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[主观题]

The offspring of the supertrees have proved to be genetically superior to those o

f the average trees.

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更多“The offspring of the supertrees have proved to be genetically superior to those o”相关的问题

第1题

The “Nine-Cottage Valley” has been listed as a world natural () by the UNESCO.

A.cultural

B.succeeder

C.offspring

D.heritage

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第2题

If the specific attribute is ,subsequent generations of offspring can be expected to
display it more frequently.()

A.inherited

B.inhibited

C.imitated

D.transmitted

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第3题

下面哪个词的意思和其他的不同

A.Ancestor

B.forefather

C.offspring

D.forebear

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第4题

8、给出一棵树的逻辑结构T=(N,R),其中: N={A,B,C,D,E,F,G,H,I,J,K} R={r} r={(A,B),(B,E),(B,F),(F,G),(F,H),(A,C),(C,I),(C,J),(J,K),(A,D)} 试回答下列问题: Given a logical structure of a tree, T=(N, R), and N={A, B, C, D, E, F, G, H, I, J, K}, R={r}, r={(A,B), (B,E), (B,F), (F,G), (F,H), (A,C), (C,I), (C,J), (J,K), (A,D)} Please answer these questions:()哪个是F的父结点?which is the parent node of Node F?()哪些是B的子孙?which are the offspring of Node B?()以结点C为根的子树的深度是多少?what is t
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第5题

8、给出一棵树的逻辑结构T=(N,R),其中: N={A,B,C,D,E,F,G,H,I,J,K} R={r} r={(A,B),(B,E),(B,F),(F,G),(F,H),(A,C),(C,I),(C,J),(J,K),(A,D)} 试回答下列问题: Given a logical structure of a tree, T=(N, R), and N={A, B, C, D, E, F, G, H, I, J, K}, R={r}, r={(A,B), (B,E), (B,F), (F,G), (F,H), (A,C), (C,I), (C,J), (J,K), (A,D)} Please answer these questions:()哪个是F的父结点?which is the parent node of Node F?()哪些是B的子孙?which are the offspring of Node B?()以结点C为根的子树的深度是多少?what is t
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第6题

给出一棵树的逻辑结构T=(N,R),其中: N={A,B,C,D,E,F,G,H,I,J,K} R={r} r={(A,B),(B,E),(B,F),(F,G),(F,H),(A,C),(C,I),(C,J),(J,K),(A,D)} 试回答下列问题: Given a logical structure of a tree, T=(N, R), and N={A, B, C, D, E, F, G, H, I, J, K}, R={r}, r={(A,B), (B,E), (B,F), (F,G), (F,H), (A,C), (C,I), (C,J), (J,K), (A,D)} Please answer these questions: (1)哪个是F的父结点?which is the parent node of Node F? (2)哪些是B的子孙?which are the offspring of Node B? (3)以结点C为根的子树的深度是多少?what is the
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第7题

8、给出一棵树的逻辑结构T=(N,R),其中: N={A,B,C,D,E,F,G,H,I,J,K} R={r} r={(A,B),(B,E),(B,F),(F,G),(F,H),(A,C),(C,I),(C,J),(J,K),(A,D)} 试回答下列问题: Given a logical structure of a tree, T=(N, R), and N={A, B, C, D, E, F, G, H, I, J, K}, R={r}, r={(A,B), (B,E), (B,F), (F,G), (F,H), (A,C), (C,I), (C,J), (J,K), (A,D)} Please answer these questions: (1)哪个是F的父结点?which is the parent node of Node F? (2)哪些是B的子孙?which are the offspring of Node B? (3)以结点C为根的子树的深度是多少?what is t
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第8题

8、给出一棵树的逻辑结构T=(N,R),其中: N={A,B,C,D,E,F,G,H,I,J,K} R={r} r={(A,B),(B,E),(B,F),(F,G),(F,H),(A,C),(C,I),(C,J),(J,K),(A,D)} 试回答下列问题: Given a logical structure of a tree, T=(N, R), and N={A, B, C, D, E, F, G, H, I, J, K}, R={r}, r={(A,B), (B,E), (B,F), (F,G), (F,H), (A,C), (C,I), (C,J), (J,K), (A,D)} Please answer these questions: (1)哪个是F的父结点?which is the parent node of Node F? (2)哪些是B的子孙?which are the offspring of Node B? (3)以结点C为根的子树的深度是多少?what is t
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第9题

The new studies show that fewer than half of the 9th graders in many of the nation’s l
argest cities,ever graduate.The studies clearly show that the dropout rate isn’t dropping.And,in particular,the dropout rate isn’t dropping for poor and minority students.

Amazingly,though so many people regret the rising dropout rate,our schools continue to lack formal plans—or any plans—about students’ motivation.Most schools have no game plans to ensure that students understand that school will be completely necessary.Schools expect the children to act as the school is important,but they never teach them to believe that.

Years ago,families ensured that the offspring recognized the value of school.But in many modern families,the children may fail to recognize the importance of school life just because these families may actually tell the children that school is not important.Since many families are not motivating their children to be interested students,young professionals,like teachers,may need to provide this training.Otherwise,it is likely that the dropout rate will continue to not drop,but only worsen.

Here are some strategies to convince even the most apathetic students that they must stay in school.

Ask students if they will ever need to work:The world has changed.100 years ago,factory work was the booming job,and it required no education.Today,factories are increasingly automated.Most computer­related jobs require education and at least a high school diploma.

Ask students which century they will be prepared for:In 1900,the most common jobs were farm laborer and domestic servant—education not needed.Now,the most common jobs are office and sales worker—education and diploma usually needed.6 out of 10 people today work in a store or an office.

Ask students to devise a way that the employee could be replaced.For example,the coming trend in fast food is to use computers rather than people to run the restaurant.A prototype is apparently already being tested.The students should discover that most jobs that lack education and diploma requirements will be ripe for automation.

1.By saying “the dropout rate isn’t dropping”,the author means to say that ________.

A、most of the 9th graders can afford to go to school

B、quite a few of the 9th graders can graduate

C、the majority of the 9th graders cannot graduate

D、the minority of the 9th graders can’t graduate

2.The author’s attitude towards the schools is ________.

A、Criticism

B、Praise

C、Ignoring

D、Support

3.With the help of some professionals,________.

A、fewer students may stay in schools

B、some parents will be more convinced of their children’s future

C、the dropout rate in schools may drop

D、all the kids problems should be solved

4.What does the underlined word “offspring” probably mean?

A、friends

B、Students

C、Children

D、Parents

5.According to the passage,________ doesn’t need education.

A、an automation job of today

B、a computer­related job now

C、an office job at present

D、a domestic servant’s job in 1900

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第10题

There were two widely divergent influences on the early development of statistical methods
. Statistics had a mother who was dedicated to keeping orderly records of governmental units (state and statistics come from the same Latin root, status) and a gentlemanly gambling father who relied on mathematics to increase his skill at playing the odds in games of chance. The influence of the mother on the offspring, statistics, is represented by counting, measuring, describing, tabulating, ordering, and the taking of censuses—all of which led to modem descriptive statistics. From the influence of the father came modem inferentical statistics, which is based squarely on theories of probability.

Descriptive statistics involves tabulating, depicting, and describing collections of data. These data may be either quantitative, such as measures of height, intelligence, or grade level—variables that are characterized by an underlying continuum or the data may represent qualitative variable, such as sex, college major, or personality type.

Large masses of data must generally undergo a process of summarization or reduction before they are comprehensible. Descriptive statistics is tool for describing or summarizing or reducing to comprehensible form. the properties of an otherwise unwieldy mass of data.

Inferential statistics is a formalized body of methods for solving another class of problems that present great difficulties for the unaided human mind. This general class of problems characteristically involves attempts to make predictions using a sample of observations. For example, a school superintendent wishes to determine the proportion of children in a large school system who come to school without breakfast, have been vaccinated for flu, or whatever. Having a little knowledge of statistics, the superintendent would know that it is unnecessary and inefficient to question each child; the proportion for the entire district could be estimated fairly accurately from a sample of as few as 100 children. Thus, the purpose of inferential statistics is to predict or estimate characteristics of a population from knowledge of the characteristics of only a sample of the population.

Which of the following are counting and describing associated with?

A.Descriptive statistics

B.Unknown variables

C.Qualitative changes

D.Inferential statistics

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