简单总结以下七点：

1 一般认为，PROII在炼油工业应用更为准确些，因其数据库中有不少经验数据；而ASPEN在化工领域表现更好，Aspen Plus与之比较有其它软件不可比拟的优点它基本上覆盖了以上各软件的所有优点。有人比喻：PROII是经验派，ASPEN是学院派。

2. 学习aspen plus必备

1化工原理；讲化工过程得单元操作
2热力学方法；讲述物性计算方法；
3化工系统工程；讲述如何对化工系统进行建模，分析、求解
如果简单掌握，1、2就可以了，如果想进一步深入，还需看看3，另外有一个有经验得老师辅导也是很重要的。

3. HYSYS主要用于炼油。动态模拟是它的优势。

ASPEN是智能型的，用于化工领域流程模拟，比较大或长的流程，而且数据库比较全，开方式的。它和HYSYS现在是一家。
PRO／II可以用于设备核算，流程短，或精馏核算。
chemcad由于物性较少，使用不方面，相对较差，网上到处都可以下载，设计院不太使用，高校中有一定市场。

4. 我觉得aspen plus的计算是最精确的，数据库的建设也是最完善的。不过我对它的操作不太适

由于它考虑的方面非常全面，所以让我感觉学起来比较费劲。chemcad的界面操作让人感觉非常简 单，使用起来比较顺手。但是数据库不是太大，我用的5.0版本，就只有2000中常用物质的物性数据。PRO／II在这两方面都在中间。

5. 从易收敛性上看，chemcad>hysys>proii。

6. 从贴近工业实际看，proii>hysys>chemcad四个都是工程模拟仿真软件，其中Aspen、PRO/II， HYSYS为国内绝大多数设计院所使用。感觉Aspen适应范围最广，电解质、固体、燃烧等模块是其它软件难以比拟的；PRO/II在石化上应用较多，积累了丰富的经验；HYSYS则在油气工程领域就有着极高的精度和准确性。
　　青岛科技大学（原青岛化工学院）开发了个ECSS，对它的评价只能是“国货”，青岛科技大学自己也不使用它的。

7. 版本介绍： aspen好用的版本是10.2和11.1，其中10.2在winXP上使用会有一些小问题，但通过 变通方法可以使用，11.1使用中有一个小问题，很容易解决的。至于其它版本，目前看来还不能正常地使用。
Pro/II好用的版本是5.6、6.0、7.1，前两个版本没得说，追新的可能会喜欢7.1，但该版本在winXP以上版本安装时有的会装不上。
Hysys好用的是2.4、3.0、3.2，其中3.0版本必须从光盘安装，3.2版本有些问题，每次使用半个小时后有时会无缘无故退出。

153. "Students should bring a certain skepticism to whatever they study. They should question what they are taught instead of accepting it passively."

From the beginning of education, a student receives knowledge from his teachers. Then he takes examinations, in which what his teachers said in classes is the correct answers to the questions. After a long time, the concept that the teacher is always right is stereotyped in students' mind. However, such a concept results in a lot of disadvantages for students, no matter it is during his schoolhood or profession career. Therefore, it is very important for students to grasp critical thinking and bring a certain skepticism to what they are taught.

Without skepticism, students would become used to accept passively what teachers, books or other information sources tell them, which needs little thinking about it. Yet effective learning can not be achieved by merely remembering knowledge, but by thinking. A student who never asks questions about his courses must be the one that never thinks about the truth.

It would result in more problems in their profession career after the schoolhood is ended if students are not able to think critically. The leading one is that it is not possible for them to make a breakthrough whatever they do, for that any breakthrough is a result of skepticism of the old pattern.

For making new discoveries in science, if the student becomes a scientist, nothing is more critical than skepticism. Only when a question arise about a phenomena or an established idea does one begin to think deep into it and seek for the explanation or solution, and ultimately come up with a new idea. If he had firmly believed in the Classic Physics that was established by Newton and was accepted widely as the crest of the study of physics, Albert Einstein would not have originated the theory of relativity, which is a milestone of the development of physics.

In the business world, which is more likely to be where the student is engaged, skepticism is also of great importance. Michael Dell would not have made Dell Inc. a big success among the computer companies if he had followed what his professor said to him. While a student at the university of Texas, Michael Dell's paper in which he created a new business model----"cutting out the middle man" and selling computers directly to customers----was signed "C" by his professor, who thought that the model was impossible at all. However, Dell didn't take his professor's opinion as absolute truth and insisted in founding his own company in his model, which turned out to be a big success.

Yet too much skepticism should also be avoided. It is of no benefit if students question blindly what teachers say, which loses the function of education. What students should do is to bring a certain skepticism to whatever they study, rather than accept all passively or doubt everything. In the aspect of educators, their understanding of students' questions of what they teach is essential to create a good atmosphere for students to cultivate their critical thinking.

WORDS: 360          TIME: 00:30:00          DATE: 2008/8/15 12:10:36

In this argument, the speaker concludes that the correlation between high iron levels and heart disease is a function of the correlation between red meat and heart disease. To support this conclusion, the speaker cites a recent study reported in the article entitled "Eating Iron", which found a correlation between high iron levels and heart disease. In addition, the speaker points out that there is a well-established link between red meat and heart disease and that red meat is high in iron. However, these alone are not sufficient to constitute a convincing argument.

To begin with, the conclusion is relied on the assumption that there is correlation between high iron levels and heart disease, which is the result of the study reported in the article, entitled "Eating Iron". Yet, no sufficient evidence is provided to assure the validity of the study. We have to doubt who conducted this study and how the study was conducted, which are both very important for us to judge whether the result of the study is reliable.

Further more, another problem with this argument is that it fails to provide evidence to demonstrate that the correlation between red meat and heart disease is due to the iron in red meat. First, the speaker falsely assumes that large amounts of red meat in the diet are necessary to lead to high level of iron in the human body. He does not take into account that how iron is absorbed by the body is a factor that determines the level of iron as well as the amount of red meat. Secondly, other components in red meat are also likely to contribute to heart disease, such as rich fats. However, the speaker does not mention these factors and provides no evidence to rule them out.

In sum, the speaker fails to make this argument sound and acceptable. To stronger support his conclusion, the speaker should have provide more information to show the validity of the study about the correlation between high iron levels and heart disease. In addition, we need know more about the correlation between red meat and heart disease and also the iron in red meat.

202.Humans arrived in the Kaliko Islands about 7,000 years ago, and within 3,000 years most of the large mammal species that had lived in the forests of the Kaliko Islands had become extinct. Yet humans cannot have been a factor in the species' extinctions, because there is no evidence that the humans had any significant contact with the mammals. Further, archaeologists have discovered numerous sites where the bones of fish had been discarded, but they found no such areas containing the bones of large mammals, so the humans cannot have hunted the mammals. Therefore, some climate change or other environmental factor must have caused the species' extinctions.

In this argument, the arguer concluded that some climate change or other environmental factor rather than humans must have caused the species' extinctions in the Kaliko Islands. To substantiate this conclusion, the aruger points out that there is no evidence that the humans had any significant contact with the mammals. Moreover, the auguer cited the discovery of archaeologists that the bones of fish had been discarded in numerous areas while no such areas contained the bones of large animals. However, these alone do not constitute a logical argument in favor of its conclusion and fail to provide convincing information to make this argument sound and invulnerable.

To begin with, tha statement is based on the assumption that humans had no significant contact with the mammals. However, the assumption itselt is not reliable to support the auguer's conclusion. The fact that archarologists have not found the envidence of humans's contact with mammals can not prove that the envidence does not exist. In other words, perhaps in the future archarologists will discover the envidence that humans did have great contact with mammals.

Secondly, even if it has been made sure that humans contacted little with mammals, it is not an convincing envidence to demonstrate that humans cannot have been a factor in the species' extinctions. It is possible that humans led to the mammals' extinction indirectly. If humans broke the food chains involving those mammals by consuming the plants and animals that other mammals fed on, or intruded on mammals' territory and deprived them of their living space, these also contribute to the mammals' extinctions.

In addition, the mere fact that the sites where the bones of fish had been discarded did not contain the bones of large mammals is insefficient to conclude that the humans cannot have hunted the mammals. The auguer does not take into consideration the factor that humans may only take flesh home with bones after they hunted a mammal, which was very likely to happen when the mammal was too large and heavy for humans to move as a whole.

To sum up, thie argument is not persuastive as it stands. To make it more convincing, the arguer would have to provide more information regarding the  mammals  in the Kaliko Islands at that time, for example, the diet of them, where they lived before humans arrived on the islands and where after that. To better evaluate the argument, we need to know more about the humans' living ways in the Kaliko Islands; particularly, we need to know what humans did to other mammal species.

48 "The study of history places too much emphasis on individuals. The most significant events and trends in history were made possible not by the famous few, but by groups of people whose identities have long been forgotten."

Throughout the history, there were many outstanding figures that represented the most significant events and trends and were remembered  forever by people after them. The study of history often places emphasis on these individuals, for that they are regarded as the key role in making those significant events and trends possible. In my point of view, these excellent individuals did contribute a great deal to the development of human history. However, history was made by those larger groups of people whose identities have long been forgotten.

Admittedly, many outstanding individuals did play a very important role in the history. Let's look back at the Renaissance (the period between the 14th and the 17th century), which was an influential cultural movement in pursuit of Humanism and brought a period of scientific rovolution and artistic transformation. It is easy for us to notice Giottio at the early Renaissace, an architect who was the forerunner of Renainssace  and led the way of restoring dignity to human figures. What is more dazzling is the "Big Three Names" of the High Renaissace: Leonardo da Vinci was such a universal genuis that he was not only an artist famous for his masterly paintings, such as Mona Lisa and The Last Super, but also an successful anatomist and physiologist; Michelangelo Buoarroni,a sculptor, architect, painter, and poet, was well- known for his fresco ceiling of the Sistine Chapel, his sculptors of David, the Pieta and Moses and his design of the dome of St. Peter's Basilica; Raphel impressed many generations with the potrayal of Madonna and the painting of School of Athens. These giants made Renaissance an significant period throughtout the history of Western Culture.

However, can we own Renaissance compeletly to Giotto, Leonardo da Vinci, Michelangelo Buoarroni, Raphel and other giants of that ages? From a rational perspective, I conceive that the answer to this question is no. In fact, a groups of people who have been forgotten played a role no less important than those famous few. Fundamentally, Renainssace came from most people's strong desire for attention to human selves after a long period of oppression under the medieval Church's dispensation. It was people's increasing interests of human, shifted from God, that motivated Humanisim. Only when the demand for the freedom of mind to pursuit Humanism existed among the masses can those few pioneers find supporters to advocate them and promote their endeavor.

Not only Renaissance, many other momentous events and trends all resulted from the influence of both the outstanding few and the masses. Therefore, it is unilateral to emphasis only on individuals, which fails to form the true and intact image of historical events. Too much emphasis on the famous individuals may augment individualism, which is not advantagous to improvement of the society as a whole.

In sum, the study of history should balance the emphses on individuals and groups of people so as to obtain a comprehensive understanding of the significant events and trends throughout the history. Only by doing this can we learn more from the history and do better in the future.

144 "It is the artist, not the critic,* who gives society something of lasting value." *a person who evaluates works of art, such as novels, films, music, paintings, etc. "

The speaker claims that it is the artist rather than the critic who gives society something of lasting value. I agree with the speaker with the value left by artists to us. However, the effect of the critic on art can not be ignored.

Art is like a river flowing from the beginning of human civilization to the present day, bringing us innumerous treasures created by artists many years ago. The era of Shakespeare is far from today. However, William Shakespeare, one of the world's preeminent dramatists, is still revered by people with his significant influence on English language and Western literature. His great works, such a Romeo and Juliet, Hamlet and The Merchant of Venice, are not only studied by English-speaking people but also those who speak other language. His plays have been translated into every major living language, and are performed everywhere of the world. In the term of music, compositions of Wolfgang Amadeus Mozart (1756-1791) are widely acknowledged as pinnacles of classical music and many of them are part of the standard concert repertoire. When it comes to architecture, we still appreciate the fantastic works, such as Park Guell, La Pedrera and many others, made by the Spanish architect Antoni Gaudi almost one hundred years ago. What can be inherited from generation to generation, no matter how long has passed, are these splendid art works created by great artists, rather than critics. It is artists who infuse their works with their originality, passion and thinking, which are the most valuable.

If artists are regarded as to play the key role in the development of art, then critics play an assistant role in it. It is not fair to ignore the influence that critics have on art. Critics help the public to make their choices among countless works of art. Every year many books are published and it is impossible and not necessary for ordinary people to read all of them. People can choose some of the books according to the comments made by critics as well as their own interests. Moreover, in some cases, it is critics that draw the public's attention to an artist and then make him or her famous.

Yet critics also brought some negative effect on the development. Comments made critics are usually subjective, which inevitably leads to unjustness. In the history, some talented artists, especially those young artists who had not become well-known, were hampered by critics who made severe and negative comments on their works. One of such artists were Vincent van Gogh, who were not accepted by the contemporary critics and lived in a poor condition all his life, even though people discovered his talent and highly praised him after his death which proved the lasting value of his paintings.

To sum up, no one can deny the truth that it is the artist who gives society something of lasting value. The critic does not create art itself. But they have an influence on the development of art, which should be thought over dialectically, for that they can both promote and debase an artist.

51 "Education will be truly effective only when it is specifically designed to meet the individual needs and interests of each student."

Education is an issue that people in almost every country have been discussing for many years. We are searching for a truly effective way of education, in respect that education plays a key role in the development of the society, which we learned from the fact that Japan got rid of depression and boomed depending on its education. I agree with the speaker that designing education to meet the individual needs and interests of each student is very important for achieving successful education. However, I conceive that more aspects should be taken into consideration.

What is the goal of education? To individuals, it is through education that we get the understanding of the world and also ourselves; it is education that makes us mature; it is also education that lends us a hand to push us to our dreams. To the community, education cultivates persons with ability to improve it and ensure its perennial prosperity. Everyone is born with certain talent, yet it is likely to be neglected or not made full use of if the person doesn't receive a proper education. In a word, education functions to mine the talent from each person. When each individual can make full use of his talent to realize his dreams, it is certain that the community will advance.

Interests often reflect the talent of a person. For instance,Jun-hui Ding, one of the top snooker plyers in the world, showed his great interest in snooker when he was only a small boy. Albert Einstain, from an very ealy age, enjoyed thinking about the physical world and at the age of 16, asked himself whether a light wave would seem stationary if one ran abreast of it, from which arise, ten years later, his theory of relativity. As interests are the signs of the talent of a person, effective education can't be achieved if it can't meet the individual needs and interests of each student.

But before they take measures to meet the needs and interests of each student, educators should first find out what students need and have interests in. Therefore, during primary education, teachers should lead children to contact various kinds of knowledge, and more important, in a interesting way. Only  by doing so can children discover their individual interest for a certain item, such as music, painting, literary, math or physics.

After the student's interest, which implies his talent, is clear, he should be given the education that is designed for his interest. That is what high education should do. Chung-Laung Liu, the former president of National Tsing Hua University once compared excellent high education to a vacuum flask, which can keep hot water hot and cold water cold. He said that high education should provide a good environment for students to learn what they are interested in and pursue their own dreams, rather than bondage the students with uniform curriculum and administration. The university is supposed to provide as much education resources as possible to students, such as professors, labs and libraries, and allow them to choose any of them when they need it.

From what has been discussed above, we may draw the conclusion that education should play a role of inspiring the individual interests of each student, which should be done in the early period of education. In the later period, education should be designed to meet the individual needs and interests of each student. Only by this can education be truly effective.