antshare虛擬貨幣

❶ share什麼意思

share 英 [ʃeə] 美 [ʃɛr] ：vt. 分享，分擔；分配；vi. 共享；分擔；n. 份額；股份；n. (Share)人名；(阿拉伯)沙雷

短語

H share恆生中國企業指數 ; h股

dafault share預設共享

share price股票價格 ; 股價 ; 每股購買價 ; 股票價值

share repurchase股份購回 ; 股份回購 ; 股票回購 ; 購回股份

share registrar股份登記員 ; 過戶處 ; 股票過戶登記處 ; 證券登記機構

fractional share不足一股的股份 ; 不足一股的零碎股票 ;[金融]零星股份 ; 不敷一股的股份

staff share[金融]職工股

golden share黃金股 ; 黃金股份 ; 黃金股權 ; 金邊股

Share Placement批股

(1)antshare虛擬貨幣擴展閱讀

雙語例句

1、Share this with anyone you care about.

和任何你關心的人分享這些.

2、We share some of them with you in Part 1 of this series.

在本系列的第 1部分我們與您共享其中的一些技巧和提示。

3、They like to share their food.

他們喜歡分享他們的食品。

4、I wanted to share his story with each of you.

我想和你們中的每一位分享這個故事。

5、And I share this concern.

和我分享這方面的關注。

6、Do share your thoughts in the comments below, I respond to each and every one of them.

請您一定要在下面的評論里分享一下自己的看法哦，每一條評論我都會回復。

❷ Adam Ant的《Wonderful》 歌詞

歌曲名:Wonderful
歌手:Adam Ant
專輯:The Essential Adam Ant

Melinda Doolittle - Wonderful
Feels like I've seen you before
Maybe in a past life, you were mine and I was yours
'Cause the vibe we share feels so comfortable
Is it possible someone could make me lose control?
Look what you've done to me, finding it hard to breathe
'Cause I just can't believe you're feeling me like I'm feeling you
I had to pinch myself 'cause nobody else has given me such a chill
And made me feel the way that you do
I just gotta let you know in case you didn't know
I-I-I think you're wonderful
There's this thing you do to me
That thing that makes me weak
Baby I-I-I think you're wonderful
Questioning what this is, if it's too good to be true
I don't wanna fool myself 'cause I'm fallin' hard for you
Givin' me that old school love, sayin' I'm the only one
Showin' me in so many ways that you're crazy for me
Look what you've done to me, finding it hard to breathe
'Cause I just can't believe you're feeling me like I'm feeling you
I had to pinch myself 'cause nobody else has given me such a chill
And made me feel the way that you do
I just gotta let you know in case you didn't know
I-I-I think you're wonderful
There's this thing you do to me
That thing that makes me weak
Baby I-I-I think you're wonderful
I'd go anywhere far away from here
It would be okay as long as you are there
You'll take away my pain, I'll never be the same
You've got my heart baby and I just want to say
I just gotta let you know in case you didn't know
I-I-I think you're wonderful
There's this thing you do to me
That thing that makes me weak
Baby I-I-I think you're wonderful
I just gotta let you know in case you didn't know
I-I-I think you're wonderful
There's this thing you do to me
That thing that makes me weak

http://music..com/song/7290877

❸ the imoprtant of learn english

The importance of learning English

By Daniel Gilbert

October 28, 2004 in Viewpoints
This is the third installment in a series of articles about a summer spent in the Peruvian village of Cochas Grande.

As I entered the classroom, the children stood up abruptly amid a cacophony of metal chairs scraping the concrete floor. Thirty pairs of eyes watched me, riveted, as I made my way to the front of the room. It wasn』t every day that a tall, redheaded American showed up in Cochas. I stood there enjoying a few of my fifteen minutes of fame as their teacher introced me in Spanish: 「Students, this is Daniel, who has come from the United States to teach an English class until September.」

「Buenos días, Daniel,」 they said in more or less unison.

「Buenos días,」 I responded. I looked around, taking in the details of the place where I would spend the next three months teaching. The school had no English textbooks, and only a few students had Spanish-English dictionaries. There were no computers, TVs, radios, or CD players. Thirty students were expecting me to teach them 「English,」 and I had a chalkboard.

Back in the United States, I had thought it sounded pretty romantic to tell people that I would be teaching English in a rural village in Peru ring the summer. Descriptions of my pending trip would frequently elicit responses of, 「Wow, that』s really cool.」 But I could not possibly have understood the magnitude of the task I had chosen to undertake before entering that classroom. My work would be neither 「romantic」 nor 「cool.」

The 150 or so students in the Colegio del Sagrado Corazón de Jesús had all had some instruction in English, from a Peruvian teacher who spoke the language only slightly. On my first day of class, the teacher handed me a sheet of what the students had been studying with her, and told me that I could teach what I pleased.

While I had never taught English before, I did at least have a plan. English is a difficult language because of its many irregularities. But not all of the language is irregular, and it was my idea to focus on the easier aspects—subject and verb agreement, simple sentence constructions, and a working vocabulary. I thought that if I could teach the easy parts, I would at least succeed in providing the students with enough basic English so that they could begin to put things together and to express themselves in English.

My first task was to find out just how much English the students knew. Some of them had just learned the alphabet, while others were studying the future tense, having supposedly mastered more basic structures. After a few weeks of probing with diagnostic exercises and tests, the results were perfectly clear: nearly no one, regardless of grade level, could consistently translate Spanish subject pronouns into English, or conjugate the basic verb 「to be.」 I decided that before anything more complex could be accomplished, a review of the basics was necessary. In the weeks that followed, I placed my focus almost exclusively on learning English subject pronouns, basic verb conjugations, articles, and numbers. The plan was, as a former teacher of mine was fond of saying, 「theoretically beautiful,」 with the one flaw that the students weren』t learning.

I had not realized just how stacked the odds were against me. The rules I was teaching were not difficult, and the children were certainly not mb. But I was operating under a very culture-centric assumption; namely that the students cared about learning English. Why should they care about learning English? No one they knew spoke English, nor did they need it in their daily lives, except for my class. These students were the progeny of farmers, bricklayers, and artisans, and the vast majority had never considered anything but continuing in the family tradition. When they returned home, they went to assist their families in earning the money to purchase life』s necessities, not to study the verb 「to be.」

In class, they liked to look out the window a lot, as other students practiced a march, a dance, or played a soccer game outdoors. And of course there was the age factor: Notes were passed continually, and boys laughed and motioned at the girls, who, in turn, giggled and whispered amongst themselves. I was competing for their attention, and while I hammered away at my grammatical points, it was obvious who was losing.

I realized this one day, all of a sudden, when I lost my patience with a class. I could not, despite all my efforts, maintain their attention—and I gave up. It is a fairly embarrassing thing to stand in front of a group of students at the end of one』s wits. But they, at least, saved me much of the embarrassment—continuing to laugh and converse, oblivious to my frustration. While I fumed, I could not help but notice how I had become part of the background. And that was when it hit me: 「You』re teaching at them, and you』re not getting anywhere. You』ve got to teach to them, make it about them.」

This latter approach, though not always useful for teaching verb tenses and conjugations, worked pretty well for building vocabulary. In each class, I asked for a volunteer to come up to the front of the room, and then asked the other students to describe him or her while I translated into English. The student being described would then choose another classmate to share the same fate. This generally kept things 「nice.」 The teacher was, of course, fair game as well.

During my last week of classes, I had my students begin a poem with the phrase 「I am,」 and describe themselves as they wished. Ultimately it was difficult to get them to write creatively, and most of the 「poems」 consisted of simple sentences such as 「I am pretty/ I am intelligent/ I am indigenous.」 But I did at least have one success. After class one day, a group of girls surrounded me with smiles and blushes, and, amid much interior dialogue, presented me with a letter. It was a love poem from a boy in one of my more advanced classes, written entirely in English. The girl to whom it was addressed wanted me to translate. I politely refused. 「Look in your notebook,」 I told her. 「The answers are all there.」

I walked home with a big grin on my face that day. I had been unable to impose my lessons over the students』 interests, but after all, I had unwittingly provided them with a tool to pursue those interests.

❹ Ant build.xml如何引入另外一個配置build參數的xml

import file 就可以了。關於載入慢，你要檢查下import 的文件大小，或者他引用了什麼文件。

❺ 英語作文 題目Live like an Ant

蟻族生活～

❻ 中了這個病毒exploit.win32.img-ant.gen該怎麼解決

我又幫你找了個辦法你試試,是人家那裡看到的
木馬清道夫應可以解決您的問題
木馬清道夫序列號:9Y31-89873-3239-K829
天空軟體站下載地址：http://www.skycn.com/soft/21565.html
華軍軟體園下載地址：http://www.onlinedown.net/soft/37369.htm
《Windows木馬清道夫》是一款專門查殺並可輔助查殺木馬的專業級反木馬信息安全產品，是全新一代的木馬剋星！《Windows木馬清道夫》可自動查殺近10萬種木馬，配合手動分析可近100%對未知木馬進行查殺！它不僅可以查木馬，還可以分析出後門程序,黑客程序等等。它專業的分析功能，完美的升級功能，使您不再懼怕木馬，讓您遠離木馬的困擾！還不快把這位安全防衛專家請進您的電腦，您還在猶豫什麼？

為什麼要選擇《Windows木馬清道夫》？
(1)自動查殺近10萬種木馬病毒、流行病毒及間諜程序等等
(2)有效的未知木馬探測功能
(3)嵌入式行為分析，對每一個可疑程序的啟動進行有效的攔截
(4)高速准確的硬碟掃描引擎，更快更穩定，將誤殺降到最低！
(5)專業的輔助查殺功能，讓您迅速了解本機的安全狀況
(6)強大的漏洞檢測功能，增強您系統的抵抗力
(7)人性化的操作界面，更容易上手！
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(10)完善的木馬上報系統,及時地做出響應
(11)木馬病毒庫每天更新，讓軟體始終保持抵禦最新木馬病毒的狀態

艾妮（ANI）病毒解決方案
<br>
<br>近日，一名為ANI漏洞的蠕蟲病毒非常活躍（現已被國家計算機病毒應急處理中心統一命名為「艾妮」）。一時間，媒體爭先報道，很多用戶也紛紛中招，但大家都很困惑，不知道感染了這個病毒後究竟該如何處理？雖然網路上關於這個病毒的文章很多，但大多數都停留在介紹病毒階段，即使涉及到解決方案也只有簡單幾句，對那些感染該病毒的用戶也只是杯水車薪。 金山毒霸反病毒工程師李鐵軍在自己的博客里詳細地介紹了該病毒的預防及解決方案，希望能夠對已經感染該病毒的用戶有所幫助！
<br>下面具體介紹下這個「艾妮」（ANI）蠕蟲病毒
<br>病毒名：艾妮（別名，麥英、ANI蠕蟲）
<br>英文名：MyInfect.af/DlOnlineGames/Trojan-Downloader.Win32.Agent.bky
<br>[b]技術分析[/b]
<br>1、釋放病毒文件到如下路徑：
<br>%SYSTEM%\sysload3.exe
<br>2、修改注冊表，添加如下鍵值：
<br>HKCU\Software\Microsoft\Windows\CurrentVersion\Run
<br>"System Boot Check"="C:\WINDOWS\system32\sysload3.exe"
<br>3、起IE進程，注入病毒代碼，連接網路下載大量病毒、木馬程序，當發現病毒新版本時，會下載更新。
<br>4、發送郵件傳播自身：
<br>主題:你和誰視頻的時候被拍下的？給你笑死了！
<br>內容：看你那小樣！我看你是出名了！
<br>你看這個地址！你的臉拍的那麼清楚！你變明星了！
<br>5、起NOTEPAD進程，便利本地磁碟，[url=<a href="http://detail.zol.com.cn/share_index/subcate141_list_1.html" target="_blank">http://detail.zol.com.cn/share_index/subcate141_list_1.html</a>]網路共享[/url]目錄，感染大小在10K---10M之間的.exe文件，感染擴展名為.ASP、.JSP、PHP、HTM、ASPX、HTML的腳本文件，使病毒難以被察覺。
<br>6、修改host文件，屏蔽訪問某些網站
<br>7、檢測軟碟機，若存在則復制病毒文件到其中文件名為tool.exe，並生成autorun.inf文件，使病毒可以自動運行，以傳播自身。
<br>這個應該是病毒編寫的BUG，目前軟碟機已經基本被淘汰了，如果發現以下提示框，您很可能是中了「愛你」病毒。
<br>近日，一名為ANI漏洞的蠕蟲病毒非常活躍（現已被國家計算機病毒應急處理中心統一命名為「艾妮」）。一時間，媒體爭先報道，很多用戶也紛紛中招，但大家都很困惑，不知道感染了這個病毒後究竟該如何處理？雖然網路上關於這個病毒的文章很多，但大多數都停留在介紹病毒階段，即使涉及到解決方案也只有簡單幾句，對那些感染該病毒的用戶也只是杯水車薪。
<br>[align=center]
<br>[img]<a href="http://img2.zol.com.cn/proct/10/901/ceIgfqkO76teM.jpg" target="_blank">http://img2.zol.com.cn/proct/10/901/ceIgfqkO76teM.jpg</a>[/img][/align] 清除步驟
<br>1.因為利用ANI漏洞的木馬和病毒很多，艾妮病毒變種也很多，並且艾妮是個感染型的蠕蟲，會感染破壞EXE程序和網頁格式的文件，首先推薦你使用[url=<a href="http://download.zol.com.cn/antivirus_soft_index/antivirus_page_1.html" target="_blank">http://download.zol.com.cn/antivirus_soft_index/antivirus_page_1.html</a>]殺毒軟體[/url]查殺。
<br>2.手工查殺，首先結束notepad.exe進程和iexplore.exe進程
<br>3. 刪除病毒自啟動項：
<br>[HKEY_CURRENT_USER\Software\Microsoft\Windows\CurrentVersion\Run]
<br>"System Boot Check"="%System%\sysbmw.exe"
<br>4. 刪除引用的病毒文件：
<br>%System%\sysbmw.exe
<br>%System%\sys_ini.ini[/align]