题目内容

变压器高压系统阻抗有名值0.8MΩ，归算到低压侧变压器高压系统电抗为( )。

A. 0.080MΩ
B. 0.769MΩ
C. 0.718MΩ
D. 0.072MΩ

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以下程序用于求主次对角线之和。请填空。 main() static int a[][3]=9,7,5,1,2,4,6,8; int i,j,s1=0,s2=0; for(i=0;i＜3；i++) for(j=0．j＜3．j++) if(i==j) s1=s1+a[i][j]； if(______) s2=s2+a[i][j]； printf("%d\n%d\n",s1,s2);

交流限流式配电电器在极限通断能力实验时，限流电器的限流系数应不大于( )。

A. 0.5．
B. 0.6．
C. 0.7．
D. 0.8

Today I want to help you with a study reading method known as SQ3R. The letters stand for five steps in the reading (36) : Survey, Question, Read, Review, Recite. Each of the steps should be done carefully and in the order mentioned. In all study reading, a survey should be the first step. Survey means to look quickly. In study reading, you need to look quickly at titles, words in darker or larger print, words with (37) letters, (38) and charts. Don’’t stop to read complete sentences. Just look at the important (39) of the materials. The second step is question. Try to form questions based on your survey. Use the question words who, what, when, where, why and how. Now you are ready for the third step. Read. You will be reading the (40) and important words that you looked at in the (41) , but this time you will read the examples and (42) as well. Sometimes it is useful to take notes while you read. I have had students who (43) to underline important points, and it seemed to be just as useful as note-taking. What you should do, whether you take notes or underline, is to read actively. (44) . The fourth step is review. Remember the questions that you wrote down before you read the material. You should be able to answer them now. (45) . Concentrate on those. Also review material that you did not consider in your questions. The last step is recite. (46) ________. SQ3R — Survey, question, read, review, and recite.

Institutions of higher education (IHEs) are often regarded as sanctuaries, protected environments where young people explore great ideas in a collegial atmosphere and make (47) friendships. Consequently, incidents of violence on campus are particularly shocking for the extended campus community, (48) questions about whether there is any safe heaven. An (49) of evidence indicates that in fact campuses are not (50) from such incidents. There are many types of campus violence — including rape, assault, fighting, hazing, dating violence, sexual harassment (折磨，虐待) , hate and bias-related violence, rioting, disorderly conduct, property crime, and even self-harm and suicide. While grappling with these complex problems is challenging, lessons learned from community-based prevention research point to a set of best practices to (51) the development, implementation, and evaluation of (52) to improve campus health and safety. This publication was developed to help campuses prevent violence and (53) safety. It reviews the scope of campus violence problems, describes the wide array of factors that cause and (54) to violence, outlines a comprehensive approach to reducing violence and promoting safety on campus, and lists specific (55) that administrators, students, faculty, staff, and community members can follow to (56) and improve their policies and strengthen their programs and services. The document concludes with vignettes (插图) describing initiatives specific campuses have undertaken to reduce violence and promote a safe environment. Ward BankA) promote B) actual C) contributeD) evoking E) refer to F) lifelongG) sources H) recommendations I) guideJ) immune K) interventions L) based onM) abundance N) review O) distinguish