To concede a point, you can use –finally, later, next, most important.

A . invalid parameter in the template B . incorrect snmp communities on the access point C . pop-up blocker enabled in the browser D . unsupported version of ios firmware in the access point

A . float Tsquare = session.getFloatAttribute（"Tsquare"）； B . float Tsquare = （Float） session.getAttribute（"Tsquare"）； C . float Tsquare = （float） session.getNumericAttribute（"Tsquare"）； D . float Tsquare = （（Float） session.getAttribute.（"Tsquare"））.floatValue（）； E . float Tsquare = （（Float） session.getFloatAttribute.（"Tsquare"））.floatValue；

A . certutil.exe backup B . certutil.exe backupdb C . certutil.exe backupkey D . certutil.exe store

A . Run syskey.exe and use the Update option. B . Run sigverif.exe and use the Advanced option. C . Run certutil.exe and specify the -verify parameter. D . Run certreq.exe and specify the -retrieve parameter.

A .  The customer requires Layer 3 roaming. B .  The customer requires immediate wire line integration with a catalyst 6500 switch. C .  The customer needs an outdoor-ready access point. D .  The customer wants the option to migrate to LWAPP.

A . SNMP communities B . Telnet/SSH user/password C . WLCCP credentials D . HTTP user/password

A . Archive the private key on the server. B . Apply the Hisecdc security template to the domain controllers. C . Configure the certificate for automatic enrollment for the computers that store encrypted files. D . Install an Enterprise Subordinate CA and issue a user certificate to users of the encrypted files.

A . 20 km [12.4 miles] B . 10 km [6.2 miles] C . 5 km [3.1 miles] D . 25 km [15.5 miles] E . 15 km [9.3 miles]

A . TK1(config-if)# encapsulation hdlc ansi B . TK1(config-if)# encapsulation ppp C . TK1(config-if)# encapsulation LAPD D . TK1(config-if)# encapsulation frame-relay ietf E . TK1(config)#encapsulation

A . invalid parameter in the template B . incorrect SNMP communities on the access point C . pop-up blocker enabled in the browser D . unsupported version of IOS firmware in the access point

A . Reinstall the WSS role B . Open the Server Manager console and install Application Server C . Configure port 25 for WSS role D . Open the Server Manager console and install the SMTP Server feature

A . From the ca， run the Get-PfxCertificate cmdlet. B . From the Web server， run the Get-PfxCertificate cmdlet. C . From the ca， run the certutil.exe tool and specify the -exportpfx parameter. D . From the Web server， run the certutil.exe tool and specify the -exportpfx parameter.

A . 正确 B . 错误

A . invalid parameter in the template B . pop-up blocker enabled in the browser C . incorrect SNMP communities on the access point D . unsupported version of IOS firmware in the access point

A . AES B . PSK C . SSID D . TKIP E . WEP

A . Run syskey.exe and use the Update option. T.he safer ，easier way to help you pass any IT exams.  4 / 90 B . Run sigverif.exe and use the Advanced option.   C . Run certutil.exe and specify the -verify parameter.   D . Run certreq.exe and specify the -retrieve parameter.

A . The Frame Relay encapsulation on the physical interface. B . The local DLCI on each subinterface. C . An IP address on the physical interface. D . The subinterface type as point-to-point.

A . /38 B . /30 C . /27 D . /23 E . /18 F . /32

Part B (10 points) You are going to read a text about Gold-Medal Workouts, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use. Drawing on biomechanics and other sports science, Olympic hopefuls target just the right muscles and moves. Olympians of yesteryear shared the same goal, but they would hardly recognize today's training techniques. To achieve to Olympian ideal of "faster, higher, stronger," coaches now realize, athletes don't have to train more but they do have to train smarter. That's why, these days, cross-country (Nordic) skiers kneel on skateboards and tug on pulleys to haul themselves up a ramp. By analyzing every motion that goes into a ski jump or a luge run, the science of biomechanics breaks down events into their component parts and determines which movements of which muscles are the key to a superlative performance. Knowing that is crucial for a simple hut, to many coaches and trainers, unexpected reason: it turns out that although training for general conditioning improves fitness, the best way to boost performance is by working the muscles and practicing the moves that will be used in competition. It's called sport-specific training. (41) Ways to work the right muscles and train the right patterns of movement. Sport-specific training doesn't have to mean running the actual course or performing the exact event. There are other ways to work the right muscles and train the right pattern of movement. Doing situps on a Swiss ball, for instance, develops torso control as well as strength. The Finnish ice-hockey team recently added acrobatics to its training regime because it helps players to balance on the ice, says head coach Raimo Summanen. Performance-enhancing strategies. The advances in physiology that have revolutionized training are giving sports scientists a better under-standing of how to improve strength, power, speed and both aerobic and anaerobic fitness: (42) Training the start-up. Speed is partly genetic. A star sprinter is probably born with a preponderance of fast twitch muscle fibers, which fire repeatedly with only microsecond rests in between. Speed training therefore aims to recruit more fast-twitch fibers and increase the speed of nerve signals that command muscles to move. (43) Strength reflects the percentage of muscle fibers the body can recruit for a given movement. "Someone with pure strength can recruit 90 percent of these fibers, while someone else recruits only 50 percent", says the USOC's Davis. (44) Developing anaerobic fitness. Anaerobic fitness keeps the muscles moving even when the heart can't provide enough oxygen. To postpone the point when acid begins to accumulate, or at least train the body to tolerate it, Jim Walker has the speed skaters he works with push themselves beyond what they need to do in competition. Power is strength with speed. "One of the biggest changes in strength training is that we're getting away from pure strength and emphasizing power, or explosive strength," says USOC strength-and- conditioning coordinator Kevin Ebel. (45) Difficulties under way. It's still difficult to persuade coaches to let sports scientists mess with their athletes. To overcome such resistance, the USOC's Peter Davis has set up "performance-enhancing teams" where coaches and scientists put their heads together and apply the best science to training. Come February, the world will see how science fared in its attempt to mold athletic excellence. A. Zach Lund races skeleton (a head-first, belly-down sled race), in which the start is crucial. He has to sprint in a bent-over position

Part B (10 points) You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use. (41) Extends Language Learning Time and Place: As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context. (42) Provides a Context for Real-world Communication and Authentic Interaction: By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well. (43) Expands Topics Beyond Classroom-based Ones: Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication. (44) Promotes Student-centered Language Learning: In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition. (45) Encourages Equal Opportunity Participation: Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%. Connects Speakers Quickly and Cheaply E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners. A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995). B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings. C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995). D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class. E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities. F. As Schwienkorst (1998) stressed, "The ma

A．“You’ll need to lie on your stomach during the test．” B．“You’ll need to lie on your right side after the test．” C．“During the biopsy you’ll be asked to exhale deeply and hold it．” D．“The biopsy is performed under generalanesthesiA．”