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更多“1-1 Find the domain and range of four inverse trigonometric functions”相关的问题
1. Find the domain and range of function
.(15 points) 2. Find the limit if it exist:
.(10 points) 3. Find
and
if
, where
and
.(10 points) 4. Find the second-order partial derivatives
and
of
.(15 points )
The impulse response of a C-T LTI system is
. The input is
. When analyzing the zero-state response
in the complex frequency domain, which of the below steps is wrong？
A、Find the unilateral Laplace transform of
,
B、Find the unilateral Laplace transform of
,
C、Find the zero-state response in the complex frequency domain
D、Take the inverse Laplace transform of
, to find the zero-state response in the time domain
What have celebrities and business found out about domain names？
A．Protesting one's name is different from any kind of physical medium.
B．You can find a child's doll on barby's playpen, com.
C．Many of their names have been used as domain names for websites.
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You want to install Windows 2000 Professional on 20 new PXE-compliant computers on the marketing segment of your network. The new computers do not have operating systems installed.
You create a RIS image. You load the image onto the RIS server. You then start the new computers.
You find that the new computers cannot connect to the RIS server. You verify that the new computers cannot connect to the RIS server. You verify that the existing client computers in the network can connect to the network servers, including the RIS server. You want to enable the new computers to connect to the RIS server.
What should you do？
A．Add a Windows 2000 Server computer running WINS to the network.
B．Add a Windows 2000 Server computer running DHCP to the network.
C．Add the domain Everyone group to the RIS OS image security settings.
D．Place the new computers on the same segment as the RIS server.
[2] An individual enters a field of study as a novice. The novice needs to learn the guiding principles and rules of a given task in order to perform. that task. Concurrently, the novice needs to be exposed to specific cases, or instances, that test the boundaries of such principles. Generally, a novice will find a mentor to guide her through the process of acquiring new knowledge. A fairly simple example would be someone learning to play chess. The novice chess player seeks a mentor to teach her the object of the game, the number of spaces, the names of the pieces, the function of each piece, how each piece is moved, and the necessary conditions for winning or losing the game.
[3] In time, and with much practice, the novice begins to recognize patterns of behavior. within cases and, thus, becomes a journeyman. With more practice and exposure to increasingly complex cases, the journeyman finds patterns not only within cases but also between cases. More importantly, the journeyman learns that these patterns often repeat themselves over time. The journeyman still maintains regular contact with a mentor to solve specific problems and learn more complex strategies. Returning to the example of the chess player, the individual begins to learn patterns of opening moves, offensive and defensive game-playing strategies, and patterns of victory and defeat.
[4] When a journeyman starts to make and test hypotheses about future behavior. based on past experiences, she begins the next transition. Once she creatively generates knowledge, rather than simply matching superficial patterns, she becomes an expert. At this point, she is confident in her knowledge and no longer needs a mentor as a guide——she becomes responsible for her own knowledge. In the chess example, once a journeyman begins competing against experts, makes predictions based on patterns, and tests those predictions against actual behavior, she generating new knowledge and a deeper understanding of the game. She is creating her own cases rather than relying on the cases of others.
The power of Expertise
[5] An expert perceives meaningful patterns in her domain better than non-experts. Where a novice perceives random or disconnected data points, an expert connects regular patterns within and between cases. This ability to identify patterns is not an innate perceptual skill; rather it reflects the organization of knowledge after exposure to and experience with thousands of cases.
[6] Experts have a deeper understanding of their domains than novices do, and utilize higher-order principles to solve problems. A novice, for example, might group objects together by color or size, whereas an expert would group the same objects according to their function or utility. Experts comprehend the meaning of data and weigh variables with different criteria within their domains better than novices. Experts recognize variables that have the largest influence on a particular problem and focus their attention on those variables.
[7] Experts have better domain-specific short-term and long-term memory than novices do. Moreover, experts perform. tasks in their domains faster than novices and commit fewer errors while problem solving. Interestingly, experts go about solving problems differently than novices. Experts spend more time thinking about a problem to fully understand it at the beginning of a task than do novices, who immediately seek to find a solution. Experts use their knowledge of previous cases as context for creating mental models to solve given problems.
[8] Better at self-monitoring than novices, experts are more aware of instances where they have committed errors or failed to understand a problem. Experts check their solutions more often than novices and recognize when they are missing information necessary for solving a problem. Experts are aware of the limits of their domain knowledge and apply their domain’s heuristics to solve problems that fall outside of their experience base.
The Paradox of Expertise
[9] The strengths of expertise can also be weaknesses. Although one would expect experts to be good forecaster, they are not particularly good at making predictions about the future. Since the 1930s, researchers have been testing the ability of experts to make forecasts. The performance of experts has been tested against actuarial tables to determine if they are better at making predictions than simple statistical models. Seventy years later, with more than two hundred experiments in different domains, it is clear that the answer is no. If supplied with an equal amount of data about a particular case, an actuarial table is as good, or better, than an expert at making calls about the future. Even if an expert is given more specific case information than is available to the statistical model, the expert does not tend to outperform. the actuarial table.
[10] Theorists and researchers differ when trying to explain why experts are less accurate forecasters than statistical models. Some have argued that experts, like all humans, are inconsistent when using mental models to make predictions. That is, the model an expert uses for predicting X in one month is different from the model used for predicting X in a following month, although precisely the same case and same data set are used in both instances.
[11] A number of researchers point to human biases to explain unreliable expert predictions. During the last 30 years, researchers have categorized, experimented, and theorized about the cognitive aspects of forecasting. Despite such efforts, the literature shows little consensus regarding the causes or manifestations of human bias.
41、Why will a novice find a mentor？()
A.In order to teach her how to play chess.
B.In order to guide her through the process of acquiring new knowledge.
C.In order to tell her the errors she had made.
D.In order to have a good cooperation with her.
42、Which of the following is NOT true about a journeyman？()
A.He/She starts to identify patterns of behavior. within and between case.
B.He/She exposes to complex cases.
C.He/She performs tasks independently without the help of a mentor.
D.He/She contacts a mentor when facing difficult problems.
43、According to the author, which is the correct order before someone becomes an expert？()
A.Novice-journeyman-expert.
B.Journeyman-novice-expert.
C.Novice-mentor-expert.
D.Mentor-novice-expert.
44、How will an expert group objects？()
A.By color.
B.By size.
C.By function.
D.By prize.
45、Which one is NOT true about an expert？()
A.Perceive meaningful patterns in her domain better than non-experts.
B.Have a deeper understanding of her domain than a novice.
C.She is better at self-monitoring than a novice.
D.She is a better forecaster than a novice.
Why did Susan and Michael interview children aged between 9 and 11？
A．To find out whether they take music lessons in their spare time．
B．To find out whether they can name four different musical instruments．
C．To find out whether they enjoy playing musical instruments in school．
D．To find out whether they differ in their preference for musical instruments
听下面一段材料，回答 11～13 题。
第 11 题 Where did Andrew find the money？
A．In a phone box．
B．On his way to sch001．
C．Outside the newspaper office．
Is there any______they' 11 ever find a cure for the common cold？
A．prospective
B．prospect
C．prosperity
D．prosperous
I'11 send you my address______ I find somewhere to live.
A．although
B．as
C．while
D．once
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