题目内容
（请给出正确答案）
The basic problem of Japanese economy as pointed out by the writer lies in ______.
A．its prime minister's negligence.
B．the inefficiency of its parliament.
C．its defective political structures.
D．the resistance to any changes.
如果结果不匹配，请 联系老师 获取答案
更多“The basic problem of Japanese …”相关的问题
A working attitude
B conventional lifestyle.
C world outlook
D educational background
A．restrained freedom.
B．shortage of funds.
C．patients' complaints.
D．radical changes.
The basic problem in Japanese politics as pointed by the writer lies in ______.
A．the lack of direct accountability.
B．the existence of political deals.
C．the absence of top-level influence.
D．the resistance to real changes.
What basic problem are we told most trade unions face？
A．They are equal in size of influence.
B．They are less powerful than ever before.
C．They don't have enough members.
D．They are not organized efficiently.
The basic problem of people pressure facing the Saudi authority lies in
A．its surging workforce.
B．its religious values.
C．its private firms.
D．its rebellious youths.
A．enthusiasm about competition.
B．dubious technological standards.
C．exaggeration of product features.
D．awkward marketing strategies.
There are, however, vastly different ideas about how to teach it, or how much priority it must be given over general language development and writing ability. The problem is how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling？
If spelling became the only focal point of his teacher's interest, clearly a bright child will be likely to "play safe". He will tend to write only words within his spelling range, choosing to avoid adventurous language. That's teachers often en courage the early use of dictionaries and pay attention to content rather than technical ability.
I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience: "This work is terrible! There are far too many spelling errors and technical abilities in writing". But it was also a sad reflection on the teacher who had such feelings. The teacher was not wrong to draw attention to the errors, but if his priorities had centered on the child's ideas, an expression of his disappointment with the presentation would have given the pupil more motivation(动力) to seek improvement.
Teachers are different in their opinions about ______.
A．the necessity of teaching spelling
B．the role of spelling in general language development
C．the way of teaching spelling
D．the complexities of the basic writing skills
Most institutions provide courses which【43】new students to develop the skills they need to be【44】listeners and note-takers.【45】these are unavailable, there are many useful study-skills guides which【46】learners to practice these skills【47】. In all cases it is important to【48】the problem【49】. actually starting your studies.
It is important to【50】that most students have difficulty in acquiring the language skills【51】in college study. One way of【52】these difficulties is to attend the language and study-skills classes, which most institutions provide throughout the【53】year. Another basic【54】is to find a study partner【55】it is possible to identify difficulties, exchange ideas and provide support.
(66)
A．extending
B．illustrating
C．performing
D．conducting
I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience: "This work is terrible! There are far too many spelling errors and your writing is illegible (难以辨认的) ." It may have a sharp criticism of the pupil's technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child's deep feelings. The teacher was not wrong to draw attention to the errors, but if his priorities had centered on the child's ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement.
Teachers differ in their opinions about ______.
A．the difficulties in teaching spelling
B．the role of spelling in general language development
C．the complexities of the basic writing skills
D．the necessity of teaching spelling
There have been many books written during the past decade on the topic of mathematical modeling; all these books have been devoted to explaining and developing mathematical models, but very little space has been given to how to construct mathematical models, that is, how to take a real problem and convert it into a mathematical one. Although we appreciate that we might not yet have the best methods for teaching how to tackle real problems, we do at least regard this mastery of model formulation as a crucial step, and much of this book is devoted to attempting to make you more proficient in this process.
Our basic concept is that applied mathematicians become better modelers through more and more experience of tackling real problems. So in order to get the most out of this book, we stress that you must make a positive effort to tackle the many problems posed before looking at the solutions we have given. To help you to gain confidence in the art of modeling we have divided the book into four distinct sections.
In the first section we describe three different examples of how mathematical analysis has been used to solve practical problems. These are all true accounts of how mathematical analysis has helped to provide solutions. We are not expecting you to do much at this stage, except to read through the case studies carefully, paying particular attention to the way in which the problems have been tackled—the process of translating the problem into a mathematical one.
The second section consists of a series of real problems, together with possible solutions and related problems. Each problem has a clear statement, and we very much encourage you to try to solve these problems in the first place without looking at the solutions we have given. The problems require for solution different levels of mathematics, and you might find you have not yet covered some of the mathematical topics required. In general we have tried to order them, so that the level of mathematics required in the solutions increase as you move through the problems. Remember that we are only giving our solutions and, particularly if you don't look at our solution, you might well have a completely different approach which might provide a better solution.
Here, in the third section, we try to give you some advice as to how to approach the tackling of real problem solving, and we give some general concepts involved in mathematical modeling. It must, though, again be stressed that we are all convinced that experience is the all-important ingredient needed for confidence in model formulation. If you have just read Sections I and 11 without making at least attempts at your own solutions to some of the problems set, you will not have gained any real experience in tackling real problems, and this section will not really be of much help. On the other hand, if you have taken the problem solving seriously in Section Ⅱ, you might find the general advice give
A．solving problems in real life with mathematics
B．the application of mathematics in problems related to mechanics
C．its ability to describe various situations
D．the construction of mathematical modeling
