You are about to migrate a customer network to use a VSS. Which of these statements is true about a VSS？ （）

A .  Upgrade the fourthcoffee BDC to Windows Server 2003. Then upgrade the PDC to Windows Server 2003 B .  Upgrade an existing domain controller to Windows Server 2003. Establish a two-way trust relationship with the fourthcoffee domain. C .  Install and configure a new Windows NT 4.0 BDC. Promote the BDC to a PDC. Then upgrade the PDC to Windows Server 2003 D .  Create a new Windows 2000 Server Active Directory domain. Establish a two-way trust relationship with the fourthcoffee domain. Use the Active Directory Migration Tool （ADMT） to migrate all user and computer accounts.

A .  Implement transactions for database queries. B .  Close database connections in the application. C .  Use Microsoft ADO.NET in the data access layer. D .  Implement a retry policy in the data access layer.

A . Change the functional level. B . Create an external trust relationship. C . Run adprep to prepare the research.com forest. D . Run adprep to prepare the research.com domain.

A . It's a warning of navigation for my vessel B . It's an advice from Port Control to order my vessel not enter the traffic route of the harbor C . It's an advice to change my estimated time of entering the traffic route D . It's an order from the VTS to indicate my vessel to follow the traffic route

A . Use two iSCSI host bus adapters B . Use two Fibre Channel host bus adapters C . Place the physical host servers on the same TCP/IP subnet D . Place the physical host servers on different TCP/IP subnet

A .  Configure Windows Azure Diagnostics to transfer event logs. B .  Configure Windows Azure Diagnostics to transfer directories. C .  Configure Windows AzureDiagnostics to transfer performance counters. D .  Configure Windows Azure Diagnostics to transfer basic Windows Azure logs.

A . SSL B . SLIP C . PAP D . LAPB E . CHAP F . VNP

A .  Import the user accounts as inetOrgPerson objects. B .  Import the user accounts into Active Directory by using the Ldifde command-line tool. C .  Export all user accounts from the UNIX servers to a text file. D .  Export all user accounts and their passwords from the UNIX servers to a text file. Encrypt this file to achieve extra security. E .  Assign random passwords to each user object， and securely distribute the password to the users. F .  Create the same strong password for each user object， and require users to change their passwords at first logon. G .  Instruct users to use the same name and password as they used on the UNIX servers.

A . Create a script that uses Active Directory Services Interfaces (ADSI) to import all user account into the new environment. B . Create new accounts for all users. Create a trust relationship between the existing environment and the new environment to enable access to resources in the existing environment. C . Import all user accounts into the new environment by using the Active Directory Migration Tool (ADMT). D . Import all user accounts into the new environment. Instruct users to no change their passwords during the migration phase so that they can access resources in the existing environment.

A . Trusts between domains B . Number of BDC s in each domain C . Users and resources in each domain D . Current hardware for domain controllers E . Current amount of replication traffic over WAN link

A . The VSS switch must be the root bridge for all VLANs and is automatically designated. B . The VSS switch is defined in RFC 4318 as a managed object. C . The PAgP+ or LACP protocols are used to maintain the operational state of the VSS devices. D . A VSS interoperates with a virtual port channel. E . The 802.1Q or ISL protocols are used to maintain the operational state of the VSS devices. F . A VSS increases the size of the spanning-tree domain.

A . Import the user accounts as inetOrgPerson objects.   B . Import the user accounts into Active Directory by using the Ldifde command-line tool.  C . Export all user accounts from the UNIX servers to a text file.   D . Export all user accounts and their passwords from the UNIX servers to a text file. Encrypt this file to achieve extra security.   E . Assign random passwords to each user object, and securely distribute the password to the users.   F . Create the same strong password for each user object, and require users to change their passwords at first logon.&e

A . Indonesia B . Singapore C . Hong Kong D . Pakista

A、cross the channel as you are the stand-on vessel B、cross only if the vessel in the channel is approaching on your port side C、not cross the channel if you might impede the other vessel D、sound the danger signal

A .  You can use the operating system utility to migrate from non-ASM disk storage to ASM disk storage. B .  You cannot perform a database backup from non-ASM disk storage to tape and then move it to ASM disk storage. C .  You can use the SWITCH DATABASE TO COPY Recovery Manager （RMAN） command to switch back to non-ASM disk storage if you have not deleted your original datafiles. D .  You cannot use Recovery Manager （RMAN） to migrate from non-ASM disk storage to ASM disk storage if you are not using RMAN for your backup and recovery strategies.

A .  Trusts between domains B .  Number of BDC s in each domain C .  Users and resources in each domain D .  Current hardware for domain controllers E .  Current amount of replication traffic over WAN link

A . Use two iSCSI host bus adapters B . Use two Fibre Channel host bus adapters C . Place the physical host servers on the same TCP/IP subnet D . Place the physical host servers on different TCP/IP subnet

Part B (10 points) You are going to read a text about Gold-Medal Workouts, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use. Drawing on biomechanics and other sports science, Olympic hopefuls target just the right muscles and moves. Olympians of yesteryear shared the same goal, but they would hardly recognize today's training techniques. To achieve to Olympian ideal of "faster, higher, stronger," coaches now realize, athletes don't have to train more but they do have to train smarter. That's why, these days, cross-country (Nordic) skiers kneel on skateboards and tug on pulleys to haul themselves up a ramp. By analyzing every motion that goes into a ski jump or a luge run, the science of biomechanics breaks down events into their component parts and determines which movements of which muscles are the key to a superlative performance. Knowing that is crucial for a simple hut, to many coaches and trainers, unexpected reason: it turns out that although training for general conditioning improves fitness, the best way to boost performance is by working the muscles and practicing the moves that will be used in competition. It's called sport-specific training. (41) Ways to work the right muscles and train the right patterns of movement. Sport-specific training doesn't have to mean running the actual course or performing the exact event. There are other ways to work the right muscles and train the right pattern of movement. Doing situps on a Swiss ball, for instance, develops torso control as well as strength. The Finnish ice-hockey team recently added acrobatics to its training regime because it helps players to balance on the ice, says head coach Raimo Summanen. Performance-enhancing strategies. The advances in physiology that have revolutionized training are giving sports scientists a better under-standing of how to improve strength, power, speed and both aerobic and anaerobic fitness: (42) Training the start-up. Speed is partly genetic. A star sprinter is probably born with a preponderance of fast twitch muscle fibers, which fire repeatedly with only microsecond rests in between. Speed training therefore aims to recruit more fast-twitch fibers and increase the speed of nerve signals that command muscles to move. (43) Strength reflects the percentage of muscle fibers the body can recruit for a given movement. "Someone with pure strength can recruit 90 percent of these fibers, while someone else recruits only 50 percent", says the USOC's Davis. (44) Developing anaerobic fitness. Anaerobic fitness keeps the muscles moving even when the heart can't provide enough oxygen. To postpone the point when acid begins to accumulate, or at least train the body to tolerate it, Jim Walker has the speed skaters he works with push themselves beyond what they need to do in competition. Power is strength with speed. "One of the biggest changes in strength training is that we're getting away from pure strength and emphasizing power, or explosive strength," says USOC strength-and- conditioning coordinator Kevin Ebel. (45) Difficulties under way. It's still difficult to persuade coaches to let sports scientists mess with their athletes. To overcome such resistance, the USOC's Peter Davis has set up "performance-enhancing teams" where coaches and scientists put their heads together and apply the best science to training. Come February, the world will see how science fared in its attempt to mold athletic excellence. A. Zach Lund races skeleton (a head-first, belly-down sled race), in which the start is crucial. He has to sprint in a bent-over position

Part B (10 points) You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use. (41) Extends Language Learning Time and Place: As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context. (42) Provides a Context for Real-world Communication and Authentic Interaction: By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well. (43) Expands Topics Beyond Classroom-based Ones: Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication. (44) Promotes Student-centered Language Learning: In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition. (45) Encourages Equal Opportunity Participation: Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%. Connects Speakers Quickly and Cheaply E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners. A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995). B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings. C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995). D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class. E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities. F. As Schwienkorst (1998) stressed, "The ma

此题为判断题(对，错)。

&8226;Write a memo to all Marketing Division personnel: &8226;giving the time and place for the meeting &8226;stating the purpose of the meeting &8226;asking for their ideas about business development. &8226;Write 40-50 words. &8226;Write on the separate answer paper provided.