Some actions like __________ , __________ and __________ may leave a good impression on the examiner, but have nothing to do with the final socre. (Video 2: Good Impression)
Some actions like __________ , __________ and __________ may leave a good impression on the examiner, but have nothing to do with the final socre. (Video 2: Good Impression)
When you are writing your own recommendation letter, which one is the most important? A: writer B: signer C: recipient D: examiner
When you are writing your own recommendation letter, which one is the most important? A: writer B: signer C: recipient D: examiner
在一起碰撞事故中，前气囊被激活，请问事后安全气囊控制单元需要更换吗？（） A: 不需要，但要从EXAMINER中把ECU的碰撞记忆删除掉 B: 需要 C: 不需要
在一起碰撞事故中，前气囊被激活，请问事后安全气囊控制单元需要更换吗？（） A: 不需要，但要从EXAMINER中把ECU的碰撞记忆删除掉 B: 需要 C: 不需要
The examiner put a finger 1 meter away from the patient,and told the patient to look at the finger,then move the finger to the patient slowly, both pupils of the patient move toward the nose,it’s called： A: convergence reflex B: accommodation reflex C: direct light reflex D: indirent light reflex E: corneal reflex
The examiner put a finger 1 meter away from the patient,and told the patient to look at the finger,then move the finger to the patient slowly, both pupils of the patient move toward the nose,it’s called： A: convergence reflex B: accommodation reflex C: direct light reflex D: indirent light reflex E: corneal reflex
查询平均成绩良好，也就是≥80分的考生人数，查询语句就可以写成____。 A: SELECT COUNT(*) FROM ( SELECT eeid,avg(achieve) FROM eeexam GROUP BY eeid ) AS avgach (eeid,avgachieve) WHERE avgachieve>=80; B: SELECT COUNT(*) FROM (SELECT eeid,avg(achieve) FROM eeexam GROUP BY eeid ) avgach (eeid,avgachieve) WHERE avgachieve>=80; C: SELECT dname, (SELECT COUNT(*) FROM examiner WHERE department.dname = examiner.erdepa)FROM departmentWHERE avgachieve>=80; D: SELECT * FROM erexam NATURAL LEFT OUTER JOIN exampaper;
查询平均成绩良好，也就是≥80分的考生人数，查询语句就可以写成____。 A: SELECT COUNT(*) FROM ( SELECT eeid,avg(achieve) FROM eeexam GROUP BY eeid ) AS avgach (eeid,avgachieve) WHERE avgachieve>=80; B: SELECT COUNT(*) FROM (SELECT eeid,avg(achieve) FROM eeexam GROUP BY eeid ) avgach (eeid,avgachieve) WHERE avgachieve>=80; C: SELECT dname, (SELECT COUNT(*) FROM examiner WHERE department.dname = examiner.erdepa)FROM departmentWHERE avgachieve>=80; D: SELECT * FROM erexam NATURAL LEFT OUTER JOIN exampaper;
智慧职教: We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person's true ability and aptitude. As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of 'drop-outs': young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students? A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress. The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled s in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge's decision you have the right of appeal, but not after an examiner's. There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: 'I were a teenage drop-out and now I are a teenage millionaire.'
智慧职教: We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person's true ability and aptitude. As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of 'drop-outs': young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students? A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress. The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled s in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge's decision you have the right of appeal, but not after an examiner's. There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: 'I were a teenage drop-out and now I are a teenage millionaire.'