快捷键的设置是在（）中进行的 A: 主菜单的Customize菜单 B: 工具栏的Customize菜单 C: 视图的Customize菜单 D: 命令面板的Customize菜单
快捷键的设置是在（）中进行的 A: 主菜单的Customize菜单 B: 工具栏的Customize菜单 C: 视图的Customize菜单 D: 命令面板的Customize菜单
Revit 软件能够进行快捷键的自定义。One can customize shortcut keys.
Revit 软件能够进行快捷键的自定义。One can customize shortcut keys.
Customer relationship management is built on idea of treating different customers differently, to customize offerings. A: 正确 B: 错误
Customer relationship management is built on idea of treating different customers differently, to customize offerings. A: 正确 B: 错误
As they are young and plastic, freshmen usually canthe college life within a month. A: abandon to B: accomodate to C: customize to D: conform to
As they are young and plastic, freshmen usually canthe college life within a month. A: abandon to B: accomodate to C: customize to D: conform to
启动对话框的打开和关闭可以通过（ ）指令。 A: startup B: options C: snap D: customize
启动对话框的打开和关闭可以通过（ ）指令。 A: startup B: options C: snap D: customize
角色菜单栏为角色动画制作提供了很大的方便，但默认情况下并不会自动出现在界面菜[br][/br]单栏中，要将其正确调出。下列描述可行的是： A: 通过[自定义（Customize）]菜单中[加载自定义UI方案（LoadCustomUIScheme）]，<br>加载合适的UI方案即可 B: 通过[自定义（Customize）]菜单中[自定义用户界面（CustomizeUserInterface）]<br>中[菜单（Menus）]选项卡内进行菜单的添加 C: 通过[自定义（Customize）]菜单中[首选项（Preferences）]下的[文件（Files）]<br>内容进行设置 D: 通过[自定义（Customize）]菜单中[显示UI（Show UI）]中进行适当勾选
角色菜单栏为角色动画制作提供了很大的方便，但默认情况下并不会自动出现在界面菜[br][/br]单栏中，要将其正确调出。下列描述可行的是： A: 通过[自定义（Customize）]菜单中[加载自定义UI方案（LoadCustomUIScheme）]，<br>加载合适的UI方案即可 B: 通过[自定义（Customize）]菜单中[自定义用户界面（CustomizeUserInterface）]<br>中[菜单（Menus）]选项卡内进行菜单的添加 C: 通过[自定义（Customize）]菜单中[首选项（Preferences）]下的[文件（Files）]<br>内容进行设置 D: 通过[自定义（Customize）]菜单中[显示UI（Show UI）]中进行适当勾选
65. What do experts say about students using textbooks? A: A) They can digitalize the prints easily. B: B) They can lean in an interactive way. C: C) They can purchase customize versions. D: D) They can adapt the material themselves.
65. What do experts say about students using textbooks? A: A) They can digitalize the prints easily. B: B) They can lean in an interactive way. C: C) They can purchase customize versions. D: D) They can adapt the material themselves.
在GE的工业互联网设计中，其框架涵盖5个层次中不包含（） A: 连接（connect） B: 客制化（customize） C: 监控（monitor） D: 分析（analyze） E: 预测（predict）和优化（optimize）
在GE的工业互联网设计中，其框架涵盖5个层次中不包含（） A: 连接（connect） B: 客制化（customize） C: 监控（monitor） D: 分析（analyze） E: 预测（predict）和优化（optimize）
An international business, unlike a multinational enterprise, _____. A: needs to have manufacturing units in at least two foreign nations B: needs to manufacture products or provide services that target a global market C: need not customize its products to the requirements of national markets D: need not invest directly in operations in other countries
An international business, unlike a multinational enterprise, _____. A: needs to have manufacturing units in at least two foreign nations B: needs to manufacture products or provide services that target a global market C: need not customize its products to the requirements of national markets D: need not invest directly in operations in other countries
Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher—of any kind—in the world. It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through graphic and layout artists to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as Open E-Textbooks and Open Educational Resources, simply do not. This connection happens not only by means of collaborative development, review and testing, but also at conferences where faculty regularly decide on their textbooks and curricula for the coming year. It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the exorbitant cost of their books—which has increased over 1,000 percent since 1977. A reshuffling of the textbook industry may well be in order. But this does not mean the end of the textbook itself. While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated dialogue in a number of ways. From 1800 to the present day, textbooks have done this by posing questions for students to answer inductively. That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you inherited?” while ones in physics say: “How can you predict where the ball you tossed will land?” Experts observe that “textbooks come in layers, something like an onion.” For the active learner, engaging with a textbook can be an interactive experience: Readers proceed at their own pace. They “customize” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.
Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher—of any kind—in the world. It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through graphic and layout artists to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as Open E-Textbooks and Open Educational Resources, simply do not. This connection happens not only by means of collaborative development, review and testing, but also at conferences where faculty regularly decide on their textbooks and curricula for the coming year. It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the exorbitant cost of their books—which has increased over 1,000 percent since 1977. A reshuffling of the textbook industry may well be in order. But this does not mean the end of the textbook itself. While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated dialogue in a number of ways. From 1800 to the present day, textbooks have done this by posing questions for students to answer inductively. That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you inherited?” while ones in physics say: “How can you predict where the ball you tossed will land?” Experts observe that “textbooks come in layers, something like an onion.” For the active learner, engaging with a textbook can be an interactive experience: Readers proceed at their own pace. They “customize” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.