The purpose of the author in writing this passage isA． that, by banning the violent sports, we human beings can improve ourselvesB． that, by banning the dangerous sports, we can improve the lawC． that we must take positive steps to improve social welfare systemD． to show law is the main instrument of social change
The purpose of the author in writing this passage is
A． that, by banning the violent sports, we human beings can improve ourselves
B． that, by banning the dangerous sports, we can improve the law
C． that we must take positive steps to improve social welfare system
D． to show law is the main instrument of social change
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假设需要格式化作者表AUTHOR查询的列信息,将AUTHOR_NAME列名字格式化为“作者编号”,AUTHOR_NAME列名字格式化为“作者名称”,AUTHOR_DESC列名字格式化为“作者简介”,可以使用如下()方式 A.FORMATAUTHOR_IDHEADING’作者编号’FORMATAUTHOR_NAMEHEADING’作者名称’FORMATAUTHOR_DESCHEADING’作者简介’SELECTAUTHOR_ID,AUTHOR_NAME,AUTHOR_DESCFROMAUTHORB.COLUMNAUTHOR_IDHEADING’作者编号’COLUMNAUTHOR_NAMEHEADING’作者名称’COLUMNAUTHOR_DESCHEADIN
请阅读Passage 1, 完成第小题。 Passage 1 In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.Which of the following would happen due to the change in mission for the role of assessment?A.Most students would achieve a certain level of academic success.B.Educators would raise up the bottom of the rank-order distribution.C.Teachers would help low achievers to beat high achievers successfully.D.Schools would eliminate sorting and ranking from the schooling process.
请阅读Passage 1, 完成第小题。 Passage 1 In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.Which of the following is likely to be the title of this passage?A.Formative AssessmentB.Success in Meeting StandardsC.A New Mission of AssessmentD.Limitations of Current School Ranking
请阅读Passage 1, 完成第小题。 Passage 1 In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.Which is meant by the author about the emotional promise of assessment for students?A.To reach a minimum level of achievement.B.To build up their confidence in success.C.To enable them to compete with others.D.To help them realize their goals.
请阅读Passage 1, 完成第小题。 Passage 1 In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?A.Adapt.B.Match.C.Accept.D.Understand.
Professor White contributed a lot to our community,（）Ateaching, writing, and lecturingBteaching, writing, and a lecturerCa teacher, a writer, and lecturingDteaching, lecturing, and a writer
查询作者名长度大于等于8的图书信息，显示书名（BookName）及作者（Author）。语句如下： SELECT BookName, Author FROM Book WHERE Len（Author)_________
BookStore数据库中有图书表 Book（BookCode, BookName, Author, PublisherCode, PublishTime，BookSort, ISBN, BookPicture, ContentInro, Price, Discount) 查询作者名长度大于等于8的图书信息，显示书名（BookName)及作者（Author)。SQL语句: SELECT BookName, Author FROM Book WHERE Lenth（Author)= 8
在利用CSS表现XML时，需要将XML文档中的author元素的内容以内联方式显示（即所有的author元素的内容连续显示，不分段），且其内容自动折行以适应屏幕，多个连续空格压缩成一个空格，则下面正确的选项是（）。A．author{display:inline;white-space:nowrap}B．author{display:inline;white-space:return}C．author{display:inline;white-space:normal}D．author{display:inline;white-space:pre}
2、在利用CSS表现XML时，需要将XML文档中的author元素的内容以内联方式显示（即所有的author元素的内容连续显示，不分段），且其内容自动折行以适应屏幕，多个连续空格压缩成一个空格，则下面正确的选项是（）。A．author{display:inline;white-space:nowrap}B．author{display:inline;white-space:return}C．author{display:inline;white-space:normal}D．author{display:inline;white-space:pre}