antshare虚拟货币

❶ share什么意思

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

短语

H share恒生中国企业指数 ; h股

dafault share缺省共享

share price股票价格 ; 股价 ; 每股购买价 ; 股票价值

share repurchase股份购回 ; 股份回购 ; 股票回购 ; 购回股份

share registrar股份登记员 ; 过户处 ; 股票过户登记处 ; 证券登记机构

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]职工股

golden share黄金股 ; 黄金股份 ; 黄金股权 ; 金边股

Share Placement批股

(1)antshare虚拟货币扩展阅读

双语例句

1、Share this with anyone you care about.

和任何你关心的人分享这些.

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

在本系列的第 1部分我们与您共享其中的一些技巧和提示。

3、They like to share their food.

他们喜欢分享他们的食品。

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

我想和你们中的每一位分享这个故事。

5、And I share this concern.

和我分享这方面的关注。

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

请您一定要在下面的评论里分享一下自己的看法哦，每一条评论我都会回复。

❷ Adam Ant的《Wonderful》 歌词

歌曲名:Wonderful
歌手:Adam Ant
专辑: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如何引入另外一个配置build参数的xml

import file 就可以了。关于加载慢，你要检查下import 的文件大小，或者他引用了什么文件。

❺ 英语作文 题目Live like an Ant

蚁族生活～

❻ 中了这个病毒exploit.win32.img-ant.gen该怎么解决

我又帮你找了个办法你试试,是人家那里看到的
木马清道夫应可以解决您的问题
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艾妮（ANI）病毒解决方案
<br>
<br>近日，一名为ANI漏洞的蠕虫病毒非常活跃（现已被国家计算机病毒应急处理中心统一命名为“艾妮”）。一时间，媒体争先报道，很多用户也纷纷中招，但大家都很困惑，不知道感染了这个病毒后究竟该如何处理？虽然网络上关于这个病毒的文章很多，但大多数都停留在介绍病毒阶段，即使涉及到解决方案也只有简单几句，对那些感染该病毒的用户也只是杯水车薪。 金山毒霸反病毒工程师李铁军在自己的博客里详细地介绍了该病毒的预防及解决方案，希望能够对已经感染该病毒的用户有所帮助！
<br>下面具体介绍下这个“艾妮”（ANI）蠕虫病毒
<br>病毒名：艾妮（别名，麦英、ANI蠕虫）
<br>英文名：MyInfect.af/DlOnlineGames/Trojan-Downloader.Win32.Agent.bky
<br>[b]技术分析[/b]
<br>1、释放病毒文件到如下路径：
<br>%SYSTEM%\sysload3.exe
<br>2、修改注册表，添加如下键值：
<br>HKCU\Software\Microsoft\Windows\CurrentVersion\Run
<br>"System Boot Check"="C:\WINDOWS\system32\sysload3.exe"
<br>3、起IE进程，注入病毒代码，连接网络下载大量病毒、木马程序，当发现病毒新版本时，会下载更新。
<br>4、发送邮件传播自身：
<br>主题:你和谁视频的时候被拍下的？给你笑死了！
<br>内容：看你那小样！我看你是出名了！
<br>你看这个地址！你的脸拍的那么清楚！你变明星了！
<br>5、起NOTEPAD进程，便利本地磁盘，[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>]网络共享[/url]目录，感染大小在10K---10M之间的.exe文件，感染扩展名为.ASP、.JSP、PHP、HTM、ASPX、HTML的脚本文件，使病毒难以被察觉。
<br>6、修改host文件，屏蔽访问某些网站
<br>7、检测软驱，若存在则复制病毒文件到其中文件名为tool.exe，并生成autorun.inf文件，使病毒可以自动运行，以传播自身。
<br>这个应该是病毒编写的BUG，目前软驱已经基本被淘汰了，如果发现以下提示框，您很可能是中了“爱你”病毒。
<br>近日，一名为ANI漏洞的蠕虫病毒非常活跃（现已被国家计算机病毒应急处理中心统一命名为“艾妮”）。一时间，媒体争先报道，很多用户也纷纷中招，但大家都很困惑，不知道感染了这个病毒后究竟该如何处理？虽然网络上关于这个病毒的文章很多，但大多数都停留在介绍病毒阶段，即使涉及到解决方案也只有简单几句，对那些感染该病毒的用户也只是杯水车薪。
<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] 清除步骤
<br>1.因为利用ANI漏洞的木马和病毒很多，艾妮病毒变种也很多，并且艾妮是个感染型的蠕虫，会感染破坏EXE程序和网页格式的文件，首先推荐你使用[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>]杀毒软件[/url]查杀。
<br>2.手工查杀，首先结束notepad.exe进程和iexplore.exe进程
<br>3. 删除病毒自启动项：
<br>[HKEY_CURRENT_USER\Software\Microsoft\Windows\CurrentVersion\Run]
<br>"System Boot Check"="%System%\sysbmw.exe"
<br>4. 删除引用的病毒文件：
<br>%System%\sysbmw.exe
<br>%System%\sys_ini.ini[/align]