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求由方程2x2+2y2+z2+8xz-z+8=0所确定的函数z(x，y)的极值．
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In recent years, we have all watched the increasing commercialization of the campus. The numerous advertising, posters and the golden arches of fast food outlets may be an affront (侮辱) to our aesthetic sensibilities, but they are, arguably, no worse than ugly. Some of the other new features of commercialized campus life do, however, constitute a serious threat to things we rightly respect. "Privatization" and the "business model" are the potential menace. What do these notions mean To me, they involve an increased dependence on industry and charitable actions for operating the university; an increased amount of our resources being directed to applied or so-called practical subjects, both in teaching and in research; a proprietary treatment of research results, with the commercial interest in secrecy overriding the public’’s interest in free, shared knowledge; and an attempt to run the university more like a business that treats industry and students as clients and ourselves as service providers with something to sell. We pay increasing attention to the immediate needs and demands of our "customers" and, as the old saying goes, "the customer is always right". Privatization is particularly frightening from the point of view of public well-being. A researcher employed by a university-affiliated hospital in Canada, working under contract with a medicine-making company, made public her findings that a particular drug was harmful. This violated the terms of her contract, and so she was fired. Her dismissal caused a scandal, and she was subsequently restored to her previous position. The university and hospital in question are now working out something similar to tenure (终身任职)for hospital-based researchers and guidelines for contracts, so that more public exposure of privately funded research will become possible. This is a rare victory and a small step in the right direction, but the general trend is the other way. Thanks to profit-driven private funding, researchers are not only forced to keep valuable information secret, they are often contractually obliged to keep discovered dangers to public health under wraps, too. Of course, we must not be too naive about this. Governments can unwisely insist on secrecy, too, as did the British Ministry of Agriculture. Fisheries, and Food in the work they funded in connection with the bovine (迟钝的)spongiform encephalopathy epidemic(牛脑海绵体流行病). This prevented others from reviewing the relevant data and pointing out that problems were more serious than government was letting on. The researcher mentioned in the third paragraph was fired because______.
王远与田原是一个单位的同事。3月2日，王远从田原处借得人民币5000元用以购买冰箱，并答应 1个月后归还且出具了借条。后到期田原索要未果，遂将王远告上法庭。法庭判决王远败诉，王远拒不执行。经田原申请，法院对王远强制执行。经查，王远确无还债能力，但对单位另一同事曲新享有到期债权5000元。履行到期债务通知应包含下列哪些内容( )
根据以下资料，回答以下各题。 2006年，浙江农村居民人均纯收入为7335元，比2005年增长10.1%，扣除价格增长9.3%，是近十年来的最快增长。 表1 1996-2006年浙江农村居民人均纯收入及相关指标 年份 农村居民人均纯收入 城镇居民人均可支配收入 GDP增长(%) 实绩(元) 增长(%) 实绩(元) 增长(%) 1996年 3463 6.1 6956 1.8 12.7 1997年 3684 3.8 7359 1.6 11.1 1998年 3815 4.7 7837 5.3 10.2 1999年 3948 5.6 8428 8.0 10.0 2000年 4254 7.8 9279 9.1 11.0 2001年 4582 6.9 10465 13.3 10.6 2002年 4940 8.4 11716 13.4 12.6 2003年 5431 7.8 13180 11.9 14.7 2004年 6096 7.4 14546 7.4 14.5 2005年 6660 6.4 16294 10.4 12.8 2006年 7335 9.3 18265 10.9 13.9 1996-2006年 — 6.8 — 9.1 12.1 1996-2006年，农村居民人均纯收入中的工资性收入、家庭经营收入、财产和转移性收入的年均增长分别为10.3%、4.6%和14.2%。 表2 1996-2006年浙江农村居民人均纯收入构成情况 年份 农民纯收入 (元) 工资性收入 家庭经营收入 转移性、财产性收入 实绩(元) 比重(%) 实绩(元) 比重(%) 实绩(元) 比重(%) 1996年 3463 1360 39.3 1929 55.7 174 5.0 1997年 3684 1496 40.6 2011 54.6 177 4.8 1998年 3815 1585 41.5 1990 52.2 240 6.3 1999年 3948 1738 44.0 1896 48.0 314 8.0 2000年 4254 2001 47.0 1918 45.1 335 7.9 2001年 4582 2226 48.6 2000 43.6 356 7.8 2002年 4940 2437 49.3 2075 42.0 428 8.7 2003年 5431 2613 48.1 2336 43.0 482 8.9 2004年 6096 2987 49.0 2554 41.9 555 9.1 2005年 6660 3299 49.5 2766 41.5 595 9.0 2006年 7335 3646 49.7 3030 41.3 659 9.0 1996-2006年浙江农村居民人均纯收入构成情况中，( )的家庭经营收入增长量与工资性收入增长量差距最大
"It is difficult not to hear in Standard English always the sound of slaughter and conquest" (Hooks, 1994). Learning one language means acquiring its culture because one cannot be separated from the other. This gain is accompanied by the inevitable transformation or loss of certain aspects of the first language and culture. The fear for many, therefore, is that teaching one common language will create a common world culture, but at the expense of the other cultures worldwide. This loss of culture will ultimately lead to a loss of the many different identities creating a clone (克隆) of the more dominant identity of the English Speaking World. The individuals’’ cultural identity will disintegrate (碎裂、分解), leading to a suppressed identity especially if the first language and culture are considered deficient compared to the learned language and culture of English. So compared to the native speaker of the English, individuals will consider themselves inferior, and this feeling of inferiority is intensified because of the native speaker’’s feeling of superiority. At the same time, those learning and using the language of power (in this case English) become part of an elitist (精英) group, who by virtue of position or education exercise power or influence over others in their group who have not learned English. Thus because of the assumption that the knowledge of English is related to intellectual and social superiority, the English speaking group ends up with power and influence over the non-English speakers. A linguistic hierarchy of power is created with the native English speaker on top, followed by the non-native speaker of English, leaving the non-English speaker at the bottom. In this context, Phillipson proposes the term of English Linguistic Imperialism. Linguistic Imperialism is maintained due to the elitism (精英主义) which becomes entrenched ( 确立的) in society when the dominance of one language becomes an accepted norm, and the speakers of that language are assumed to have intellectual and social superiority that ensures their power and influence over others. Elitism can be traced to the French word élite, which means selection or choice, and in the case of linguistic elitism the act of selection or choice is done by the native speakers of the language as well as the non-native speakers. The non-native speakers of the language (English), especially those who never acquire native fluency, are assumed by their peers (同辈、同等人) as well as by the native speakers as being intellectually deficient in some way. The manifestations of this elitist attitude toward the English language are prevalent (盛行的) in all aspects of life from educational institutions to businesses and social situations. The international prevalence of this attitude can be found in English speaking countries like the US and UK, where there is a large immigrant population that speaks English as a second language, and in Pakistan and India, where English is the national language, but is not the first language of the majority. It can be concluded that English Linguistic Imperialism is______.
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