题目内容
抵押贷款剩余技术对测算抵押房地产的自有资金权益价值特别有用。( )
查看答案
搜索结果不匹配？点我反馈
更多问题
Text The conception of poverty and what to (26) about it have changed over the decades. Under Social Darwinism the lazy and the (27) were supposed to be at the bottom of the economic ladder as a result of the "law of (28) of the fittest". Society was (29) as a network of self-sufficient families which provided for their own. (30) persons outside a household (orphans, the (31) elderly,and the crippled) were provided outdoor relief grudgingly and as a temporary expedient. Although it was (32) that "the poor will always be with us", the individual was expected to improve himself (33) acts of his own will. Charity was thought to be the (34) of idleness. By keeping wages low, labourers would be (35) to work harder. At about the turn of the century, the beginning of concern about natural (36) brought uneasiness about the possible spread of beggary. There was a potentially dangerous class in (37) of disease and disorder. The "poor" were (38) as different from "paupers". Paupers were individuals well (39) to being on the low end of the socioeconomic (40) . Without shame or bitterness, they would not seek independence and a " (41) " life. For the mountaineers, the subsistence dwellers, and some slum dwellers, the lack of wealth, (42) has been argued,reflects a preference not to pay the psychological costs of the struggle for the riches or of adopting the middle-class work ethic of surviving. In (43) ,the worthy poor struggled to (44) their lot against circumstances beyond their control: low wages, sickness, industrial (45) , widowhood and so on.
网络操作系统的发展经历了从对等结构向______结构演变的过程。
Many students find the experience of attending university lectures to be a confusing and frustrating experience. The lecturer speaks for one or two hours, perhaps (67) the talk with slides, writing up important information on the blackboard, (68) reading material and giving out (69) . The new student sees the other students continuously writing on notebooks and (70) what to write. Very often the student leaves the lecture (71) notes which do not catch the main points and (72) become hard even for the (73) to understand. Most institutions provide courses which (74) new students to develop the skills they need to be (75) listeners and note-takers. (76) these are unavailable, there are many useful study-skills guides which (77) learners to practice these skills (78) . In all cases it is important to (79) the problem (80) actually starting your studies. It is important t (81) that most students have difficulty in acquiring the language skills (82) in college study. One way of (83) these difficulties is to attend the language ,and study-skills classes which most institutions provide throughout the (84) year. Another basic (85) is to find a study partner. (86) it is possible to identify difficulties, exchange ideas and provide support.
When one looks back upon the fifteen hundred years that are the life span of the English language, he should be able to notice a number of significant truths. The history of our language has always been a history of constant change--at times a slow, almost imperceptible change, at other times a violent collision between two languages. Our language has always been a living growing organism, it has never been static. Another significant truth that emerges from such a study is that language at all times has been the possession not of one class or group but of many. At one extreme it h been the property of the common, ignorant folk, who have used it in the daily business of their living, much as they have used their animals or the kitchen pots and pans. At the other extreme it has been the treasure of those who have respected it as an instrument and a sign of civilization, and who have struggled by writing it down to give it some permanence, order, dignity, and if possible, a little beauty. As we consider our changing language, we should note here two developments that are of special and immediate importance to us. One is that since the time of the Anglo-Saxons there has been an almost complete reversal of the different devices for showing the relationship of words in a sentence. Anglo-Saxon ( old English) was a language of many inflections. Modern English has few inflections. We must now depend largely on word order and function words to convey the meanings that the older language did by means of changes in the forms of words. Function words, you should understand, are words such as prepositions, conjunctions, and a few others that are used primarily to show relationships among other words. A few inflections, however, have survived. And when some word inflections come into conflict with word order, there may be trouble for the users of the language, as we shall see later when we turn our attention to such words as WHO or WHOM and ME or I. The second fact we must consider is that as language itself changes, our attitudes toward language forms change also. The eighteenth century, for example, produced from various sources a tendency to fix the language into patterns not always set in and grew, until at the present time there is a strong tendency to restudy and re-evaluate language practices in terms of the ways in which people speak and write. Which of the following statements is not mentioned in the passage
微信支付 
支付宝支付