺寸 单件剪裁 制作完成的服装。
毛呢服装：woolen garment 由纯毛 毛混纺织物为面料制成的服装。
棉布服装：cotton clothes 由全棉 棉混纺织物制成的服装。
丝绸服装：silk garment 由天然丝 人造丝 合成丝织物制成的服装。
化纤服装：chemical fiber garment 由各种化学纤维织物制成的服装。
裘革服装：fur or leather garment 由裘皮或革皮制成的服装。
人造毛皮服装：artificial fur and leather garment 由天然或化学纤维仿各种毛皮的织物为面料制成的服装。
婴儿服装：infants wear 适合周岁以内婴儿穿着的服装。
服饰：clothing 指装饰人体的物品总称。包括服装 鞋 帽 袜子 手套 围巾 领带 提包 阳伞 发饰等。
按穿着对象分类：
男式服装：mens wear 简称男装 是成年男子穿着的服装。
女式服装：womens wear 简称女装 是成年女子穿着的服装。
儿童服装：childrens wear 简称童装 是适合儿童穿着的服装。
职业服：professional garments 职业服是社团或行业成员在社会环境中从业工作时 为展示整体形象需要 满足工作者的动作要求 从而为达到社团目标所穿着的服装。
上装的成品术语：
西服：Western-style clothes 又称西装 即西式上衣的一种形式。按钉纽扣的左右排数不同 可分为单排扣西服和双排扣西服；按照上下粒数的不同 分为一粒扣西服 两粒扣西服 三粒扣西服等。粒数与排数可以有不同的组合 如单排两粒扣西服 双排三粒扣西服等；按照驳头造型的不同 可分为平驳头西服 枪驳头西服 青果领西服等。西服已成为国际通行的男士礼服。
背心：vest 也称为马甲或坎肩 是一种无领无袖 且较短的上衣。
牛仔服：cowboys clothes 原为美国人在开发西部 黄金热时期所穿着的一种用帆布制作的上衣。
中山服：Zhongshan coat 又称中山装。根据孙中山先生曾穿着的款式命名。
茄克：jacket 指衣长较短 胸围宽松 紧袖口克夫 紧下摆克夫式样的上衣。
猎装：hunting wear 原本是适合打猎时所穿的服装 具有防露水和子弹袋收腰等结构。
衬衫：shirt 按照穿着对象的不同分为男衬衫和女衬衫。按照用途的不同可分为配西装的传统衬衫和外穿的休闲衬衫
棉袄：cotton padded coat 凡是内絮棉花 腈纶棉 太空棉 驼毛等保温材料的上衣均称为棉袄。
羽绒服：down coat 内充羽绒填料的上衣。
下装的成品术语：
背心裙：Jumper skirt 指上半身连有无领无袖背心结构的裙装。
斜裙：bias skirt 指从腰部到下摆斜向展开的裙子。
鱼尾裙:fish tail skirt 指裙体呈鱼尾状的裙子。腰部 臀部及大腿中部呈合体造型 往下逐步放开下摆展成鱼尾状。
超短裙：miniskirt 又称迷你裙。这是一种长度在大腿中部及以上的短裙
筒裙：barrel skirt tube skirt 又称统裙 直裙或直统裙。
旗袍裙：cheongsam skirt hobble skirt slim skirt 通常指左右侧缝开衩的裙。
西服裙：tailored skirt 又称西装裙。它通常与西服上衣或衬衣配套穿着。
裤子的成品术语：
西裤：trousers/pants 主要指与西装上衣配套穿着的裤子。
背带裤 bib pants 指裤腰上装有跨肩背带的裤子。
马裤：riding breeches 指骑马时穿着的裤子。
灯笼裤：knickerbockers knickers bloomers pantalets 指裤管直筒宽大 裤脚口收紧 外形似灯笼状的一种裤子。
连衣裤：overalls 指上衣与裤子连为一体的服装。
喇叭裤：flare trousers bell-bottom pants 指裤腿成喇叭形的西裤。
全身装成品术语：
连衣裙：one-piece dress 指上衣与下裙连成单体的一件式服装。
旗袍：Qipao Chinese dress 也称中式旗袍。其主要结构特征是立领 右大襟 紧腰身 下摆开衩等。
新娘礼服：bridal gown bridal veil 是指女性在出嫁时所穿着的服装。
燕尾服：swallow-tailed coat swallowtail 是男士在正规的特定场合穿着的礼服。
夜礼服：evening dress evening suit 指夜间社交场合中 女士所穿着的华丽裙服。
大衣：overcoat 指为了防风御寒 上下连为一体 穿在一般衣服外面的长外衣。
雨衣 weather-all coat & cloak 用于防风防雨两用的外衣 有单 夹 长 短之分。
披风：dress smock manteau mantle 无袖 颈部系带 披在肩上的防风外衣。
睡衣裤：sleepwear 指包括上衣和裤子两件式配套穿着的睡衣。
套装：suit 指上下装配套穿着的服装。通常由同种同色面料制作 使上下成为格调一致的造型。
三 服装的造型术语：
服装的整体效果是由各部件的造型组合决定的。这些部件就是造型要素或元素。
领子的造型名称：
中山服领：zhongshan coat collar 由底领和翻领组成 领角呈外八字形。
尖领：pointed collar peaked collar 领角呈尖角形的领型 也叫尖角领。
衬衫领：shirt collar 或衬衣领 由上领和下领组成 是衬衫专有的领型。
圆领：round collar〕指领角呈圆形的领型 也叫圆角领。
青果领：shawl collar 是翻驳领的一种变形 领面形似青果形状的领型。
燕子领：swallow collar wing collar 领面下止口的两条线形 似燕子飞翔时翅膀张开的形状。
两用领：convertible collar 也叫开关领。指可敞开 可关闭的领型。
方领：square collar 指领角呈方形的领型。如领面较窄 则称之为小方领。
中式领：mandarin collar 指中式服装的领型 其结构为圆领角关门的立领。
立领：stand collar Mao collar 指领子向上竖起紧贴颈部的领型。
圆领口：round neckline 领圈呈圆形 根据情况领圈可开大开小 圆弧可呈圆形或呈椭圆等形状。
方领口：square neckline 领圈呈方形。根据爱好可开成长方形或横向方形。
一字领口：boat neckline slit neckline off neckline 前后衣片在肩部缝合只剩颈圈部位 前后领圈成一字形状 即呈水平线形状。
鸡心领口：sweetheart neckline heart shaped neckline 也叫桃形领 领圈呈鸡心形状 即下部尖 上部成圆弧状。
底领：collar stand collar band 也称领座 是连接领口与翻领的部位。
翻领：lapel 指翻在底领外面的领面造型。
领上口：fold line of collar 领面的翻折线 即领外翻的连折处。
领下口：under line of collar 领子与领窝的缝合部位。
领里口：top collar stand 指领上口到领下口之间的部位 也叫领台高或起登。
领外口：collar edge〕指领子的外侧边沿处。
领豁口〕也叫驳嘴 指领嘴与驳角间的距离。
袖子的造型名称：
圆袖：set-in sleeve 也称装袖 指在臂根围处与大身衣片缝合连接的袖型
前圆后连袖：split raglan sleeve 指前袖椭圆形 后袖与肩相连的袖。
衬衫袖：shirt sleeve 一片袖结构 长袖装有袖克夫。
连肩袖：raglan sleeve 又称插肩袖 是肩与袖连为一体的袖型。
喇叭袖：flare sleeve; trumpet sleeve 指袖管形状与喇叭形状相似的袖子。
泡泡袖：puff sleeve〕指在袖山处抽碎褶而蓬起呈泡泡状的袖型。
灯笼袖：lantern sleeve; puff sleeve 指肩部泡起 袖口收缩 整体袖管呈灯笼形鼓起的袖子。
蝙蝠袖：batwing sleeve 在肩袖连接处 袖窿深即腰节附近 整体造型如蝙蝠翅膀张开状的袖子。
花瓣袖：petal sleeve 或称蚌壳袖 也叫郁金香花瓣袖 指袖片交叠如倒挂的花瓣的袖型。
袖口：sleeve opening〕袖管下口的边沿部位。
衬衫袖口：cuff 即理克夫 指装袖头的小袖口。
橡皮筋袖口：elastic cuff〕指装橡皮筋的袖口。
罗纹袖口：rib-knit cuff〕指装罗纹口的袖口。
袖头：cuff〕缝在袖口的部件。
双袖头：double cuff; French cuff; tumup-cuff; fold-back cuff 指外翻的袖头。
袖开衩：sleeve slit〕指袖口部位的开衩。
袖衩条：sleeve placket 缝在袖开衩部位的斜丝缕的布条。
大袖：top sleeve 指两片袖结构中较大的袖片 也称外袖。
小袖：under sleeve 指两片袖结构中较小的袖片 也称内袖或里袖。
口袋的造型名称：
插袋：insert pocket 指在衣身前后片缝合处 留出袋口的隐蔽性口袋。
贴袋：patch pocket 指在衣服表面直接用车缉或手缝袋布做成的口袋。
开袋：insert pocket 指袋口由切开衣身所得 袋布放在衣服里面的口袋。
双嵌线袋：double welt pocket 指袋口装有两根嵌线的口袋。
单嵌线袋：single welt pocket 指袋口装有一根嵌线的口袋。
卡袋：card pocket 指专为放置名片 小卡片而设计的小口袋。
手巾袋：breast pocket 指西装胸部的开袋。
眼镜袋：glasses pocket 指专为放置眼镜的口袋。
锯齿形里袋：zigzag inside pocket 指在袋口装有锯齿形花边的里袋 也叫三角形里袋。
有盖贴袋：patch pocket with flap 指在贴袋口的上部装有袋盖的口袋。
吊袋：bellows pocket 指袋边沿活口的袋 又称老虎袋 风箱袋。
风琴袋：accordion pocket 通常指袋边沿装有似手风琴风箱伸缩形状的袋。
暗裥袋：inverted pleated pocket 指袋中间活口的袋。
明裥袋：box pleated pocket 指袋中间两边活口的袋。
里袋：inside pocket 衣服前身里子上的口袋。
小部件造型名称：
领袢：collar tab 领子或领嘴处装的小袢。
吊袢：hanger loop 装在衣领处挂衣服用的小袢。
肩袢：shoulder tab; epaulet 装饰在服装肩部的小袢。
腰袢：waist tab 装在腰部的 为了穿入皮带或腰带用的小袢。
腰带：waistbelt 用以束腰的带子。
线袢：French tack 用粗线打成的小袢 多在夏装连衣裙上使用。
挂面：facing 又称过面或贴边 指装在上衣门里襟处的衣片部件。
耳朵皮：flange 在西装的前身挂面里处 为做里袋所拼加的一块面料。
滚条：binding 指包在衣服边沿（如止口 领外沿与下摆等）或部件边沿处的条状装饰部件。
塔克：tuck 服装上有规则的装饰褶子。
盖：flap 固定在袋口上部的防脱露部件。
四 服装部位结构名称：
肩缝：shoulder seam 在肩膀处 前后衣片相连接的部位。
领嘴：notch 领底口末端到门里襟止口的部位。
门襟：front fly; top fly 在人体中线锁扣眼的部位。
里襟：under fly 指钉扣的衣片。
止口：front edge 也叫门襟止口 是指成衣门襟的外边沿。
搭门：overlap 指门襟与里襟叠在一起的部位。
扣眼：button-hole 纽扣的眼孔。
眼距：button-hole space 指扣眼之间的距离。
窿：armhole 也叫袖孔 是大身装袖的部位。
驳头川：lapel 里襟上部向外翻折的部位。
平驳头：notch lapel 与上领片的夹角成三角形缺口的方角驳头。
戗驳头：peak lapel 驳角向上形成尖角的驳头。
胸围：bust。指前衣片前胸最丰满处。
腰节：waist 指衣服腰部最细处。
摆缝：side seam 指袖窿下面由前后身衣片连接的合缝。
底边：hem 也叫下摆 指衣服下部的边沿部位。
串口：gorge line 指领面与驳头面的缝合线 也叫串口线。
驳口：fold line for lapel 驳头翻折的部位 驳口线也叫翻折线。
止口圆角：front cut 指门里襟下部的圆角造型。
扣位：button position 纽扣的位置。
前过肩：front yoke 连接前身与肩合缝的部件 也叫前育克。
领省：neck dart 指在领窝部位所开的省道。
前腰省：front waist dart 指开在衣服前身腰部的省道。
前肩省：front shoulder dart 指开在前身肩部的省道。
上装后身的部位名称：
总肩宽：across shoulder 指在后背处从左肩端经后颈中点（第七颈椎点）到右肩端的部位。
后过肩：back yoke 也叫后育克 指连接后衣片与肩合缝的部件。
背缝：center back seam 又叫背中缝 是指后身人体中线位置的衣片合缝。
背衩：back vent 也叫背开衩 指在背缝下部的开衩。
衩 side slit 又叫侧摆衩 指侧摆缝下部的开衩。
领窝：neck 指前后衣片在肩部缝合后 再与领子缝合的部位。
后领省：back neck dart 指开在后领窝处的领省 多呈八字形。
后肩省：back shoulder dart 指开在后身肩部的省道。
后腰省：back waist dart 指开在后腰部的省道。
下装的部位：
上裆：seat 又叫直裆或立裆 指腰头上口到横裆间的距离或部位。
烫迹线：crease line 又叫挺缝线或裤中线 指裤腿前后片的中心直线。
脚口：turn-up bottom 指裤脚口往上外翻的部位。
裤脚口：bottom leg opening 指裤腿下口边沿。
横裆：thigh 指上裆下部的最宽处 对应于人体的大腿围度。
侧缝：side seam 在人体侧面 裤子前后身缝合的外侧缝。
中裆：leg width 指人体膝盖附近的部位。
腰头：waistband 指与裤子或裙身缝合的带状部件。
腰缝：waistband seam 指腰头与裤或裙身缝合后的缝子。
腰里：waistband lining 指腰头的里子。
裤（裙）腰省：waist dart 裤（裙）前后身为了符合人体曲线而设计的省道 省尖指向人体的突起部位 前片为小腹 后片为臀大肌。
裤（裙）裥：pleat 指裤（裙）前身在裁片上预留出的宽松量 通常经熨烫定出裥形 在装饰的同时增加可运动松量。
小裆缝：front crutch 裤子前身小裆缝合的缝子。
后裆缝：back rise 裤子后身裆部缝合的缝子。
省道：dart
滚眼：bound button hole 用面料做的扣眼。
前过肩：front yoke 连接前身与肩缝合的部件。
门襟翻边：placket 外翻的门襟边。
前腰省：front waist dart 衣服前身腰部的省道。
胁省：underarm dart 衣服两侧腋下处的省道。
横省：side dart 腋下摆缝处至胸部的省道。
前肩省：front shoulder dart 前身肩部的省道。
肚省：fish dart 大袋口部位的横省。
前身通省：front open dart 从肩缝到下摆的开刀缝。
刀背缝：princess seam 弯形的开刀缝。
总肩：across back shoulder 从左肩端至右肩端的部位。
后过肩：back yoke 连接后身与肩缝合的部件。
背缝：center back seam 后身中间缝合的缝子。
背*：vent 背缝下部开*。
摆*：side vent 摆缝下部开*。
后搭门：back overlap 门里襟开在后背处。
领窝：neckline 前后身与领子缝合的部位。
后领省：back neck dart 后领窝处呈八字形的省道。
后肩省：back shoulder dart 后身肩部的省道。
后腰省：back waist dart 后身腰部的省道。
后身通省：back open dart 从肩缝到下摆的开刀缝。
下装的部位：
裤头：waistband
腰头钮：waistband button
里襟尖咀：button tab
裤头里：waistband lining
裤头钮：bearer button
宝剑头 裤头搭咀：extended tab
门襟 钮牌：left fly
钮牌扣眼：fly buttonhole
裤门襟：front fly
裤裆垫布：crutch lining
侧骨：side seam
下裆缝：inside seam
膝盖绸：reinforcement for knees
裤脚：leg opening
卷脚 反脚：turn-up cuff
贴脚条：heel stay
裤中线：crease line
· Cotton / 綿 棉
· Linen / 麻布 亚麻
· Silk / 絹/シルク 真丝
· Ramie / ラミー 苎麻
· Rayon / レーヨン 人造丝
· Viscose / ビスコース 粘胶纤维
· Nylon / ナイロン 尼龙
· Polyester / ポリエステル 涤纶/聚酯纤维
· Acrylic / アクリル 腈纶/亚力克
· Polyamide / ポリアミド 锦纶
· Polypropylene / ポリプロピレン 丙纶
· Polyethylene / ポリエチレン 聚乙烯
· Wool / 毛/ウール 羊毛
· Spandex/Elastic/Oplon/ OP / 伸縮性がある/エラストマー 氨纶/斯潘德克斯弹性纤维
· Acetate / アセテート 醋脂
· Fiber / 繊維 纤维
· Cashmere / カシミヤ織 开司米/羊绒
· Mohair / モヘア 马海毛
· Rabbit hair / ウサギの毛 兔毛
· Rabbit fabric / ウサギの生地 兔绒
6，哔叽呢 サ一ジ serge
2，单幅 シングル巾 single width
3，双幅 ダブル巾 double width
4，丹尼尔 デニ一ル denier
5，提花 ジャカ一ド jacquard
6，条纹 ストライプ stripe
7，条格花纹 チェック check,plaid
8，多臂花式织 ドビ一 dobby
9，丝，真丝 シルク silk
10，平纹织布 ロ一ン plain
11，密织平纹 ブロ一ド broad cloth
12，彩色格子布 ギンガムチェック gingham check
13，斜纹劳动布 ダンガリ一 dungaree
14，牛津布 ォックスフォ一ド oxford
15，斜纹布 ッイル twill
16，牛仔布 デニム denim,jean
17，丝光卡其军服布 チノクロス chino cloth
18，双绉布 デシン crepe de cine
19，乔其布 ジョ一ゼット georgette
20，缎纹布 サテン satin
21，缎背绉 バックサテン satin-back crepe
22，凹凸组织 ピケ pique
23，棉绒 ベっちん cotton velvet
24, 灯心绒 コ一デュロイ corduroy
25，丝绒，天鹅绒 ベルベット velvet
27，华达呢 ギャバジン gaberdine
28，苏格兰格子 タ一タンチェック tartan check
29,小方格子花纹 グレンチェック gien check
30，粗呢，粗花呢 ッィ一ド tweed
31，纬呢斯缎纹 ベネシャン venetian
32，法兰绒 フラノ fiannel
33，麦尔登呢 メルトン melton
34，柳条绉 よぅりゅぅ crepe
35，泡泡布 サッカ一 sucker
36，马德拉斯条子细布 マドラスチェック madras check
37，茧绸，山东府绸 シルクポンジ一 silk pongee
38, 花塔夫 タフタ taffeta
39，人造短纤维 スバンレ一ョン spun rayon
40，毛毡，毡合织物 フェルト felted fabric
41，植绒印花 フロッキ一加工 flock printing
42，半透明处理，烂花处理，乳白处理 ォバ一ル加工 opal printing
43，凹凸扎花，拷花处理 ェンボス加工 emboss finish
44，桃皮起毛处理 ビ一チスキン加工 peach-skin finish
45，上胶涂布 コ一ティング coating
46，双面布 グブルフェ一ス double faced fabric
47，针织布 ニット生地 knitted fabric
48，单面针织布 シングルジャ一ジ一 single jersey
49，双面针织布 ダブルジャ一ジ一 double jersey
50，平针织布 天竺 plain knitting fabric
51，双罗纹织布，棉毛 スム一ス double rib
52，罗纹织 リブ rib
53，毛巾布，起毛毛圈布 テリ一 terry
54，丝绒 ベロア一 velour
55，绒头纱布 バイルクロス pile cloth
- AC=acetate 醋酸纤维，酸酯纤维
- BM=bamboo 竹纤维
- CO=cotton 棉
- LI=linen,flax 亚麻
- RA=ramie 苎麻
- PA=polyamide 锦纶，聚酰胺纤维
- Nylon 尼龙（锦纶）
- PC=acrylic 腈纶
- PES，PE=polyester 涤纶，聚酯纤维
- PU=polyurethane 氨纶
- EL=elastane fibre，spendex 弹性纤维，[粤]弹力纤维
- SE=silk 蚕丝
- mulberry silk 桑蚕丝
- tussah silk 柞蚕丝
- RY=rayon 人造丝
- VI=viscose rayon 粘胶人造丝
- W，WO=wool 羊毛
- WS=cashmere 山羊绒
- WA=angora 安哥拉兔毛
- WK=camel 驼绒
- WL=lambwool 羔羊毛
- WM=mohair 马海毛
- WP=alpaca 羊驼毛
- AL=albumen 蛹蛋白纤维
- CU=cuprammonium rayon 铜纤维
- HM=hemp 大麻
- JU=jute 黄麻
- MD=polynosic 粘胶
- ME=metallic 金属纤维
- SB=soybean 大豆纤维
- TS=Tencel 天丝
- LY=Lycra 莱卡
- MC=Modal 莫代尔
- LC=Lyocell 莱赛尔纤维
- el.=elastane fiber [西欧]弹力纤维
- op.=Opelon，奥佩纶（日本TPC公司的氨纶产品的商标名）
- p/c=polyester/cotton 涤/棉
- t/c=terylene/cotton 涤/棉
- t/r=polyester/rayon 涤/人造丝
————————————————
C：Cotton 棉
W：Wool 羊毛
M：Mohair 马海毛
RH：Rabbit hair 兔毛
AL：Alpaca 羊驼毛
S：Silk真丝
J：Jute 黄麻
L：linen 亚麻
Ts：Tussah silk 柞蚕丝
YH：Yark hair 牦牛毛
Ly：lycra莱卡
Ram：Ramine 苎麻
Hem：Hemp 大麻
T：Polyester 涤纶
WS：Cashmere 羊绒
N：Nylon 锦纶（尼龙）
A：Acrylic 腈纶
Tel：Tencel 天丝,是Lyocell莱赛尔纤维的商品名
La：Lambswool 羊羔毛
Md：Model 莫代尔
CH：Camel hair 驼毛
CVC：chief value of cotton涤棉倒比（涤含量低于60％以下）
Ms：Mulberry silk 桑蚕丝
R：Rayon 粘胶
————————————————
- 常用纤维的特性
1．天然纤维：
．COTTON（棉）：吸汗，柔软。
．LlNEN（麻）：容易皱，整理后笔挺、透风、价格较高。
．RAMIE（芋麻）：为麻料一种，纱线较粗，通常用于窗廉布或沙发布，用于衣物者，通常与麻混合。
．WOOL（羊毛）：毛线比较细，不易起球。
．LAMBSWOOL（小羊毛）：毛线比较粗，一般与ANCYLIC（聚丙烯晴纤维）混合，使衣物不易变形。
．MOHAIR（马海山羊毛）：蓬松感特性，较保暖。
．vCASHMERE（克什米尔山羊毛羊绒）：纤维较细，轻而柔软，触感舒适。
．ANGOLA（安哥拉山羊毛或兔毛）：毛线细、松，手感柔滑，有弹性，价格较高。
．SILK（蚕丝），柔软，有美丽的光泽，吸湿性大。
2．化学纤维：
．RAYON（人造丝）：很轻，柔软，多用于COL-LECTION的衬衫。
．POLYESTER（聚脂纤维）：与人造丝相似，很好处理，熨后不易皱，价格便宜。
．SPANDEX（伸缩尼龙）：本身具有弹性，大部分与棉混合布料中，只需含5--10%，已有根大弹性，使衣物不易变形，不容易褪色，价格较高。
．VISCOSE（合成纤维）：平织的VISCOSE都有发亮的效果，针织的VISCOSE手感十分柔软，较重，单价较高。
．NYLON（尼龙）：完全不透夙，手感较硬，适用于风衣类外套，与毛料混合，则使衣物较挺。
黑白灰金银及其它
黑色 black 炭黑 carbon black;charcoal black 暗黑 pitch-black ; pitch-dark 漆黑 dull black 白色 white 象牙白 ivory white 牡蛎白 oyster white 珍珠白 pearl white 玉石白 jade white 银白 silver white 羊毛白 wool white 乳白 milky white 米白 off-white; shell 雪白 snow-white 灰白 greyish white 纯白 pure white 本白 raw white ;off white 粉红白 pinky white 浅紫白 lilac white 灰色 grey 银灰色 silver grey 炭灰色 charcoal grey 烟灰 smoky grey 雾灰 misty grey 黑灰 grey black 金色 gold 银色 silver 青古铜色 bronze;bronzy 驼色 camel ;light tan 米色 beige;cream; gray sand 卡其色 khaki 奶油色 cream 豆沙色 cameo brown 水晶色 crystal 荧光色 iridescent 彩虹色 iris; rainbow 棕色 brown 茶褐 umber;auburn 淡褐 light brown 咖啡 coffee
紫色系列
紫色 purple ;violet 紫罗兰色 violet 紫水晶色 amethyst 葡萄紫 grape 茄皮紫 wineberry;aubergine 玫瑰紫 rose violet 丁香紫 lilac 墨紫 violet black 绛紫 dark reddish purple 暗紫 violet deep;dull purple 乌紫 raisin 蓝紫 royal purple 鲜紫 violet light 深紫 modena 浅紫 grey violet 淡紫 pale purple ;lavender 淡白紫 violet ash 青莲 heliotrope 雪青 lilac 墨绛红 purple black 暗绛红 purple deep 浅绛红 purple light
橙-黄系列
橙色 orange 黄色 yellow 深桔黄 deep orange 浅桔黄 light orange; clear orange 柠檬黄 lemon yellow;lemon 玉米黄 maize 橄榄黄 olive yellow 稻草黄 straw yellow 芥末黄 mustard 杏黄 broze yellow 蛋黄 york yellow;egg yellow 藤黄 rattan yellow 象牙黄 nude 日光黄 sunny yellow 土黄 earth yellow ;yellowish brown; 砂黄 sand yellow 金黄 golden yellow;gold 深黄 deep yellow 棕黄 tan 青黄 bluish yellow 灰黄 sallow;grey yellow 米黄 cream 嫩黄 yellow cream 鲜黄 cadmium yellow 鹅黄 light yellow 中黄 midium yellow 浅黄 light yellow ,pale yellow;buff 淡黄 primrose;jasmine <!--资讯内容end-->
绿色系列
绿色 green 豆绿 pea green;bean green 浅豆绿 light bean green; 橄榄绿 olive green;olive 茶绿 tea green; plantation 葱绿 onion green; 苹果绿 apple green 森林绿 forest green 苔藓绿 moss green 草地绿 grass green 灰湖绿 agate green 水晶绿 crystal 玉绿 jade green 石绿 mineral green 松石绿 spearmint ; viridis 孔雀绿 peacock green 墨绿 green black ;jasper 墨玉绿 emerald black 深绿 petrol ;bottle green;Chinese green 暗绿 deep green 青绿 dark green 碧绿 azure green; viridity 蓝绿 blue green 黄绿 yellow green 灰绿 grey green; 褐绿 breen 中绿 medium green;golf green 浅绿 light green 淡绿 pale green
青-蓝色系列
靛青 ingigo 蓝色 blue 天蓝 ;蔚蓝 sky blue ; azure 月光蓝 moon blue 海洋蓝 ocean blue 海蓝 sea blue 湖蓝 acid blue 深湖蓝 vivid blue 中湖蓝 bright blue 冰雪蓝 ice-snow blue 孔雀蓝 peacock blue 宝石蓝 sapphire;jewelry blue 粉末蓝 powder blue 藏蓝 purplish blue ;navy 海军蓝 navy blue 宝蓝 royal blue 墨蓝 blue black 紫蓝 purplish blue 浅紫蓝 dutch blue 青蓝 ultramarine 深灰蓝 blue ashes 深蓝 dark blue ; deep blue 鲜蓝 clear blue 中蓝 medium blue 浅蓝 light blue 淡蓝 pale blue ;baby blue
红色系列
red 红色 vermeil, ponceau 朱红 pink;soft red; rose bloom 粉红色 plum;crimson;梅红 rose 玫瑰红 peach blossom;桃红 cherry 樱桃红 salmon pink 桔红色 garnet石榴红 purplish red;date red 枣红色 lotus red 莲红色 fuchsia pink 浅莲红 bean red 豆红 capsicum red辣椒红 Kaoliang red 高梁红 poppy red 芙蓉红 lake;rouge red胭脂红 salmon 鲑鱼红 hawksbill turtle red 玳瑁红 cadmium orange 海螺红 ruby red 宝石红 agate red 玛瑙红 coral珊瑚红 bronze red金红 iron oxide red铁红 rust red铁锈红 chrome red铬红 brick red砖红 reddle 土红 purplish red;wine red;紫红（酒红） prune;mulberry深紫红 henna棕红 dark red;dull red暗红 fresh red;blood red;bright red鲜红 scarlet绯红 silver pink米红 deep red深红 light red 淡红
- 下装的成品术语：
背心裙：Jumper skirt 指上半身连有无领无袖背心结构的裙装。
斜裙：bias skirt 指从腰部到下摆斜向展开的裙子。
鱼尾裙:fish tail skirt 指裙体呈鱼尾状的裙子。腰部 臀部及大腿中部呈合体造型 往下逐步放开下摆展成鱼尾状。
超短裙：miniskirt 又称迷你裙。这是一种长度在大腿中部及以上的短裙
筒裙：barrel skirt tube skirt 又称统裙 直裙或直统裙。
旗袍裙：cheongsam skirt hobble skirt slim skirt 通常指左右侧缝开衩的裙。
西服裙：tailored skirt 又称西装裙。它通常与西服上衣或衬衣配套穿着。
裤子的成品术语：
西裤：trousers/pants 主要指与西装上衣配套穿着的裤子。
背带裤 bib pants 指裤腰上装有跨肩背带的裤子。
马裤：riding breeches 指骑马时穿着的裤子。
灯笼裤：knickerbockers knickers bloomers pantalets 指裤管直筒宽大 裤脚口收紧 外形似灯笼状的一种裤子。
连衣裤：overalls 指上衣与裤子连为一体的服装。
喇叭裤：flare trousers bell-bottom pants 指裤腿成喇叭形的西裤。
全身装成品术语：
连衣裙：one-piece dress 指上衣与下裙连成单体的一件式服装。
旗袍：Qipao Chinese dress 也称中式旗袍。其主要结构特征是立领 右大襟 紧腰身 下摆开衩等。
新娘礼服：bridal gown bridal veil 是指女性在出嫁时所穿着的服装。
燕尾服：swallow-tailed coat swallowtail 是男士在正规的特定场合穿着的礼服。
夜礼服：evening dress evening suit 指夜间社交场合中 女士所穿着的华丽裙服。
大衣：overcoat 指为了防风御寒 上下连为一体 穿在一般衣服外面的长外衣。
雨衣 weather-all coat & cloak 用于防风防雨两用的外衣 有单 夹 长 短之分。
披风：dress smock manteau mantle 无袖 颈部系带 披在肩上的防风外衣。
睡衣裤：sleepwear 指包括上衣和裤子两件式配套穿着的睡衣。
套装：suit 指上下装配套穿着的服装。通常由同种同色面料制作 使上下成为格调一致的造型。
- 领子的造型名称：
中山服领：zhongshan coat collar 由底领和翻领组成 领角呈外八字形。
尖领：pointed collar peaked collar 领角呈尖角形的领型 也叫尖角领。
衬衫领：shirt collar 或衬衣领 由上领和下领组成 是衬衫专有的领型。
圆领：round collar〕指领角呈圆形的领型 也叫圆角领。
青果领：shawl collar 是翻驳领的一种变形 领面形似青果形状的领型。
燕子领：swallow collar wing collar 领面下止口的两条线形 似燕子飞翔时翅膀张开的形状。
两用领：convertible collar 也叫开关领。指可敞开 可关闭的领型。
方领：square collar 指领角呈方形的领型。如领面较窄 则称之为小方领。
中式领：mandarin collar 指中式服装的领型 其结构为圆领角关门的立领。
立领：stand collar Mao collar 指领子向上竖起紧贴颈部的领型。
圆领口：round neckline 领圈呈圆形 根据情况领圈可开大开小 圆弧可呈圆形或呈椭圆等形状。
方领口：square neckline 领圈呈方形。根据爱好可开成长方形或横向方形。
一字领口：boat neckline slit neckline off neckline 前后衣片在肩部缝合只剩颈圈部位 前后领圈成一字形状 即呈水平线形状。
鸡心领口：sweetheart neckline heart shaped neckline 也叫桃形领 领圈呈鸡心形状 即下部尖 上部成圆弧状。
底领：collar stand collar band 也称领座 是连接领口与翻领的部位。
翻领：lapel 指翻在底领外面的领面造型。
领上口：fold line of collar 领面的翻折线 即领外翻的连折处。
领下口：under line of collar 领子与领窝的缝合部位。
领里口：top collar stand 指领上口到领下口之间的部位 也叫领台高或起登。
领外口：collar edge〕指领子的外侧边沿处。
领豁口〕也叫驳嘴 指领嘴与驳角间的距离。
袖子的造型名称：
圆袖：set-in sleeve 也称装袖 指在臂根围处与大身衣片缝合连接的袖型
前圆后连袖：split raglan sleeve 指前袖椭圆形 后袖与肩相连的袖。
衬衫袖：shirt sleeve 一片袖结构 长袖装有袖克夫。
连肩袖：raglan sleeve 又称插肩袖 是肩与袖连为一体的袖型。
喇叭袖：flare sleeve; trumpet sleeve 指袖管形状与喇叭形状相似的袖子。
泡泡袖：puff sleeve〕指在袖山处抽碎褶而蓬起呈泡泡状的袖型。
灯笼袖：lantern sleeve; puff sleeve 指肩部泡起 袖口收缩 整体袖管呈灯笼形鼓起的袖子。
蝙蝠袖：batwing sleeve 在肩袖连接处 袖窿深即腰节附近 整体造型如蝙蝠翅膀张开状的袖子。
花瓣袖：petal sleeve 或称蚌壳袖 也叫郁金香花瓣袖 指袖片交叠如倒挂的花瓣的袖型。
袖口：sleeve opening〕袖管下口的边沿部位。
衬衫袖口：cuff 即理克夫 指装袖头的小袖口。
橡皮筋袖口：elastic cuff〕指装橡皮筋的袖口。
罗纹袖口：rib-knit cuff〕指装罗纹口的袖口。
袖头：cuff〕缝在袖口的部件。
双袖头：double cuff; French cuff; tumup-cuff; fold-back cuff 指外翻的袖头。
袖开衩：sleeve slit〕指袖口部位的开衩。
袖衩条：sleeve placket 缝在袖开衩部位的斜丝缕的布条。
大袖：top sleeve 指两片袖结构中较大的袖片 也称外袖。
小袖：under sleeve 指两片袖结构中较小的袖片 也称内袖或里袖。
口袋的造型名称：
插袋：insert pocket 指在衣身前后片缝合处 留出袋口的隐蔽性口袋。
贴袋：patch pocket 指在衣服表面直接用车缉或手缝袋布做成的口袋。
开袋：insert pocket 指袋口由切开衣身所得 袋布放在衣服里面的口袋。
双嵌线袋：double welt pocket 指袋口装有两根嵌线的口袋。
单嵌线袋：single welt pocket 指袋口装有一根嵌线的口袋。
卡袋：card pocket 指专为放置名片 小卡片而设计的小口袋。
手巾袋：breast pocket 指西装胸部的开袋。
眼镜袋：glasses pocket 指专为放置眼镜的口袋。
锯齿形里袋：zigzag inside pocket 指在袋口装有锯齿形花边的里袋 也叫三角形里袋。
有盖贴袋：patch pocket with flap 指在贴袋口的上部装有袋盖的口袋。
吊袋：bellows pocket 指袋边沿活口的袋 又称老虎袋 风箱袋。
风琴袋：accordion pocket 通常指袋边沿装有似手风琴风箱伸缩形状的袋。
暗裥袋：inverted pleated pocket 指袋中间活口的袋。
明裥袋：box pleated pocket 指袋中间两边活口的袋。
里袋：inside pocket 衣服前身里子上的口袋。
小部件造型名称：
领袢：collar tab 领子或领嘴处装的小袢。
吊袢：hanger loop 装在衣领处挂衣服用的小袢。
肩袢：shoulder tab; epaulet 装饰在服装肩部的小袢。
腰袢：waist tab 装在腰部的 为了穿入皮带或腰带用的小袢。
腰带：waistbelt 用以束腰的带子。
线袢：French tack 用粗线打成的小袢 多在夏装连衣裙上使用。
挂面：facing 又称过面或贴边 指装在上衣门里襟处的衣片部件。
耳朵皮：flange 在西装的前身挂面里处 为做里袋所拼加的一块面料。
滚条：binding 指包在衣服边沿（如止口 领外沿与下摆等）或部件边沿处的条状装饰部件。
塔克：tuck 服装上有规则的装饰褶子。
盖：flap 固定在袋口上部的防脱露部件。
四 服装部位结构名称：
肩缝：shoulder seam 在肩膀处 前后衣片相连接的部位。
领嘴：notch 领底口末端到门里襟止口的部位。
门襟：front fly; top fly 在人体中线锁扣眼的部位。
里襟：under fly 指钉扣的衣片。
止口：front edge 也叫门襟止口 是指成衣门襟的外边沿。
搭门：overlap 指门襟与里襟叠在一起的部位。
扣眼：button-hole 纽扣的眼孔。
眼距：button-hole space 指扣眼之间的距离。
窿：armhole 也叫袖孔 是大身装袖的部位。
驳头川：lapel 里襟上部向外翻折的部位。
平驳头：notch lapel 与上领片的夹角成三角形缺口的方角驳头。
戗驳头：peak lapel 驳角向上形成尖角的驳头。
胸围：bust。指前衣片前胸最丰满处。
腰节：waist 指衣服腰部最细处。
摆缝：side seam 指袖窿下面由前后身衣片连接的合缝。
底边：hem 也叫下摆 指衣服下部的边沿部位。
串口：gorge line 指领面与驳头面的缝合线 也叫串口线。
驳口：fold line for lapel 驳头翻折的部位 驳口线也叫翻折线。
止口圆角：front cut 指门里襟下部的圆角造型。
扣位：button position 纽扣的位置。
前过肩：front yoke 连接前身与肩合缝的部件 也叫前育克。
领省：neck dart 指在领窝部位所开的省道。
前腰省：front waist dart 指开在衣服前身腰部的省道。
前肩省：front shoulder dart 指开在前身肩部的省道。
上装后身的部位名称：
总肩宽：across shoulder 指在后背处从左肩端经后颈中点（第七颈椎点）到右肩端的部位。
后过肩：back yoke 也叫后育克 指连接后衣片与肩合缝的部件。
背缝：center back seam 又叫背中缝 是指后身人体中线位置的衣片合缝。
背衩：back vent 也叫背开衩 指在背缝下部的开衩。
衩 side slit 又叫侧摆衩 指侧摆缝下部的开衩。
领窝：neck 指前后衣片在肩部缝合后 再与领子缝合的部位。
后领省：back neck dart 指开在后领窝处的领省 多呈八字形。
后肩省：back shoulder dart 指开在后身肩部的省道。
后腰省：back waist dart 指开在后腰部的省道。
下装的部位：
上裆：seat 又叫直裆或立裆 指腰头上口到横裆间的距离或部位。
烫迹线：crease line 又叫挺缝线或裤中线 指裤腿前后片的中心直线。
脚口：turn-up bottom 指裤脚口往上外翻的部位。
裤脚口：bottom leg opening 指裤腿下口边沿。
横裆：thigh 指上裆下部的最宽处 对应于人体的大腿围度。
侧缝：side seam 在人体侧面 裤子前后身缝合的外侧缝。
中裆：leg width 指人体膝盖附近的部位。
腰头：waistband 指与裤子或裙身缝合的带状部件。
腰缝：waistband seam 指腰头与裤或裙身缝合后的缝子。
腰里：waistband lining 指腰头的里子。
裤（裙）腰省：waist dart 裤（裙）前后身为了符合人体曲线而设计的省道 省尖指向人体的突起部位 前片为小腹 后片为臀大肌。
裤（裙）裥：pleat 指裤（裙）前身在裁片上预留出的宽松量 通常经熨烫定出裥形 在装饰的同时增加可运动松量。
小裆缝：front crutch 裤子前身小裆缝合的缝子。
后裆缝：back rise 裤子后身裆部缝合的缝子。
省道：dart
滚眼：bound button hole 用面料做的扣眼。
前过肩：front yoke 连接前身与肩缝合的部件。
门襟翻边：placket 外翻的门襟边。
前腰省：front waist dart 衣服前身腰部的省道。
胁省：underarm dart 衣服两侧腋下处的省道。
横省：side dart 腋下摆缝处至胸部的省道。
前肩省：front shoulder dart 前身肩部的省道。
肚省：fish dart 大袋口部位的横省。
前身通省：front open dart 从肩缝到下摆的开刀缝。
刀背缝：princess seam 弯形的开刀缝。
总肩：across back shoulder 从左肩端至右肩端的部位。
后过肩：back yoke 连接后身与肩缝合的部件。
背缝：center back seam 后身中间缝合的缝子。
背叉：vent 背缝下部开叉。
摆叉：side vent 摆缝下部开叉。
后搭门：back overlap 门里襟开在后背处。
领窝：neckline 前后身与领子缝合的部位。
后领省：back neck dart 后领窝处呈八字形的省道。
后肩省：back shoulder dart 后身肩部的省道。
后腰省：back waist dart 后身腰部的省道。
后身通省：back open dart 从肩缝到下摆的开刀缝。
下装的部位：
裤头：waistband
腰头钮：waistband button
里襟尖咀：button tab
裤头里：waistband lining
裤头钮：bearer button
宝剑头 裤头搭咀：extended tab
门襟 钮牌：left fly
钮牌扣眼：fly buttonhole
裤门襟：front fly
裤裆垫布：crutch lining
侧骨：side seam
下裆缝：inside seam
膝盖绸：reinforcement for knees
裤脚：leg opening
卷脚 反脚：turn-up cuff
贴脚条：heel stay
裤中线：crease line
-
- 四 服装部位结构名称：
肩缝：shoulder seam 在肩膀处 前后衣片相连接的部位。
领嘴：notch 领底口末端到门里襟止口的部位。
门襟：front fly; top fly 在人体中线锁扣眼的部位。
里襟：under fly 指钉扣的衣片。
止口：front edge 也叫门襟止口 是指成衣门襟的外边沿。
搭门：overlap 指门襟与里襟叠在一起的部位。
扣眼：button-hole 纽扣的眼孔。
眼距：button-hole space 指扣眼之间的距离。
窿：armhole 也叫袖孔 是大身装袖的部位。
驳头川：lapel 里襟上部向外翻折的部位。
平驳头：notch lapel 与上领片的夹角成三角形缺口的方角驳头。
戗驳头：peak lapel 驳角向上形成尖角的驳头。
胸围：bust。指前衣片前胸最丰满处。
腰节：waist 指衣服腰部最细处。
摆缝：side seam 指袖窿下面由前后身衣片连接的合缝。
底边：hem 也叫下摆 指衣服下部的边沿部位。
串口：gorge line 指领面与驳头面的缝合线 也叫串口线。
驳口：fold line for lapel 驳头翻折的部位 驳口线也叫翻折线。
止口圆角：front cut 指门里襟下部的圆角造型。
扣位：button position 纽扣的位置。
前过肩：front yoke 连接前身与肩合缝的部件 也叫前育克。
领省：neck dart 指在领窝部位所开的省道。
前腰省：front waist dart 指开在衣服前身腰部的省道。
前肩省：front shoulder dart 指开在前身肩部的省道。
上装后身的部位名称：
总肩宽：across shoulder 指在后背处从左肩端经后颈中点（第七颈椎点）到右肩端的部位。
后过肩：back yoke 也叫后育克 指连接后衣片与肩合缝的部件。
背缝：center back seam 又叫背中缝 是指后身人体中线位置的衣片合缝。
背衩：back vent 也叫背开衩 指在背缝下部的开衩。
衩 side slit 又叫侧摆衩 指侧摆缝下部的开衩。
领窝：neck 指前后衣片在肩部缝合后 再与领子缝合的部位。
后领省：back neck dart 指开在后领窝处的领省 多呈八字形。
后肩省：back shoulder dart 指开在后身肩部的省道。
后腰省：back waist dart 指开在后腰部的省道。
下装的部位：
上裆：seat 又叫直裆或立裆 指腰头上口到横裆间的距离或部位。
烫迹线：crease line 又叫挺缝线或裤中线 指裤腿前后片的中心直线。
脚口：turn-up bottom 指裤脚口往上外翻的部位。
裤脚口：bottom leg opening 指裤腿下口边沿。
横裆：thigh 指上裆下部的最宽处 对应于人体的大腿围度。
侧缝：side seam 在人体侧面 裤子前后身缝合的外侧缝。
中裆：leg width 指人体膝盖附近的部位。
腰头：waistband 指与裤子或裙身缝合的带状部件。
腰缝：waistband seam 指腰头与裤或裙身缝合后的缝子。
腰里：waistband lining 指腰头的里子。
裤（裙）腰省：waist dart 裤（裙）前后身为了符合人体曲线而设计的省道 省尖指向人体的突起部位 前片为小腹 后片为臀大肌。
裤（裙）裥：pleat 指裤（裙）前身在裁片上预留出的宽松量 通常经熨烫定出裥形 在装饰的同时增加可运动松量。
小裆缝：front crutch 裤子前身小裆缝合的缝子。
后裆缝：back rise 裤子后身裆部缝合的缝子。
省道：dart
滚眼：bound button hole 用面料做的扣眼。
前过肩：front yoke 连接前身与肩缝合的部件。
门襟翻边：placket 外翻的门襟边。
前腰省：front waist dart 衣服前身腰部的省道。
胁省：underarm dart 衣服两侧腋下处的省道。
横省：side dart 腋下摆缝处至胸部的省道。
前肩省：front shoulder dart 前身肩部的省道。
肚省：fish dart 大袋口部位的横省。
前身通省：front open dart 从肩缝到下摆的开刀缝。
刀背缝：princess seam 弯形的开刀缝。
总肩：across back shoulder 从左肩端至右肩端的部位。
后过肩：back yoke 连接后身与肩缝合的部件。
背缝：center back seam 后身中间缝合的缝子。
背叉：vent 背缝下部开叉。
摆叉：side vent 摆缝下部开叉。
后搭门：back overlap 门里襟开在后背处。
领窝：neckline 前后身与领子缝合的部位。
后领省：back neck dart 后领窝处呈八字形的省道。
后肩省：back shoulder dart 后身肩部的省道。
后腰省：back waist dart 后身腰部的省道。
后身通省：back open dart 从肩缝到下摆的开刀缝。
下装的部位：
裤头：waistband
腰头钮：waistband button
里襟尖咀：button tab
裤头里：waistband lining
裤头钮：bearer button
宝剑头 裤头搭咀：extended tab
门襟 钮牌：left fly
钮牌扣眼：fly buttonhole
裤门襟：front fly
裤裆垫布：crutch lining
侧骨：side seam
下裆缝：inside seam
膝盖绸：reinforcement for knees
裤脚：leg opening
卷脚 反脚：turn-up cuff
贴脚条：heel stay
裤中线：crease line
-
纱线Yarns
-
棉及其混纺纱线Cotton, Cotton Mixed & Blended Yarns
-
棉纱Cotton Yarns涤棉纱T/C & CVC Yarns
-
粘棉纱Cotton/Rayon Yarns
-
棉晴纱Cotton/Acrylic Yarns
-
棉/氨纶包芯纱Cotton/Spandex Yarns
-
棉与其他混纺纱Cotton/Others Blended Yarns
-
毛纺系列纱线Woollen Yarn Series
-
羊绒纱Cashmere Yarn Series
-
全羊毛纱Wool (100%) Yarns
-
毛晴纱Wool/Acrylic Yarns
-
毛涤纱Wool/Polyester Yarns
-
毛粘纱Wool/Viscose Yarns
-
毛/丝纱Wool/Silk Yarnss
-
羊毛/其他Wool/Other Yarns
兔毛纱Angora Yarns
雪兰毛线Shetland Yarns
牦牛毛纱Yak Hair Yarns
羊仔毛纱Lambswool Yarns
真丝系列纱线Silk Yarn Series
白厂丝White Steam Filature Yarns
双宫丝Duppion Silk Yarns
柞蚕丝Tussah Silk Yarns
绢丝Spun Silk Yarns
柞绢丝Tussah Spun Silk Yarns
柚丝Silk Noil Yarns
真丝线Silk Threads
丝棉混纺纱Silk/Cotton Blended Yarns
麻纺系列纱线Halm Yarn Series
大麻系列纱线Hemp Yarn Series
亚麻系列纱线Linen Yarn Series
苎麻系列纱线Ramie Yarn Series
黄麻系列纱线Jute Yarn Series
其他植物纤维纱线Other Plant Yarns
剑麻系列纱线Sisal Yarn Series
人造纤维和合成纱线Manmade & Synthetic Yarns
晴纶纱Acrylic Yarns
晴纶仿羊绒Cashmere-like Acrylic Yarns
仿兔毛Sunday Angora Yarns
锦纶丝Polyamide Yarns
涤纶纱/丝Polyester Yarns
人造棉纱Spun Rayon Yarns
天丝纱Tencel Yarns
弹力纱线Elastane Yarns
涤粘纱T/R (Polyester/Rayon) Yarns
人棉混纺纱Spun Rayon Blended Yarns
其他化纤纱线Other Synthetic Yarns
人造长丝或线Viscose Filament Yarns or Threads
花色纱线fancy yarns
雪尼尔纱Chenille Yarns
大肚纱Big-belly Yarns
带子纱Tape Yarns
马海毛纱Mohair Yarns
羽毛纱Feather Yarns
蜈蚣纱Centipede like Yarns
项链纱Neckline Yarns
辫子纱Pigtail Yarns
梯子纱Ladder Yarns
圈圈纱Loop Yarns
TT纱TT Yarns
结子纱Knot Yarns
乒乓纱Ping-Pong Yarns
其它花色纱线Other Fancy Yarns
金属纱线Metal Yarns
绳、索及缆Twine, Cordage, Rope & Cables
- fabric n.织品, 织物, 布, 结构, 建筑物, 构造
- corduroy n.灯芯绒, 灯芯绒裤子
- Cotton n.棉花, 棉线
- denim n.粗斜纹棉布
- elastic adj.弹性的
- Faux Fur 人工的,人造毛
- felt n.毡, 毡制品, (造纸用的)毛布
- flannel n.法兰绒
- fleece n.羊毛(尤指未剪下的), 羊毛状之物, 绒头织物, 羊毛大衣呢
- linen n.亚麻布
- lycra 合成弹力纤维
- polyester n.聚酯
- rayon n.<美>人造丝, 人造纤维, 人造丝织物, 人造纤维织物
- satin n.缎子, 假缎, 缎纹
- Sequined Fabric n.作衣服饰物用之小金属片
- suede n.小山羊皮
- Synthetics, Blends [用作复]人工合成(绝缘)材料
- upholstery n.室内装潢, 室内装璜业
- drapery n.(供装饰用的)织物, 帏帐, 布料
- velvet n.天鹅绒,
- panne n.平绒
- velour n.[纺]丝绒, 天鹅绒
- tulle n.薄纱
- gingham n.有条纹或方格纹的棉布, 洋伞
- calico n.印花布, 白棉布
- voile n.[纺]薄纱, 纱
- homespun n.手织物, 朴素的
- lining n.加衬里, 内层, 衬套
- darning n.织补物
---------------------------------------
- mar v.弄坏, 毁坏, 损害 n.损伤, 毁损, 障碍
- pucker v.折叠,n.皱纹
- seam n.接缝
- zigzag n.Z字形, 锯齿形
- sheer adj.全然的, 纯粹的, 绝对的, 彻底的, 透明的, 峻峭的
- vinyl n.[化]乙烯基
- knit v.编织, 密接, 结合
- plaid n.格子花呢披肩, 格子花呢
- groove n.(唱片等的) 凹槽, 惯例, 最佳状态 vt.开槽于
- hem n.边, 缘, 摺边 v.给...缝边, 包围
- serge n.[纺] 斜纹哔叽布料
- overcast n.覆盖, 多云的天adj.阴天的, 阴暗的, 愁闷的, 忧郁的vt.使阴暗
- bobbin n.线轴, 绕线筒
- lint n.（旧时作）绷带用软麻布
- quilter n.缝被子的人, 绗缝附件
-----------------------------
- Turtleneck sweater 翻领衫
- Flare trousers 喇叭裤
- Sweetheart neckline 鸡心领
- Haltneck 挂颈款式
- Low scoop neck 低胸领
- Slash neck 一字领
- V-neck V字领
- Plunging neck坦胸的低领
- Empire line 高腰线
- Corset top 紧身上衣
- A-line skirt A字裙
- Shift 宽松直筒连衣裙
- Double breasted 双排钮上衣
- Boob tube直筒无袖上装
- Puff sleeves泡泡袖
- Pencil skirt窄裙
- Tapered trousers锥形裤（小脚裤）
- Palazzo trousers 大裤腿女裤
 "Don't count your chickens until they're hatched" means that you can hope certain things happen in the future, but you cannot know for sure that they will happen until they actually do happen. Example: "Do you think that Bill is going to offer you a promotion this month?" Reply: "I won't count my chickens until they have hatched." "Chickens" start out as eggs, and you can count the eggs, but not all of the eggs will hatch to become chickens. "Don't count your chickens until they've hatched" means don't make plans based on something happening until that thing has already happened. Example: "Next Friday I will finally be able to pay you back that money I owe you." Reply: "Ha. I won't count my chickens until they have hatched." "Don't count your chickens until they've hatched" means that you should not count on something happening until you are sure that it will happen.
"cross your fingers"
 An old superstition says that if you cross your fingers (usually two fingers of the same hand) it will bring good luck. Example: "I don't know what I will get for my birthday, but I am crossing my fingers that it will be a bicycle."
You cross your fingers when you try to make something happen by wishing that it will happen. A common saying: "Let's cross our fingers and hope for the best." Example: "Good luck on your test tomorrow. We'll be crossing our fingers for you!" Reply: "Thanks."
The meaning of don't cross your fingers changes a bit. It means don't hope too much for what you want to happen, because there is a strong chance that it might not happen. It means that you should not have expectations that are too high. Example: "It would be great if our team won today, but don't cross your fingers." Example: "We are hoping that John will get accepted to medical school, but we are not crossing our fingers."
The term globalization is never far from the front pages of newspapers these days. It evokes strong positive or negative feelings depending upon whether it is being praised by the business
community for opening up world markets to more extensive trade or condemned by those who associate the term with the dramatically widening gap between rich and poor nations and people. ‘S‹…‰»这˜¢词语Ý‹ß”N—ˆ报纸头ð㘸–¢见过B›€ˆø‹N—¹强—ó–J贬•sˆê“I”½应C这±讨论Šî˜°Ý¤业开‘ñŽs场时Šúˆ½¥X‘½贸ˆÕ㥔ۄ’Cˆ½¥¢ŠEã贫•x‹}剧•ª—ô“I‘‰Æ˜al–¯Š‰e响“IlË责“IB One aspect of globalization that has important implications for educators is the increasing movement of people from one country to another. Population mobility is caused by many factors: desire for better economic conditions, the need for labour in many countries that are experiencing low birthrates, a constant flow of refugees resulting from conflicts between groups,
oppression of one group by another, or ecological disasters. Economic integration within the EU also encourages the free movement of workers and their families among EU member countries. The fact that travel between countries is now fast and efficient (most of the time) obviously facilitates population mobility. ‘S‹…‰»ˆê•û–ÊC对˜°‹³ˆçŽÒ—L’…[远ˆÓ义“I¥‰Á‘¬‘‰Æ间“Il员—¬动BlŒû—¬动“I‹Nˆö—Lœk‘½F’ñ‚经济ðŒ“IŽù‹Co¶—¦‰º~“I‘‰Æ对劳动—Í“IŽù‹C阶层™t“ËCˆê阶层对另ˆê阶层“I压”—Cˆ½ŽÒ¶态灾难Š导’v“I难–¯“IŽ续—¬动B‰¢–¿“I经济’nˆÊ’ñ‚–ç‰Á‘¬‰¢–¿¬员‘间“I劳动—͘a‘¼们‰Æ’ë“IŽ©—R—¬动BŒ×‘—·ŸàŽ–实ã变“¾—LÁi‘命”î™v‰ºj˜a‰õ·C–¾显’n为lŒû—¬动’ñ‹Ÿ•Ö—˜B A consequence of population mobility is linguistic, cultural, "racial", and religious diversity within schools. To illustrate, in the city of Toronto in Canada, 58% of kindergarten students come from homes where standard English is not the usual language of communication. Schools in Europe and North America have experienced this diversity for many years but it remains controversial, and educational policies and practices vary widely between countries and even within countries. Neo-fascist groups in a number of countries promote overtly racist policies in relation to immigrant and culturally diverse communities. Other political parties and groups adopt a somewhat more enlightened orientation and search for ways to "solve the problem" of diverse communities and their integration in schools and society. However, they still define the presence of diverse communities as a "problem" and see few positive consequences for the host society. They
worry that linguistic, cultural, "racial" and religious diversity threaten the identity of the host society. Consequently, they promote educational policies that will make the "problem" disappear. lŒû—¬动“Iˆê˜¢@‰Ê¥ŠwZ—¢“I语Œ¾C•¶‰»C种‘°˜a@‹³ã‘½样‰»B
ˆÈ‰Á\‘命伦‘½为—á说–¾C•S•ª”VŒÜ\”ª“IŠw¶—ˆŽ©”ñ‰p语为Žå“IŽÐ‹æB‰¢F˜a–k”ü“IŠwZ“¯样“s经历’…这种‘½样‰»œk‘½”NC’A¥˜¹—L‘ˆ议C‘‰Æ间rŽŠ‘‰Æ”V“à“I‹³ˆç§“x˜a实‘Hãœk‘½“I•s“¯Bˆê±‘‰Æ“IV–@¼Žz组织Œö‘R݈ږ¯˜a•¶‰»‘½样‰»ŽÐ‹æ问题ãŒÛ种‘°ôB另ŠOˆê±Ž¡“}”h˜a组织Ñ—pˆê±X为启Ž¦•ûŒü˜aŒ¤‹†—ˆ‰ð™rŽÐ团‘½样‰»˜aŠwZ—^ŽÐ‰ï“I—Z‡“Ie问题fB‘R@C‘¼们˜¹‘R’è义‘½样‰»ŽÐ‰ï¥˜¢e问题fC对Žå—¬ŽÐ‰ïˆê±积极“I‰e响B‘¼们’SS语Œ¾C•¶‰»Ce种‘°f˜a@‹³ã“I‘½样‰»ˆÐ胁’…对Žå—¬ŽÐ‰ï“I认“¯BˆöŸC‘¼们’ñ议§’è‰ï让e问题fÁŽ¸“I‹³ˆçôB Whereas neo-fascist groups advocate expulsion of immigrants or at least exclusion from the mainstream of
society (e.g. in largely segregated schools and housing areas), more liberal groups advocate assimilation into the mainstream of society. However, "assimilation" is similar in many ways to "exclusion" insofar as both orientations are designed to make the "problem" disappear. Under both policies, culturally diverse groups will no longer be visible or audible. Assimilationist policies in education discourage students from maintaining their mother tongues. If students retain their culture and language, then they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society. While students may not be physically punished for speaking their mother tongue in the school (as they previously were in many countries), a strong message is communicated to them that if they want to be accepted by the teacher and the society, they have to renounce any allegiance to
their home language and culture. This "solve the problem" orientation to diversity in education is still dominant in most European and North American countries. Unfortunately, it can have disastrous consequences for children and their families. It violates children's right to an appropriate education and undermines communication between children and their parents. Any credible educator will agree that schools should build on the experience and knowledge that children bring to the classroom, and instruction should also promote children's abilities and talents. Whether we do it intentionally or inadvertently, when we destroy children's language and rupture their relationship with parents and grandparents, we are contradicting the very essence of education. The destruction of language and culture in schools is also highly counter-productive for
the host society itself. In an era of globalization, a society that has access to multilingual and multicultural resources is advantaged in its ability to play an important social and economic role on the world stage. At a time when cross-cultural contact is at an all time high in human history, the identities of all societies are evolving. The identities of societies and ethnic groups have never been static and it is a naive illusion to believe that they can become static-fixed as monochrome and monocultural museum exhibits for posterity--when the pace of global change is as rapid as it is today. The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic, and economic resources of the nation are maximized. To squander the linguistic resources of the nation
by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest and also represents a violation of the rights of the child (see Skutnabb-Kangas, 2000, for a comprehensive review of international policies and practices relating to linguistic human rights). How can schools provide an appropriate education for culturally and linguistically diverse children? A fist step is to learn what the research says about the role of language, and specifically children's mother tongues, in their educational development. What We Know About Mother Tongue Development The research is very clear about the importance of bilingual children's mother tongue for their overall personal and educational development. More
detail on the research findings summarized below can be found in Baker (2000), Cummins (2000), and Skutnabb-Kangas (2000). Bilingualism has positive effects on children's linguistic and educational development. When children continue to develop their abilities in two or more languages throughout their primary school years, they gain a deeper understanding of language and how to use it effectively. They have more practice in processing language, especially when they develop literacy in both, and they are able to compare and contrast the ways in which their two languages organize reality. More than 150 research studies conducted during the past 35 years strongly support what Goethe, the German philosopher, once said: The person who knows only one language does not truly know that language. The research suggests that bilingual children may also develop more flexibility in
their thinking as a result of processing information through two different languages. The level of development of children's mother tongue is a strong predictor of their second language development. Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue vocabulary and concepts, children come to school well-prepared to learn the school language and succeed educationally. Children's knowledge and skills transfer across languages from the mother tongue they have learned in the home to the school language. From the point of view of children's development of concepts and thinking skills, the two languages are
interdependent. Transfer across languages can be two-way: when the mother tongue is promoted in school (e.g. in a bilingual education program), the concepts, language, and literacy skills that children are learning in the majority language can transfer to the home language. In short, both languages nurture each other when the educational environment permits children access to both languages. Mother tongue promotion in the school helps develop not only the mother tongue but also children's abilities in the majority school language. This finding is not surprising in view of the previous findings that (a) bilingualism confers linguistic advantages on children and (b) abilities in the two languages are significantly related or interdependent. Bilingual children perform better in school when the school effectively teaches the mother tongue and, where appropriate,
develops literacy in that language. By contrast, when children are encouraged to reject their mother tongue and, consequently, its development stagnates, their personal and conceptual foundation for learning is undermined. Spending instructional time through a minority language in the school does not hurt children's academic development in the majority school language. Some educators and parents are suspicious of bilingual education or mother tongue teaching programs because they worry that these programs take time away from the majority school language. For example, in a bilingual program where 50% of the time is spent teaching through children's home language and 50% through the majority school language, surely children's learning of the majority school language must suffer? One of the most strongly established findings of educational research, conducted in many
countries around the world, is that well-implemented bilingual programs can promote literacy and subject matter knowledge in a minority language without any negative effects on children's development in the majority language. Within Europe, the Foyer program in Belgium which develops children's speaking and literacy abilities in three languages (their mother tongue, Dutch and French) in the primary school most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000, pp. 218-219). We can understand how this happens from the research findings summarized above. When children are learning through a minority language (e.g. their home language), they are not only learning this language in a narrow sense. They are learning concepts and intellectual skills that are equally relevant to their ability to function in the majority language. Pupils who know how to tell the time in
their mother tongue understand the concept of telling time. In order to tell time in the second language (e.g. the majority language), they do not need to re-learn the concept of telling time; they simply need to acquire new labels or "surface structures" for an intellectual skill they have already learned. Similarly, at more advanced stages, there is transfer across languages in academic and literacy skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, identifying cause and effect, distinguishing fact from opinion, and mapping out the sequence of events in a story or historical account. Children's mother tongues are fragile and easily lost in the early years of school. Many people marvel at how quickly bilingual children seem to "pick up" conversational skills in the majority language in the early years at
school (although it takes much longer for them to catch up to native speakers in academic language skills). However, educators are often much less aware about how quickly children can lose their ability to use their mother tongues, even in the home context. The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the school and neighborhood. Where the mother tongue is used extensively in the community outside the school, then language loss among young children will be less. However, where language communities are not concentrated or "ghettoized" in particular neighborhoods, children can lose their ability to communicate in their mother tongue within 2-3 years of starting school. They may retain receptive (understanding) skills in the language but they will use the majority language in speaking with their peers and siblings and in responding to their parents. By the time children become adolescents,
the linguistic gap between parents and children has become an emotional chasm. Pupils frequently become alienated from the cultures of both home and school with predictable results. To reduce the extent of language loss, parents should establish a strong home language policy and provide ample opportunities for children to expand the functions for which they use the mother tongue (e.g. reading and writing) and the contexts in which they can use it (e.g. community mother tongue day care or play groups, visits to the country of origin, etc.). Teachers can also help children retain and develop their mother tongues by communicating to them strong affirmative messages about the value of knowing additional languages and the fact that bilingualism is an important linguistic and intellectual accomplishment. For example, they can initiate
classroom projects focused on (a) developing children's language awareness (e.g. surveying and celebrating the multilingualism of students in the class) and (b) the sharing of languages in the class (e.g. every day a child brings one significant word from the home language into class and the entire class, including the teacher, learns and discusses this word. To reject a child's language in the school is to reject the child. When the message, implicit or explicit, communicated to children in the school is "Leave your language and culture at the schoolhouse door", children also leave a central part of who they are-their identities-at the schoolhouse door. When they feel this rejection, they are much less likely to participate actively and confidently in classroom instruction. It is not enough for teachers to passively accept children's linguistic and cultural diversity in
the school. They must be proactive and take the initiative to affirm children's linguistic identity by having posters in the various languages of the community around the school, encouraging children to write in their mother tongues in addition to the majority school language (e.g. write and publish pupil-authored bilingual books), and generally create an instructional climate where the linguistic and cultural experience of the whole child is actively accepted and validated. Shaping a Dynamic Identity for the Future When educators within a school develop language policies and organize their curriculum and instruction in such a way that the linguistic and cultural capital of children and communities is strongly affirmed in all the interactions of the school, then the school is rejecting the negative attitudes and ignorance
about diversity that exist in the wider society. In challenging coercive relations of power, the school is holding up to bilingual children a positive and affirming mirror of who they are and who they can become within this society. Multilingual children have an enormous contribution to make to their societies, and to the international global community, if only we as educators put into practice what we believe is true for all children: · children's cultural and linguistic experience in the home is the foundation of their future learning and we must build on that foundation rather than undermine it;
· every child has the right to have their talents recognized and promoted within the school. In short, the cultural, linguistic and intellectual capital of our societies will increase dramatically when we stop seeing culturally and
linguistically diverse children as "a problem to be solved" and instead open our eyes to the linguistic, cultural, and intellectual resources they bring from their homes to our schools and societies. References Baker, C. (2000). A parents' and teachers' guide to bilingualism. 2nd Edition. Clevedon, England: Multilingual Matters. Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Skutnabb-Kangas, T. (2000). Linguistic genocide in education-or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates. Joyce 
Sick of deleting your inbox? Yahoo!7 Mail has free unlimited storage. Get it now.
Deduction，induction，reduction，这三个哲学术语在英文中很容易混淆。
它们共享一个拉丁文动词词根：-ducere，本义为“引导”。从这个词根派生出来的其它英文词还有：seduce（引诱），conduce（导致），introduce（介绍、引见），等等。
·Deduction·
动词形式为deduce，义为“演绎”，指从一般原理根据逻辑推理得出新的结论，在此过程中不依赖对世界的经验观察。科学史上第一个完美的演绎系统是欧几里德几何，它从原始定义和5条公理出发，用演绎法推导出几百条定理，综合了7世纪以来希腊几何积累起来的丰富而庞杂的结果，整合成一个精严缜密的形式化体系。欧几里德几何体系经历中世纪的神秘遗忘后，于近代重新被西方知识界发现，遂成为科学理论体系的最高范型和理想。这种严谨完善的知识组织形式，不仅为自然科学所崇尚，连人文学者也非常向往，17世纪斯宾诺沙即模仿此演绎方法写成其名著《伦理学》，明朝时《几何原本》传入中国，对中国近世思想家也发生了重大影响，如康有为曾试图证明道德的终极真理在欧几里德的几何学原理中得到了最好的表述，谭嗣同亦在其《仁学》中就汲取了欧几里德几何的概念和推理模式来阐述其儒佛兼济的道德思想。1900年（胡塞尔《逻辑研究》第一卷出版的同年），罗素与怀特海的《数学原理》出版，这大概是欧几里德几何以来第二个最伟大的演绎体系，由于采用了最新的逻辑符号系统，它显得比欧几里德体系更为完备、严格和形式化。《数学原理》的出版，不仅开启了20世纪的现代逻辑，也对后来称为“分析哲学”的哲学运动起了巨大的推动作用。这场运动虽然主要肇始于中欧，但最终却席卷了整个英语世界，乃至于如今在英美学院中，不懂逻辑而可以研究哲学已几乎成为不可想象之事了。演绎法在形而上学传统上与两个概念紧密联系在一起：“分析”和“先天”。所谓“先天”(a prior)，又名“先验”，指无须对现实世界进行经验观察即可获得的知识，所谓“分析”(analytic)，指仅从词语的含义（定义）即可得出的关于词语的述谓。演绎法在原则上是对前提的“分析”，是一种同语反复(tautology)，并不增加我们对现实世界的知识。
词根de-在此处的含义为“down”，即“向下”，从形而上学传统来说，一般原理在存在级别上高于具体事实，如同体高于用，理念高于现实，所以演绎的方法，呈现从高处引导而下的态势，可以想象为从根本原理的高山清泉中汩汩流下所形成的清澈的山涧。
·Induction·
动词形式为induce，义为“归纳”，指从具体的、个别的殊相推测出一般的原则。归纳法是科学中至关重要的基本方法，但在近现代哲学中争议很大，其最有力的怀疑者首数休谟(David Hume)。休谟指出：归纳法的有效性论证中使用了归纳法本身，所以是一种循环论证，也就是说，归纳法实际上没有任何理性的根据，而只是一种人类天然的心理习惯，这种习惯期待发生过的事情会再次发生。休谟的怀疑主义在当代卓越的科学哲学家卡尔·波普尔(Karl Popper)身上有了一个新的版本，波普尔认为，无论对某个一般法则的有利的观察事件发生过多少次（而且从来没有反例），也不能真正的证明或证实该法则，甚至于根本不能增进该法则正确的盖然性(probability of being true)；但是，如果一个一般法则经历了实践的考验，还是可以被认为是被“强固”了的(corroborated)——可是，如果“被强固”并没有提高该法则是正确的盖然性，它又意味着什么呢？在这一点上，我觉得波普尔的讲法是颇为神秘的。费格尔(Herbert Feigl)是来自维也纳学派（Vienna Circle)的哲学家，1930年起移居美国，关于归纳法的合理性，他提出了一个新的计划：用“辨护”(vindication)代替“确证”(validation)。他承认归纳法的基础本身是无法被确证的，但是，从归纳法使科学得以可能，以及除了归纳法之外并无别的更好的方法以预测和控制未来这些方面来说，可以为归纳法辩护。费格尔举了一个生动的例子，如果我们被遗弃在一个沙漠荒岛，手中正好有纸、笔和一个瓶子，那我们是否应该写一封求救信放入瓶中漂走呢？这样的说法听起来似乎有些悲观，其实以我的理解，不妨以法学上“有罪推定”、“无罪推定”来类比：validation的立场类似于“有罪推定”，因此，作为被告的归纳法必须主动提供证据，证明自己的有效性和合理性，而vindication的立场则相反，举证的责任在控方，由于控方并没有确实的证据证明归纳法是无效的、不合理的（历史恰恰证明：归纳法至少是实用的），所以我们可以认为归纳法无罪。
Induce的初始含义是“引入”，我们不妨认为，这指的是从经验界引入活水，如果没有这源源不断的新水的注入，我们的知识就无法成长壮大，山涧就无法发展为长江大河；虽然引入水的同时可能也引入泥沙，不再有高山涧水的纯净，但江河的博大正是因为它容许部分的杂质。
·Reduction·
动词形式为reduce，义为“减少、缩小”，在学术上专指“还原”。还原法体现了西方科学的基本方法之一：分而治之(divide and conquer)，还原法把整体分解为其组成部分，或把较高水平上的陈述转写为较低水平上的陈述。哲学尤其关心后者，其例子是，把精神现象“还原”为神经生理学现象，把生理学还原为化学，把化学还原为物理，因此，在还原论者的眼光中，世界本质上是一个物理学的世界。还原论的反面是整体论(Holism)，其基本观点是整体大于部分之总和，而整体相比部分之总和多出来的东西，可以称为“有机性”或“结构”，出于对“整体”和“结构”的重视，整体论者不认为可以把较高水平上的陈述转写为较低水平上的陈述而不损失信息。
词根re-在此处的含义为“back”，所以reduce在早期意味着“bring back”，“引返”，即引导整体返回到其构成的基本元素。返回本原是一种古老的哲学思想，人类理解事物的基本方法之一，如古希腊哲学中把火或原子看作万物本原，又如中国人的五行，印度人的四大，佛教的“十八界”(dhatu)，等等。人们倾向于认为，我们找到了构成世界的基本元素，就从根本上认识了世界，所以诸如超弦理论这样的物理课题，会被认为是对“万物至理”的探究。 if you say that chickens are coming home to roost, you mean that bad or silly things done in the past are beginning to cause problems. T
i.e here was too much greed in the past, and now the chickens are coming home to roost with crime and corruption soaring.
to come home to roost
to return and make trouble for you
She didn't do any studying this term, just had a good time and went to loads of parties. Now the exams are here and it's all coming home to roost for her.
It's my fouth time to take road drive test, and I have to try more.  What's happened to me? It seems not that difficult Let The Dog See The Rabbit
(also cat see the rat, and cat see the rabbit) Get out of the way, I can't see what I am looking at! From hunting days when you might get in the way of the dog as it hunted a rabbit.
爱屋及乌 Love me, love my dog.
班门弄斧 teach fish to swim; teach one's grandmother to suck eggs
捕风捉影 catch at shadows
不顾艰险，赴汤蹈火 go through thick and thin; go through fire and water
不择手段 by hook or by crook
打草惊蛇 beat the grass to alert/startle the snake
得寸进尺 Give him an inch and he'll take an ell.
多此一举 carry coals to Newcastle
本性难改 The leopard can't change its spots.
画蛇添足 paint the lily
见风使舵 (to steer according to the wind)
骄兵必败 Pride goes before a fall.
捷足先登 The early bird catches/gets the worm.
乱七八糟 be at sixes and sevens
旁观者清 The onlooker sees most of the game.
破釜沉舟 burn one's boat
骑虎难下 hold a wolf by the ears
入乡随俗 When in Rome, do as the Romans do.
山穷水尽 be at the end of one's rope(tether)
水中捞月 fish in the air
熟能生巧 Practice makes perfect.
胸有成竹 have a card up one's sleeve
易如反掌 as easy as a turn of one's wrist
欲速不达 More haste, less speed.
掌上明珠 the apple of one's eyes Closer
http://kinjoyce.spaces.live.com/blog/cns!BD154B9BE4928A4!3088.entry
 
- crusts外壳, 硬壳, 面包皮.
- floozy荡妇, 妓女
- sneer冷笑, 讥笑, 嘲笑
- expedition远征, 探险队, 迅速, 派
- waif无主物, 飘流物, 流浪者, 流浪儿童, 信号旗
- bobby.<英俚>警察
- obits 讣告
- euphemisms[语法]委婉的说法
- convivial欢宴的, 欢乐的
- Raging狂怒的
- sloucher没精打采的, 懒散的
- obscene淫秽的, 猥亵的
- smug自鸣得意的
- go off离开, 去世, 消失, 睡去, 爆炸, 被发射, 进行, 变质
- filth污秽, 污物, 不洁, 猥亵
- devious偏僻的, 迂回的, 曲折的
- unleavable未经发酵的, 没放酵粉的, 未受激发的.
- crap废物, 赌输的一注, 废话
- Rigorous严格的, 严厉的, 严酷的, 严峻的.
- Beady象珠一样的, 饰有珠子的, 有泡的
- Patriotism爱国心, 爱国精神
- Tough恶棍
- nymph [希神][罗神]居于山林水泽的仙女, 美丽的少女
- knickers短裤, 灯笼裤
- prick扎, 一刺, 刺痛, 锥, 阴茎
- vulgar粗俗的, 庸俗的, 普通的, 通俗的, 本土的
- toad[动]蟾蜍, 癞蛤蟆, 讨厌的家伙
- flush晕红
We're in the first flush
- nasty污秽的, 肮脏的
- bloke<英俚>小子, 家伙, 笨蛋
- bird <俚>人
- dermatologist皮肤学者, 皮肤科医生
- appalling令人震惊的, 骇人听闻的
- practical joke 恶作剧
- stalk围捕, 潜近 sb
- lurk潜藏, 潜伏, 埋伏.
- moronic低能的, 鲁钝的 beauty of youth
- she's sly狡猾的.
- Stop licking yourself. 别再做贱自己了
- guvnor 雇主，老板
- I'm knackered!筋疲力尽的
- it was a riot暴乱, 骚动, (植物, 疾病等)蔓延, 放荡, 暴动.
- Cowardice怯懦, 胆小.
- He was drooling流口水的, 非常可爱的 over your photo on the inside cover. He fancied you, the geek做低级滑稽表演的人.
- You're a coward懦弱的人, 胆小的人
- It was a punk废物, 小阿飞, 年轻无知得人 club
- I was in flares喇叭裤
- wig假发
- Does all this turn you on开启, 变得兴奋, 突然装出, 开始?
- It's a chink裂口 in your armor装甲
- You're cheeky厚颜无耻的.
- All the girls in this hellhole非常令人不舒服的场所,
- the pneumatic装满空气的, 有气胎的, 汽力的, 风力的, 灵魂的 n.气胎 robots...
- the coked-up baby dolls, and you're no different. Being Under the influence of Cocaine Hydrochloride
- jacked up
1. not working properly or as intended.
2. having used a large quantity of speed, cocaine, or other amphetamine.
3. cut or lacerated by means of a make-shift knife or blade. see SKIV
4. In generally poor or injured condition.
- con man n.骗子
- Because I'm obsessed迷住, 困扰 with you
- you owe me something for deceiving me so exquisitely精巧地, 敏锐地
- the strange familiarity熟悉, 通晓, 亲密, 熟悉, 精通.
I think you had a whale of [美]大量的,极大的, 了不起的a time.
- Have you ever seen a human heart?
It looks like a fist拳头 wrapped in blood!
- - Don't cry on请求, 恳求, 祈求 me.
- I'm sorry.
- cry on sb.'s shoulder
v.向某人倾吐苦楚
- You still pissing about吵闹, 胡闹 on the Net?
- Don't get lippy爱顶嘴的, 出言不逊的.
- obituaries写死亡新闻或略传的记者
- Because I'm a lunatic疯子
- I thought if you showed up, you'd be an old trout which is the Siberia of journalism. An ugly and usually old woman
- - Is your father still alive?
- Hanging on. Ugly
That girl is hanging!
- You didn't fancy my sandwiches?
In america fancy means to like someone in a sexual way, to want to be with them, want to go out with them ect...
In Britian fancy means the same but it also means 'want' or 'do you want' something.
America: I fancy Her
Britain: I Fancy Her, Fancy a pint?, Fancy going out tonight?, I fancy a pizza tonight ect...
... two dialogues
written by Patrick Marber
Anna: Why are you dressed?
Larry: Because I think you might be about to leave me and I don't want to be wearing a dressing gown. ...I slept with someone in New York. A whore. I'm sorry.
Anna: Why did you tell me?
Larry: I couldn't lie to you.
Anna: Why not?
Larry: Because I love you.
(She walks away to sit down on a chair--long pause.)
Anna: It's fine.
Larry: Really? Why? Something's wrong. Tell me. Are you leaving me? (She nods) Because of this? Why?
Anna: Dan.
(Dan (Jude Law)--whose practical joke resulted in Anna and Larry meeting.)
Larry: "Cupid"? He's our joke.
Anna: I love him.
Larry: You're seeing him, no? (She nods) Since when?
Anna: Since my opening last year. I'm disgusting.
Larry: You're phenomenal. You're so clever.Why did you marry me?
Anna: I stopped seeing him and I wanted us to work.
Larry: Why did you tell me you wanted children?
Anna: Because I do.
Larry: And now you want children with him.
Anna: Yes. (shakes head) I don't know.
Larry: We're happy. Aren't we? (she gives him a look)... You're going to go live with him?
Anna: You can stay here if you want.
Larry: Oh, look, I don't give a fuck about the spoils. You did this to me, the day we met, you let me hang myself for your amusement. Why didn't you just tell me the second I walked through the door?
Anna: I was scared.
Larry: You're a coward, you spoiled bitch! ... Are you dressed because you thought I might hit you? What do you think I am?
Anna: I've been hit before.
Larry: Not by me! Is he a good fuck?
Anna: Don't do this.
(They move into the kitchen.)
Larry: Just answer the question. Is he good?
Anna: Yes.
Larry: Better than me?
Anna: Different.
Larry: Better?
Anna: Gentler.
Larry: What does that mean?
Anna: You know what it means.
Larry: Tell me.
Anna: No.
Larry: I treat you like a whore.
Anna: Sometimes.
Larry: Why would that be?
Anna: I'm sorry you--
Larry: Don't say it! Don't you fucking say "You're too good for me." I am, but don't say it. You're making the mistake of your life. You're leaving me because you believe you don't deserve happiness but you do, Anna. (beat)... Did you have a bath because you had sex with him? So you wouldn't smell of him? So you'd feel less guilty? How do you feel?
Anna: Guilty.
Larry: Did you ever love me?
(She nods, walks over and holds him. He cries in her arms. After a few seconds, he pushes her away and walks away.) (We leave them for a moment to see Daniel (Jude Law) standing in his empty apartment, after being unable to find Alice. When we return to Anna and Larry, a few minutes have passed. It's clear that these minutes have been spent in isolated silence.)
Larry: Did you do it here?
Anna: No.
Larry: Why not?
Anna: Do you wish we did?
Larry: Just tell me the truth.
Anna: Yes we did it here.
Larry: Where?
(She points to a very nice sofa.)
Anna: There.
Larry: On this? We had a first fuck on this. Did you think of me? ... When? When did you do it here? ANSWER THE QUESTION!
Anna: This evening.
Larry: Did you come?
Anna: Why are you doing this?
Larry: 'Cause I want to know.
Anna: Yes, I came.
Larry: How many times?
Anna: Twice.
Larry: How?
Anna: First he went down on me then we fucked.
Larry: Who was where?
Anna: I was on top then he fucked me from behind.
Larry: And that's when you came the second time.
Anna: God... why is the sex so important?
Larry: Because I'm a fucking caveman! Did you touch yourself while he fucked you?
Anna: Yes.
Larry: You wank for him.
Anna: Sometimes.
Larry: And he does.
Anna: We do everything that people who have sex do!
Larry: Do you enjoy sucking him off?!
Anna: Yes!
Larry: You like his cock?!
Anna: I love it!
Larry: You like him coming in your face?!
Anna: Yes!
Larry: What does it taste like?!
Anna: It tastes like you but sweeter.
Larry: That's the spirit. Thank you. Thank you for your honesty. Now fuck off and die, you fucked up slag.
Larry: I love you.
Alice: Thank you.
Larry: What's this room called?
Alice: The paradise suite.
Larry: How many paradise suites are there?
Alice: Eight.
Larry: Do I have to pay you to talk to me?
Alice: No, but if you want to tip me, you're welcome.
(He does.)
Alice: Thank you.
Larry: I used to come here a million years ago. It was a punk club. The stage was... ...Everything is a version of something else. Twenty years ago. How old were you?
Alice: Four.
Larry: Christ. When I was in flares, you were in nappies.
Alice: My nappies were flared.
Larry: You have a face of an angel.
Alice: Thank you.
Larry: What does your cunt taste like?
Alice: Heaven.
Larry: ......How long you been doing this?
Alice: Three months.
Larry: Straight after he left you.
Alice: No one left me.
Larry: Nice wig.
Alice: Thank you.
Larry: Does all this turn you on?
Alice: Sometimes.
Larry: Liar. You're telling me it turns you on because you think that's what I want to hear. You think I'm turned on by it turning you on.
Alice: The thought of me creaming myself when I strip for strangers doesn't turn you on?
Larry: Put like that, yes. (she bends over in front of him) Ohh. Are you flirting with me?
Alice: Maybe.
Larry: Are you allowed to flirt with me?
Alice: Sure.
Larry: Really?
Alice: No, I'm not. I'm breaking all the rules.
Larry: You're mocking me.
Alice: Yes, I'm allowed to flirt.
Larry: To prise my money from me.
Alice: To prise your money from you I may do or say as I please.
Larry: Except touch.
Alice: We're not allowed to touch.
Larry: Open your legs. Wider. Show me. (she does) So what would happen if I touched you now?
Alice: I would call security.
Larry: What would they do?
Alice: They would ask you to leave and ask you not to come back.
Larry: And if I refused to leave?
Alice: They would remove you. Those are security cameras in the ceiling.
(He looks up.)
Larry: I think it's best I don't attempt to touch you. I'd like to touch you... later.
Alice: I'm not a whore.
Larry: I wouldn't pay. Why the fuck did he leave you?
Alice: What's your job?
Larry: A question. You've asked me a question.
Alice: So?
Larry: It's a chink in your armor.
Alice: I'm not wearing armor.
Larry: Yes you are. You know I do. Why are you calling yourself Jane?
Alice: Because it's my name.
Larry: We both know it isn't. You're all protecting your identities. There's a girl out there, calls herself Venus. What's her real name?
Alice: Pluto.
Larry: You're cheeky.
Alice: Would you like me to stop being cheeky?
Larry: No.
Alice: What's your name?
Larry: Daniel.
Alice: Daniel the dermatologist.
Larry: I never told you my job.
Alice: I guessed.
Larry: You're strong.There's another one out there, judging by the scars, a recent patient of Doctor Tit. Calls herself Cupid. Who's going to tell her that Cupid was a bloke?
Alice: He wasn't a bloke. He was a little boy.
Larry: I want you to tell me your name. (tips her) Please.
Alice: Thank you. My name is Jane.
Larry: Your real name. (tips her)
Alice: Thank you. My real name is Jane.
Larry: Careful. (tips her)
Alice: Thank you. Still Jane.
Larry: I've got another 500 quid here. Why don't I just give you all this money (throws some at her) and you tell me what your real name is, Alice? (He holds a wad of cash under her chin.)
Alice: I promise. (He throws the wad at her. She picks it up.) Thank you. My real name is plain Jane Jones.
Larry: I may be rich but I'm not stupid.
Alice: What a shame, Doc, I love 'em rich and stupid.
Larry: Don't you fuck around with me!
Alice: I apologize.
Larry: Accepted. All the girls in this hell hole... the ... pneumatic robots, the coked-up babydolls and you're no different. You all use stagenames to con yourselves into someone else so you don't feel ashamed when you show your cunts and assholes to complete fucking strangers! I am trying to have a conversation here!
Alice: You're out of cash, buddy.
Larry: I paid for this room!
Alice: This is extra.
Larry: We met last year.
Alice: Wrong girl.
Larry: Talk to me!
Alice: I am.
Larry: Talk to me in real life. I didn't know you'd be here. I know who you are. I love you. I love everything about you. The hurt. (laughs, then sits down and cries) She won't even see me. You feel the same. I know you feel the same.
Alice: You can't cry in here.
Larry: Hold me. Let me hold you.
Alice: We're not allowed to touch.
Larry: Well, come home with me. It's safe. Let me look after you.
Alice: I don't need looking after.
Larry: Everybody needs looking after.
Alice: I'm not your revenge fuck.
Larry: I'll pay you.
Alice: I don't need your money.
Larry: You have my money.
Alice: Thank you.
Larry: "Thank you." "Thank you." Is that some kind of rule?
Alice: Just being polite.
Larry: Get a lot of grown men crying their guts out, do you?
Alice: Occupational hazard.
Larry: Have you ever desired a customer?
Alice: Yes.
Larry: Well, put me out of my misery, do you desire me because I'm being pretty fucking honest about my feelings for you.
Alice: Your feelings?
Larry: Whatever.
Alice: No, I don't desire you.
Larry: Thank you. Thank you sincerely for your honesty. ... You think you haven't given us anything of yourselves. You think because you don't love us or desire us or even like us, you think you've won.
Alice: It's not a war.
Larry: (laughs) If I ask you to strip right now, would you?
Alice: Of course. Do you want me to?
Larry: No. Alice--tell me something true.
Alice: Lying is the most fun a girl can have without taking her clothes off--but it's better if you do.
Larry: You're cold. You're all cold at heart. (at the security camera in the ceiling) What do you have to do to get a bit of intimacy around here?!
Alice: Maybe next time I'll have worked on my intimacy.
Larry: No, I'll tell you what's going to work. That you're going to take your gear off right now and you're going to turn around very slowly and you're going to bend over and you're going to touch the fucking floor for my viewing pleasure.
Alice: Is that what you want?
Larry: What else could I want?
(She does as requested. He stares at her)
extract from http://www.whysanity.net/monos/closer.html
Today's lesson was last 4th lesson. everybody in class was talking about JOB. Sonya started to raise question about this as well. this was first time she talk about job-finding in class.
It's poped by that Joelita find a job as a bookkeeper. Sonya suggested us to use career conseller's service. She suggested me keep praticing English when I said I lost a job interview after I said that I am not confidence in communicating with customer. using every chance to practise, even to write down the questions to ask customer in my part-time job.
Urna also gave me some advice, she suggested me to apply some junior accounting job, such as A/R, A/P or Payroll. Receiptionist or Sercretary are too high for me at this stage. they require lots of communication skill, especially in Medical practise. they need to aswering phone from anger patients. Yes, indeed.
Maybe, I just need luck!
Next step is to modify my resume, then focus on one area, to send out resumes 艾米莉.勃朗特《呼啸山庄》中场景要素之研究
我爱英语网 http://www.52en.com
论文名称: 艾米莉.勃朗特《呼啸山庄》中场景要素之研究
论文名称: The Elements Making Up the Setting of Emily Bronte's Wuthering Heights
关键词:
呼啸山庄 Emily Bronte
场景要素 Wuthering Heights
elements of setting
[摘要]
十九世纪英国女作家艾米莉．勃朗特（Emily Bronte）穷其毕生精力所完成之伟大巨着《
呼啸山庄》（Wuthering Heights），于一九四八年被英国作家毛姆（W. S. Maugham）推
崇为世界十大小说之一；二００二年五月，这本脍炙人口的的出色小说更获挪威文坛赏识
，入选为「有史以来世界文学百部经典」之一。此本小说，系以十八世纪末狂风呼啸的英
国约克夏荒野为其沉郁背景，次第开展出具毁灭性爱恨情仇的动人故事。
本论文共分五章，以批评家霍尔门（C. Hugh Holman）对场景的定义为基础，详述构
成此本小说场景的各个不同要素：
第一章简介作者生平、写作背景及研究动机。
第二章讨论地理要素，包括地形、景观，乃至房间门、窗之摆设。冬夏迥异的荒原，是主
角们演出的壮丽舞台；呼啸山庄和画眉田庄两大庄院，不仅主控全景，更各具特色，各有
其象征意义──前者草木稀疏，被视为粗鄙不羁、原始自然之生活代表；后者则座落于优
美山谷，以绿树、高墙围绕，代表上流阶级之文明生活。而门、窗、锁、钥的意象，则凸
显出人物角色之心与灵对内在和外在的领悟。
第三章探索时间要素及小说引人入胜的叙述手法。艾米莉以巧妙的手法展现小说精细严密
的时间之来龙去脉，其对天候和季节的描述象征人物角色的情感和举动，使场景生动逼真
，富于戏剧效果。艾米莉采用洛克伍德（Lockwood）和乃莉（Nelly）二人的双轨主叙述法
，结合少部分扼要的多重叙述法，组成故事的核心，提升了这部惊心动魄的原创小说之活
泼本质与奥妙。
第四章详论一般性的环境要素。在小说中，处处可见二元论的概念，呈现在各人物角色的
工作和日常生活的态度上。两大庄院的宗教道德观与社经地位也都有对比的关联性。
末章是结语，浓缩小说中丰富且严谨之场景所有要素，并说明《呼啸山庄》被公认为杰作
的原由。
[摘要]
Emily Bronte’s Wuthering Heights was reputed to be one of the ten great
novels in the world by W. Somerset Maugham in 1948. Similarly, in Norway in
May of 2002, this remarkable novel deserved high praise again as one of a
hundred classics of world literature in all times. Emily Bronte, a talented
writer with a vein of stoicism and mysticism in her personality, devoted
herself to constructing her only novel. The story of doomed passions set
against the gloomy background of the bleak, windswept Yorkshire moorland at
the end of eighteenth century is its most noticeable characteristic.
This thesis is composed of five chapters. Based on C. Hugh Holman’s
definition, different aspects of the elements making up the setting of the
novel are addressed.
The first chapter is a brief introduction to the author’s life, the
background of the writing, and the motivation of my study.
The second chapter concentrates on the element of the geographical
location, including its topography, scenery, and such physical arrangements as
the location of the windows and doors in a room. The moors with many guises,
dreary in winter but divine in summer, provide a stage of grandeur for the
passionate protagonists to act out. The two houses not only dominate the
landscape, but also take on contrasting characteristics and atmosphere. The
vegetation around Wuthering Heights is sparse and the house is seen as the
home of life in the raw, of the rough indiscipline, and of unbridled
emotions. Thrushcross Grange, set in a pleasant valley and surrounded by
garden trees and the high wall of the court stands for the splendid,
cultivated and civilized life of the landed gentry. The group of interrelated
images based on windows, doors, locks, and keys are prominent as
representations of minds and spirit’s grasp of interior and exterior.
The third chapter deals with the use of time as well as the powerful and
exciting narration. With a skilful handling, Emily demonstrates her
meticulous time sequence in the novel. Her description of the weather and
seasons symbolizes feelings and actions of the characters, making the setting
vivid and full of dramatic effects. Emily’s combining the larger frameworks
of Lockwood and Nelly’s double narratives with other smaller more condensed
multiple narratives form the core of the story, enhancing the vigorous quality
and profundity of this startlingly original novel.
The fourth chapter elaborates the elements of the characters’ general
environments. Throughout the novel, the concept of dualism is revealed in
their occupations and daily manner of living. The religions, the ethics, the
social class, and the economic roles associated with the two houses are all
set in contrast.
The last chapter is the conclusion, which summarizes all the elements
making up the fully and precisely created setting of the novel. The reason
why Wuthering Heights becomes widely acknowledged as a masterpiece is
elucidated as well.
Unit Five
Writing Summaries
Of all the writing tasks so far, summary writing may well be the one you are most familiar with. We make summaries of many different things, including meetings, lectures, and readings. Our summaries may be quite elaborate, or they may only involve one or two key words, depending on our purpose for writing them. These summaries of what others have written or said may be for our won personal use. Most often we use this material for future reference. At the university especially, it can form an essential part of our preparation for an exam, a class discussion, a research paper, a thesis, or a dissertation. In these situations, we are free to concentrate on what we ourselves think is important or interesting about the source.
Summary writing may, alternatively, be part of a more public communication and an integral part of other work that you may do. For example, you advisor may ask you to summarize some recent literature that could be usefully for your research group. Instructors may assign you to review or critique articles. In each of this case, you are given the opportunity to “display” your understanding of some material. Summaries as part of a course assignment are relatively common in graduate student writing and may be a foundation for other, more complex writing tasks such as a literature review. Look back at the “Selling Cities” text on page 45 of Unite Two. Notice how by summarizing relevant portions of the text you can offer support to your response to the question on page 47.
In the first half of this textbook, you could successfully complete most of the writing tasks by relying either on information that you already possessed or on information that we provided. In the second half, we will pay more attention to writing that involves the use of sources. Unit Five deals with assignment summary writing. Unit Six expands our discussion of summary writing to the writing of critiques of or critical responses to source material, including book reviews. Finally, in the last two units, we move on to writing an entire research paper.
Writing an Assignment Summary
Assignment summaries can be extremely challenging to write. A good assignment summary has three principal requirements.
-
It should be focused on the relevant aspects of the source text or text. (There may be no need to take information from every section or paragraph of the source texts.)
-
It should present the source material in an accurate fashion.
-
It should condense the source material and be presented in the summary writer’s own words. (Summaries that consist of directly copied portions of the original rarely succeed. Such a summary may suggest that you can find potentially important information, but it does not reveal to what extent you have understood it. In addition, you may be engaging in plagiarism. See page 172)
Notice that we have not said anything about the length of a summary, because this will often be determined by your instructor. Sometimes instructors will ask for a one-page summary of an article (or maybe a two-page summary of a book). They may also ask for a paragraph-length abstract (see Unit Eight) or even a minisummary of one to tow sentences (as it typical of annotated bibliographies). Since the sample texts we provide here are quite short, we expect that the summaries you write will be half a page to a full page.
To do a good job, you must first thoroughly understand the source material you are working with. So, here are some preliminary steps in writing a summary.
1. Skim the text, noting in your mind the subheadings. If there are no subheadings, try to divide the text into sections.
2. Consider why you have been assigned t he text. Determine what type of text you are dealing with, that is, the genre of the source text (e.g., a research paper) or perhaps the organization (problem-solution or general-specific). This can help you identify important information and focus your reading strategies.
3. Read the text, highlighting important information or taking notes.
4. In your own word, write down the main points of each section. Try to write a one-sentence summary of each section.
5. Write down the key support points for the main topic, but include minor detail only if necessary.
6. Go through the process again, making changes as appropriate.
trophy n.战利品, 奖品vt.用战利品装饰, 授予...奖品
perky adj.自信的, 得意洋洋的
prance n.(马)后足立地腾跃, 昂首阔步vi.腾跃, 欢跃, 昂首阔步vt.使腾跃
itinerant adj.巡回的n.巡回者
grainy adj.粒状的, 木纹状的, 多粒的
pubescent adj.思春期的, 有软毛的
epicentre n.震源, 地震中心,震中, 震源地
tame adj.(指动物)驯服的、柔顺的, (指人)没精打彩的, 被开垦的, 沉闷的, 乏味的, 平淡的
bluntly adv.坦率地, 率直地
provocative adj.煽动的n.刺激物
lustrous adj.有光泽的, 光辉的
luminous adj.发光的, 明亮的
colloidal adj.胶状的, 胶质的
wriggle v.宛蜒行进, 扭动
strutting n.加固, 支撑物adj.肿胀的, 自负的, 昂首阔步的
tar 焦油, 柏油
monoxide n.一氧化物
ammonia n.[化]氨, 氨水
formaldehyde n.[化]甲醛, 蚁醛
hooch n.私酒, 私运入的劣酒, 烈酒
weed n.野草, 杂草v.除草, 铲除
mull n.漂白细软薄布, 混乱,vt.研磨, 深思,vi.温热
sativa 漂白亚麻纤维卷(混纺用)
psychoactive adj.作用于精神的,影响(或改变)心理状态的
hemp n.大麻, 纤维
carcinogen n.致癌物质
sedative adj.镇静的, 止痛的,n.镇静剂, 止痛药
intoxicating adj.醉人的,使人兴奋的
psychosis n.精神
illicit adj.违法的
mystique n.神秘性, 奥秘, 秘法
psychotic adj.精神病的,n.精神病患者
intravenous adj.静脉内的
amphetamine n.[药]安非他明
hydroponic adj.溶液培养的
bong (锣, 大钟)发出的响声, 发出当当声
nausea n.反胃, 晕船, 恶心, 作呕, 极度的不快
chemotherapy n.化学疗法
spasticity 痉挛状态, 强直(状态)
sclerosis n.[医]硬化症, 硬化, 硬结
intractable adj.难处理的
epilepsy n.[医]癫痫症
pseudoephedrine
insomnia n.失眠, 失眠症
tremor n.震动, 颤动,vi.震颤, 战栗
paranoia n.[心]妄想狂, 偏执狂
paranoid n.(=paranoiac)患妄想狂者,adj.类似妄想狂的
delusion n.错觉
hallucination n.幻觉, 幻想
seizure n.抓, 捉, 没收, 查封, 夺取
malnutrituion
chronic adj.慢性的, 延续很长的
methylenedioxmethamphetamine
snort v.喷鼻息
serotonin n.含于血液中的复合胺
agitation n.激动, 兴奋, 煽动, 搅动
depletion n.损耗
nerotoxic
hydrochloride n.[化]氢氯化物
anesthetic n.麻醉剂, 麻药,adj.麻醉的
neurotransmitter n.[生化]神经传递素
dopamine n.多巴胺(一种治脑神经病的药物)
euphoria n.精神欢快.欣快, 兴高采烈, [心]欣快症
psychosis n.精神
haemorrhage n.出血(尤指大出血), 溢血
synthetic adj.合成的, 人造的, 综合的
rave v.咆哮
disruptive adj.使破裂的, 分裂性的
chroming 铬处理
aerosol n.浮质(气体中的悬浮微粒,如烟,雾等), [化]气溶胶, 气雾剂, 烟雾剂
nitrous adj.[化]氮的, 含氮的, 硝石的
nitrite n.[化]亚硝酸盐
drowsiness n.睡意
forgetful adj.健忘的, 易忘的
stupor n.昏迷
flutuate
exacerbate vt.恶化, 增剧, 激怒, 使加剧, 使烦恼
psychoactive
solvent adj.溶解的, 有偿付能力的, 有溶解力,n.溶媒, 溶剂, 解决方法
Vomiting and Diarrhoea 呕吐与腹泻
|
About Diarrhoea
This is when baby's bowel actions become much more watery and more frequent than usual. There may be mucous or blood in the bowel actions and they may be very smelly.
About Vomiting
Almost all babies bring up a bit of milk (and some a lot of milk) without distress. This is normal. But if baby is suddenly vomiting a lot more, or it occurs frequently over an hour or two, it could be serious. The vomiting may accompany other signs of illness, like fever or diarrhoea.
Vomiting and diarrhoea
Vomiting and diarrhoea cause baby to lose a lot of fluid. This can be very dangerous, especially in hot weather or if baby has a fever. These illnesses may or may not be caused by infection.
|
Treatment at Home
When baby is under 6 months:
Don't try to manage it yourself - contact your doctor straight away.
Continue to breastfeed (small, frequent feeds are recommended).
If bottle feeding, stop giving formula. Offer 50 ml of cooled boiled water (at room temperature) every hour until you see the doctor.
If you have started solids, stop for 24 hours, or until vomiting and diarrhoea settles.
When baby is over 6 months:
- Continue to breastfeed, and offer 50-100 ml of clear fluids in between breast feeds
- If bottle feeding, stop giving formula for 12-24 hours. Give clear fluids instead. When vomiting and diarrhoea settles, or after 24 hours, start with half strength formula for 12-24 hours, then full strength
- Stop solids for 24 hours, then slowly re-introduce them, starting with rice, pasta, potato, toast or bread, or baby rice cereal. The aim is to return to normal diet within 2-3 days of the illness settling
- Don't give medicine unless your doctor says so
How to stop the spread of infection:
- Keep the sick baby away from other children.
- Wash all children's hands after they go to the toilet and before they eat any meals.
- Wash your hands after attending to the sick child, after changing nappies and before preparing food and bottles.
- Wash the sick baby's clothes separately from the rest of the family's, to prevent cross infection.
|
http://www.childrenspanadol.com.au/Ailments/illness_headache.htm 
About Headaches 头痛
Children do get headaches. They usually say “My head hurts.” In the young child they may be associated with an illness or a viral infection. In the older child, it could be related to over-excitement, tension, stress or a vision problem.
WARNING 注意
Some headaches could be the sign of something more serious. If your child has a severe or recurrent headache, or complains of a headache along with a fever, feeling unwell, being drowsy or vomiting — contact your doctor or local hospital immediately. This could indicate Meningitis, which can lead to death within 24 hours. |
Treatment at home 在家治疗方法
For a mild headache, lay the child down in a quiet darkened room with a cool facewasher on their forehead. Give paracetamol according to directions on pack for temporary relief, and watch them closely. |
http://www.childrenspanadol.com.au/Ailments/illness_cough.htm
Coughs and Colds
Children often have around 6 colds per year. Colds, and most coughs, are caused by viruses (not bacteria), so antibiotics won't help. If the cough is bad, and persists, your child may have a chest infection caused by bacteria. You should consult your doctor.
Common Signs
- Signs of infection
- Stuffy, runny nose
- Sneezing
- Fever
- Headache
- Noisy cough
Persistent cough may be a sign of undiagnosed asthma. If coughing persists, consult your doctor or pharmacist.
|
Management at home
- Plenty of rest and fluids.
- Paracetamol if you need to ease the discomfort and fever.
- Elevate the head of the cot or bed 30 degrees by putting a couple of towels under the mattress or books under the legs of the bed.
- Menthol may help breathing: either a menthol ointment or capsule squeezed onto the bedding or clothing (not onto the child's skin), or menthol liquid in a vaporiser for a dry cough. (Place the vaporiser at least 2 metres away from the child, so steam does not burn the face).
Croup
This is when the back of the throat swells, making breathing difficult. It may accompany a cold.
Signs include hoarse dry coughing, and noisy breathing when they breathe in. If severe, consult you doctor or hospital. |
Bronchiolitis
This is common in babies because they have smaller airways. It starts like a cold, then the cough becomes worse, and a wheeze is heard when the baby breathes out. Babies may have difficulty with breathing and feeding. This should improve over 2 - 3 days, although the cough may last for several weeks.
If your baby is having breathing difficulties or is taking less than half the normal feeds, see your doctor or local hospital.
|
Yesterday, I was chat with friends, she is a expert in health caring, she is our "drug consultant".She remind me of one thing that I want to take a couse called Business Medical Administration. It is designed for the person wants to find a receiptionist/admin job in clinic. I suddenly realized that I almost have no idea about health care or drugs no matter it's in Chinese or in English. Why not put some effort on this aspect, maybe there is another door opens for me someday.
That is why post this thread today. this drug was prescribed for my draughter , She had bacteria infection on her eyes. It's safe way for us to check the instruction and detail before have it.
CHLORSIG
chloramphenicol 氯霉素
Presentation
CHLORSIG EYE DROPS is a clear to slightly hazy模糊的 colourless, slightly viscous(adj.粘性的, 粘滞的, 胶粘的) liquid and odourless. It contains chloramphenicol 0.5% w/v in aqueous (adj.水的, 水成的)base thickened with hypromellose. Phenylmercuric acetate 醋酸盐(0.002% w/v) is used as a preservative.
CHLORSIG EYE OINTMENT is a yellowish-white unctuous油似的 ointment, free of visible contamination. Odour faintly of paraffin 石蜡 and wool fat. It contains chloramphenicol 1.0% w/w in a sterile消过毒的oculentum base. Contains no preservatives.
Uses
Actions
Chloramphenicol is a broad spectrum antibiotic originally isolated from Streptomyces venezuelae. It is primarily bacteriostatic and acts by inhibition of protein synthesis by interfering with the transfer of activated amino acids from soluble RNA to ribosomes.
Pharmacokinetics
Not applicable.
Indications
For the treatment of bacterial conjunctivitis and other superficial ocular infections caused by chloramphenicol-sensitive organisms.
Dosage and Administration
CHLORSIG EYE DROPS: Instil 1 or 2 drops in the affected eye(s) every two to six hours for two to three days. The interval between applications may then be increased. Discard solution within one month of opening container.
CHLORSIG EYE OINTMENT: Apply 1.5cm every three hours. If ointment is used together with drops for day and night coverage, 1.5cm should be applied before retiring, while using the drops during the day.
Treatment should be continued for at least 48 hours after the eye appears normal.
The systemic absorption of CHLORSIG EYE DROPS can be minimised by applying gentle pressure on the tear-duct for approximately one minute immediately after application.
Contraindications
Chloramphenicol is contraindicated in individuals with a history of hypersensitivity to any excipients and/or toxic reaction to the medicine.
Warnings and Precautions
Bone marrow hypoplasia, including aplastic anaemia and death, has been rarely reported following local application of chloramphenicol. Chloramphenicol should not be used when less potentially dangerous agents would be expected to provide effective treatment. Ophthalmic agents may retard corneal wound healing.
The use of this antibiotic, as with other antibiotics, may result in the overgrowth of non-susceptible organisms, including fungi. If infections caused by non-susceptible organisms appear during therapy, its use should be discontinued and appropriate measures should be taken. In all serious infections, the topical use of chloramphenicol should be supplemented by appropriate systemic medication.
The mechanism for the irreversible aplastic anaemia following ophthalmic use of chloramphenicol has not been established.
Use In Pregnancy
Chloramphenicol enters the foetal circulation, and if given to the mother shortly before parturition, may cause the gray baby syndrome, with cyanosis and hypothermia, owing to the limited glucoronidating capacity of the newborn infant's liver. Chloramphenicol treatment should, therefore, be avoided during the last week before parturition and during breast feeding.
Adverse Reactions
Blood dyscrasias have been reported in association with the use of chloramphenicol (see Warnings and Precautions ). Chloramphenicol is absorbed systemically from the eye, and toxicity has been reported following chronic exposure. Dose related toxicity following a single ocular exposure is unlikely. Local irritation with the ophthalmic form may include subjective symptoms of itching or burning. More serious side effects such as angioneurotic oedema; anaphylaxis, urticaria, fever, vesicular and maculopapular dermatitis have been reported in patients sensitive to chloramphenicol and are causes for discontinuing the medication. Similar sensitivity reactions to other materials in topical preparations also may occur.
Interactions
Not available.
Overdosage
Accidental ingestion of the medicine is unlikely to cause any toxicity due to low content of antibiotic. CHLORSIG EYE DROPS contains 18.80mg/ml of borax/boric acid as buffer with less than 0.13mg/ml of sodium hydroxide. If the eye drops are accidentally ingested by infants or young children, Poisons Information Centre should be contacted. The medication should be kept out of reach of children.
Treatment
If irritation, pain, swelling, lacrimation or photophobia occur after undesired eye contact, the exposed eye(s) should be irrigated with copious amounts of room temperature water for at least 15 minutes. If symptoms persist after 15 minutes of irrigation, an ophthalmological examination should be considered.
Medicine Classification
Prescription Medicine.
Package Quantities
CHLORSIG EYE DROPS: 10ml plastic dropper bottle with tamper seals.
CHLORSIG EYE OINTMENT: 4g tube with an ophthalmic cap.
Storage
CHLORSIG EYE DROPS: Store between 2-8°C. Refrigerate. Do not freeze. After dispensing, store below 25°C. Discard one month after opening. Protect from light.
CHLORSIG EYE OINTMENT: Store below 25°C.
Further Information
Physical and Chemical Properties
Chloramphenicol exists as a white to greyish-white or yellowish white, fine crystalline powder or fine crystals, needles or elongated plates.
Chloramphenicol is slightly soluble in water (1 in 400), chloroform and ether. Freely soluble in ethanol (1 in 2.5), propylene glycol (1 in 7), acetone and ethyl acetate.
Excipients
CHLORSIG EYE DROPS and CHLORSIG EYE OINTMENT contain the following excipients:
| Chlorsig Eye Drops |
Chlorsig Eye Ointment |
| Phenylmercuric acetate |
Paraffin - liquid |
| Boric acid |
Paraffin - soft white |
| Borax |
Wool fat |
| Hypromellose |
|
| Sodium hydroxide |
|
| Water - freshly distilled |
|
Molecular formula is C11H12Cl2N2O5 and a molecular weight of 323.1.
Name and Address
Pharmacy Retailing (NZ) Limited
Trading as Healthcare Logistics
58 Richard Pearce Drive
Airport Oaks
Auckland
Ph (09) 918 5100
Fax (09) 901 5101
Date of Preparation
3 August 2006
coliform [生物]n.大肠菌 adj.象大肠菌的
faecal adj.排泄物的, 渣滓的
enterococcin 肠道球菌素
intestine adj.内部的, 国内的n.[解, 动]肠
millimetre n.毫米
vandalism n.故意破坏艺术的行为
eyesore n.丑的东西, 眼中钉
petition n.请愿, 情愿书, 诉状, 陈情书v.请求, 恳求, 请愿
derelict adj.被抛弃了的n.遗弃物
arsonist n.纵火犯人
perpetrator n.犯罪者, 作恶者
sprinkler n.洒水车, 洒水装置
parlour n.营业室
parlour tricks (在宴会上等)表演余兴的才能
parlour pink 温和的社会主义者
hearsay n.谣言, 传闻, 道听途说adj.传闻的
|
|
|
|
Tools 
Send a private message
Subscribe to RSS feed
Tell a friend
Add to My MSN
Add to your network
Sign up for alerts
