FragmentPagerAdapter 中包含两个有用的方法：getCount（) 和 getItem（int)。（）

A、void getSort(float x)

B、int getSort(int y)

C、double getSort(int x,int y)

D、void getSort(int x,int y)

关于类Item，说法错误的是（ ）。 -------------------------------------------------------------------------------------- public class Item{ private static int numberOfInstances = 0; private String code; private String title; public Item(String initialCode int initialTitle) { x = initialX; y = initialY; numberOfInstances++; } public static int getNumberOfInstances() { return numberOfInstances; } public int getCode() { return code; } public int getTitle() { return code; } public boolean equals( Object o){ } …… } --------------------------------------------------------------------------------------

A、numberOfInstances是静态变量，位于所有对象共享的内存空间。code和title是实例变量，即对象变量，每次创建一个对象，就为它们分配相应的内存空间。

B、getNumberOfInstances()是静态方法，getCode()，getTitle()和equals( )是实例方法。

C、在类Item的实例方法中，可以撰写直接访问变量numberOfInstances的代码。

D、在类Item的静态方法中，可以撰写直接访问变量code和title的代码。

A、本地方法

B、最终方法

C、静态方法

D、抽象方法

HTTP的若干请求方法中，最常用的就是get和post，这两种方法的最大区别就是post在提交数据时，数据内容作为单独的数据体，而并不向get一样，将提交的数据包含在URL中（）

此题为判断题(对，错)。

A、可缺省

B、B(int i = 0, int j = 0) :A(i), a1(j){ }

C、B(int i = 0, int j = 0) :A(i), A(j){ }

D、B(int i = 0, int j = 0) :A(i){ }

Recent stories in the newspapers and magazines suggest that teaching and research contra diet each other that research plays too prominent a part in academic promotions, and that teaching is badly under-emphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.

Research experience is an essential element of hiring and promotion at the research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.

Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment on the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the basis of teaching qualities would have to confront this confusion.

As modern science moves faster, two forces are exerted on professors: one is the time needed to keep up with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually "made" in the elementary schools, scientists can be "lost" by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called "distinguished research investigators," or something else.

The pace of modern science makes it increasingly difficult to be a great researcher and great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simple do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.

What idea does the author want to convey in the first paragraph?

A．It is wrong to overestimate the importance of teaching.

B．Teaching and research are contradictory to each other.

C．Research can never be emphasized too much.

D．The relationship between teaching and research should not be simplified.