What do the Britsh people like to drink as a habit？（）

A.Payment by L/C

B.Payment by D/P

C.Payment by L/C and D/P

D.Payment by D/A

My family like Sundays very much. Because on Sundays we can do what we want to do. I like p 小题1: b

Users report that response times from a stored procedure have become slower. In the stored procedure, you examine the following code.

CREATE PROCEDURE GetCustomer

(@CustomerID Int )

AS

SELECT FirstName, LastName, Address1, Address2, City,

State, Zip, MAX(PurchaseDate) AS LastPurchase

FROM Customers C

JOIN Addresses A ON A.AddressID = C.AddressID

JOIN Purchases P ON P.CustomerID = C.CustomerID

WHERE C.CustomerID = @CustomerID

GROUP BY FirstName, LastName, Address1, Address2, City, State, Zip

You want to improve the performance of the procedure by using the least amount of administrative effort. What should you do？

A．Recompile the stored procedure.

B．Update the database statistics.

C．Check the consistency of the database and repair errors.

D．Create a view and modify the stored procedure to use the view.

_____________

[A] To make revising easier, leave wide margins and extra space between lines so that you can easily add words, sentences, and corrections. Write on only one side of the paper.

[B] After you have clearly and adequately developed the body of your paper, pay particular attention to the introductory and concluding paragraphs. It’s probably best to write the introduction last, after you know precisely what you are introducing. Concluding paragraphs demand equal attention because they leave the reader with a final impression.

[C] It’s worth remembering, however, that though a clean copy fresh off a printer may look terrific, it will read only as well as the thinking and writing that have gone into it. Many writers prudently store their data on disks and print their pages each time they finish a draft to avoid losing any material because of power failures or other problems.

[D] It makes no difference how you write, just so you do. Now that you have developed a topic into a tentative thesis, you can assemble your notes and begin to flesh out whatever outline you have made.

[E] Although this is an interesting issue, it has nothing to do with the thesis, which explains how the setting influences Sammy’s decision to quit his job. Instead of including that paragraph, she added one that described Lengel’s crabbed response to the girls so that she could lead up to the A & P “policy” he enforces.

[F] In the final paragraph about the significance of the setting in “A & P,” the student brings together the reasons Sammy quit his job by referring to his refusal to accept Lengel’s store policies.

[G] By using the first draft as a means of thinking about what you want to say, you will very likely discover more than your notes originally suggested. Plenty of good writers don’t use outlines at all but discover ordering principles as they write. Do not attempt to compose a perfectly correct draft the first time around.

_________

[A] To make revising easier, leave wide margins and extra space between lines so that you can easily add words, sentences, and corrections. Write on only one side of the paper.

[B] After you have clearly and adequately developed the body of your paper, pay particular attention to the introductory and concluding paragraphs. It’s probably best to write the introduction last, after you know precisely what you are introducing. Concluding paragraphs demand equal attention because they leave the reader with a final impression.

[C] It’s worth remembering, however, that though a clean copy fresh off a printer may look terrific, it will read only as well as the thinking and writing that have gone into it. Many writers prudently store their data on disks and print their pages each time they finish a draft to avoid losing any material because of power failures or other problems.

[D] It makes no difference how you write, just so you do. Now that you have developed a topic into a tentative thesis, you can assemble your notes and begin to flesh out whatever outline you have made.

[E] Although this is an interesting issue, it has nothing to do with the thesis, which explains how the setting influences Sammy’s decision to quit his job. Instead of including that paragraph, she added one that described Lengel’s crabbed response to the girls so that she could lead up to the A & P “policy” he enforces.

[F] In the final paragraph about the significance of the setting in “A & P,” the student brings together the reasons Sammy quit his job by referring to his refusal to accept Lengel’s store policies.

[G] By using the first draft as a means of thinking about what you want to say, you will very likely discover more than your notes originally suggested. Plenty of good writers don’t use outlines at all but discover ordering principles as they write. Do not attempt to compose a perfectly correct draft the first time around.

_________

[A] To make revising easier, leave wide margins and extra space between lines so that you can easily add words, sentences, and corrections. Write on only one side of the paper.

[B] After you have clearly and adequately developed the body of your paper, pay particular attention to the introductory and concluding paragraphs. It’s probably best to write the introduction last, after you know precisely what you are introducing. Concluding paragraphs demand equal attention because they leave the reader with a final impression.

[C] It’s worth remembering, however, that though a clean copy fresh off a printer may look terrific, it will read only as well as the thinking and writing that have gone into it. Many writers prudently store their data on disks and print their pages each time they finish a draft to avoid losing any material because of power failures or other problems.

[D] It makes no difference how you write, just so you do. Now that you have developed a topic into a tentative thesis, you can assemble your notes and begin to flesh out whatever outline you have made.

[E] Although this is an interesting issue, it has nothing to do with the thesis, which explains how the setting influences Sammy’s decision to quit his job. Instead of including that paragraph, she added one that described Lengel’s crabbed response to the girls so that she could lead up to the A & P “policy” he enforces.

[F] In the final paragraph about the significance of the setting in “A & P,” the student brings together the reasons Sammy quit his job by referring to his refusal to accept Lengel’s store policies.

[G] By using the first draft as a means of thinking about what you want to say, you will very likely discover more than your notes originally suggested. Plenty of good writers don’t use outlines at all but discover ordering principles as they write. Do not attempt to compose a perfectly correct draft the first time around.

1983年里根执政时，推行"实物支付计划"。以小麦市场为例，考察该计划如何奏效。

(1)假设需求函数为Q^D=28-2P，供给函数为Q^S=4+4P。P是小麦的价格，单位为美元/蒲式耳，Q是产量，单位为10亿蒲式耳，试求出自由市场均衡价格和产量。

(2)假设政府向农民支付小麦，鼓励农民将部分土地退耕，使供给减少自由市场均衡量产量的25%。用于支付的小麦来源于政府储备，数量等于退耕土地的收获量。农民可在市场上自由出售这些小麦。问农民的产量为多少？政府间接供应市场多少小麦？新的市场价格是多少？农民获益多少？消费者得益还是受损？

(3)如果政府不把小麦返送给农民，小麦将积压或变质。纳税人从该计划中受益吗？该计划存在什么潜在问题？

In 1983, the Reagan Administration introduced a new agricultural program called the Payment-in-Kind Program. To see how the program worked, let' s consider the wheat market.

a. Suppose the demand function is Q^D=28-2P and the supply function is Q^S=4+4P, where P is the price of wheat in dollars per bushel and Q is the quantity in billions of bushels. Find the free-market equilibrium price and quantity.

b. Now suppose the government wants to lower the supply of wheat by 25 percent from the free-market equilibrium by paying farmers to withdraw land from production. However, the payment is made in wheat rather than in dollars- hence the name of the program. The wheal comes from the government ' s vast reserves that resulted from previous price support programs. The amount of wheal paid is equal to the amount that could have been harvested on the land withdrawn from production. Farmers. are free to sell this wheat on the market. How much is now produced by farmers？ How much is indirectly supplied to the market by the government？ What is the new market price？ How much do the farmers gain？ Do consumers gain or lose？

c. Had the government not given the wheat back to the farmers, it would have stored or destroyed i. Do taxpayers gain from the program？ What potential problems does the program create？