竖盘指标差是指什么？-查字典考试网

竖盘指标差是指什么？

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正确答案：

经纬仪安置在测站上，望远镜置于盘左位置，视准轴水平，竖盘指标管水准气泡居中(或竖盘指标补偿器工作正常)，竖盘读数与标准值(一般为90°)之差为指标差。

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Directions: This section is to test your ability to understand short dialogues.There are 5 recorded dialogues in it.After each dialogue,thereis a recorded question. Both the dialogues and questions will be spoken only once. Whenyou hear a question,you should decideon the correct answer from the 4 choicesmarked A, B, C and D given in your test paper. Then you should mark the corresponding letter on the Answer Sheet with a single line through the center. 1、 A. There isno paper. B. Theman can use the printer. C. The printer doesn't work. D. The man has to pay first. 2、 A. He has got a new job. B. He has got a pay rise. C. He has been promoted. D. He has bought an apartment. 3、 A. Sell a car. B. Rent a car. C. Repair a car. D. Buy a used car. 4、 A. He doesn't like the color. B. He doesn't like the style. C. It is too small. D. It is of poor quality. 5、 A. The chief engineer. B. The receptionist. C. The office secretary. D. The sales manager.
翻译： By making vehicles lighter in weight aluminum has greatly reduced the amount of fuel needed to move them, (Passage Two)
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Part IV Translation Combined with the messaging service, the location service could help rescue teams to find stranded adventurers, the police to find stolen cars, exporters to follow the progress of cargoes, and haulage companies to check that drivers are not detouring the pub.(Passage Four)
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people. In the same way, when children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle-compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end this nonsense of grades, exams, marks, Let us throw them all out, and let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems sensible to them. With our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential they will need to get in the world?” Don’t worry! If it is essential, they will go out into the world and learn it. 1.What does the author think is the best way for children to learn things? A.by copying what other people do. B.by making mistakes and having them corrected. C.by listening to explanations from skilled people. D.by asking a great many questions. 2.What does the author think teachers do which they should not do? A.They give children correct answers. B.They point out children’s mistakes to them. C.They allow children to mark their own work. D.They encourage children to mark to copy from one another. 3.The passage suggests that learning to speak and learning to ride a bicycle are___. A.not really important skills. B.more important than other skills. C.basically different from learning adult skills. D.basically the same as learning other skills. 4.Exams, grades, and marks should be abolished because children’s progress should only be estimated by___. A.educated persons. B.the children themselves. C.teachers. D.parents. 5.The author fears that children will grow up into adults while being___. A.too independent of others. B.too critical of themselves. C.incapable to think for themselves. D.incapable to use basic skills.
As Gilbert White，Darwin ， and others observed long ago， all species appear to have theinnate capacity to increase their numbers from generation to generation. The task forecologistsis to untangle the environmentaand biologicalfactorsthat hold this intrinsiccapacity for population growth in check over the long run. The great variety of dynamicbehaviorsexhibitedby differentpopulationmakes thistaskmore difficult：sompopulations remain roughly constant from year to year; others exhibit regular cycles ofabundance and scarcity; still others vary wildly， with outbreaks and crashes that arein some cases plainly correlated with the weather， and in other cases not.To impose some order on this kaleidoscopeof patterns ， one school of thought proposesdividing populations into two groups. These ecologists posit that the relatively steadypopulations havedensity-dependent growth parameters; that is， rates ofbirth ， death ，and migrationwhich depend strongly on population density. The highly varying populationshave density-independent growth parameters， with vital rates buffeted by environmentalevents ;these rates fluctuate in a way that is wholly independent of population density.This dichotomy has its uses， but it can cause problems if taken too literally. Forone thing ， no population can be driven entirely by density-independent factors all thetime. No matter how severely or unpredictably birth， death ， and migration rates may befluctuatingaround theirlong-termaverages ， ifthere were no density-dependenteffects ，the populationwould ， in the long run ， eitherincrease or decrease without bound (barringa miracle by which gains and losses canceled exactly)。 Put another way， it may be thaton average 99 percent of all deaths in a populationarise from density-independentcauses ，and only one percent from factors varying with density.The factorsmaking up the one percentmay seem unimportant， and their cause may be correspondingly hard to determine. Yet，whether recognized or not， they will usually determine the long-term average populationdensity.In order to understand the nature of theecologist ’s investigation， we may think ofthe density-dependent effectson growth parameters as the signal ecologists are trying toisolateand interpret， one that tends to make the population increase from relativelylowvalues or decrease from relatively high ones， while the density-independent effects actto produce noise in the populationdynamics.For populationsthatremain relativelyconstant ， or that oscillate around repeated cycles， the signal can be fairly easilycharacterized and its effects described， even though the causative biological mechanismmay remain unknown. For irregularly fluctuating populations， we are likely to have toofew observations to have any hope of extracting the signal from the overwhelming noise.But it now seems clear that all populationsare regulatedby a mixture of density-dependentand density-independent effects in varying proportions. 1. The author of the text is primarily concerned with [A] Discussing two categories of factorsthat controlpopulationgrowth and assessingtheir relative importance. [B] Describinghow growth ratesin naturalpopulationsfluctuateover time andexplaining why these changes occur. [C] Proposing a hypothesisconcerning population size and suggesting ways to test it. [D] Posing a fundamental question about environmentalfactorsin populationgrowth andpresenting some currently accepted answer. 2. It can be inferred from the text that the author considers the dichotomy discussedto be [A] Applicable only to erratically fluctuating populations. [B] instrumental， but only if its limitations are recognized. [C] Dangerously misleading in most circumstances. [D] A complete and sufficient way to account for observed phenomena. 3.to the text ， allof the followingbehaviors have been exhibitedby differentpopulations EXCEPT [A] Roughly constant population levels from year to year. [B] Regular cycles of increases and decreases in numbers. [C] Erratic increases in numbers correlated with the weather. [D] Unchecked increases in numbers over many generations. 4. The discussion concerning population in the third paragraph serves primarily to [A] Demonstrate the difficultiesecologistsface in studying density-dependentfactorslimiting population growth. [B] Advocate more rigorous study of density-dependent factors in population growth. [C] Prove that the death rates of any populationare never entirelydensity-independent. [D] underline the importance of even small density-dependent factors in regulatinglong-term population densities. 5. In the text， the author does all of the following EXCEPT [A] Cite the views of other biologists. [B] Define a basic problem that the text addresses. [C] Present conceptual categories used by other biologists. [D] Describe the results of a particular study.
Directions: In this section you will hear a recorded short passage.The passage is printed in the test paper, but with some words or phrases missing. The passage will be read two times. You are required to put the missing words or phrases on the Answer Sheet in order of the numbered blanks according to what you hear. I think we'll mbegin now. First I'd like to welcome you all and thank you for your coming, especially at such short notice. I know you are all very busy and it's difficult to take time away from your ______ for meetings.As you can see on the agenda,today we will focus on the upcoming______.First we'll discuss the groups that will be coming in from Germany. After that, we'll discuss the North American Tours, ______ by the Asian tours. If time ______, we will also discuss the Australian tours which are booked for early September. Finally, I'm going to request some feedback from all of you ______ last year's tours and where you think we can improve.
The Importance of Good Communications Effective communication is essential for all organizations. It links the activities of the various parts of the organization and ensures that everyone is working towards a common goal. It is also extremely important for motivating employees. Staff need to know how they are getting on, what they are doing right and in which areas they could improve. Working alone can be extremely difficult and it is much easier if someone takes an interest and provides support. Employees need to understand why their job is important and how it contributes to the overall success of the firm. Personal communication should also include target setting. People usually respond well to goals, provided these are agreed between the manager and subordinate and not imposed. However, firms often have communication problems that can undermine their performance. In many cases,these problems occur because messages are passed on in an inappropriate way. There are, of course, several ways of conveying information to others in the organization which include speaking to them directly, e-mailing, telephoning or sending a memo. The most appropriate method depends on what exactly it is you are communicating. For example, anything that is particularly sensitive or confidential, such as an employee's appraisal, should be done face-to-face. One of the main problems for senior executives is that they do not have the time or resources needed to communicate effectively. In large companies, for example, it is impossible for senior managers to meet and discuss progress with each employee individually. Obviously this task can be delegated but at the cost of creating a gap between senior management and staff. As a result, managers are often forced to use other methods of communication, like memos or notes, even if they know these are not necessarily the most suitable means of passing on messages. The use of technology, such as e-mail, mobile phones and network systems, is speeding up communication immensely. However, this does not mean that more investment in technology automatically proves beneficial: systems can become outdated or employees may lack appropriate training. There are many communications tools now available but a firm cannot afford all of them. Even if it could, it does not actually need them all.The potential gains must be weighed up against the costs, and firms should realize that more communicationdoes not necessarily mean better communication." As the number of people involved in an organization increase, the use of written communication rises even faster. Instead of a quick conversation to sort something out numerous messages can be passed backwards and forwards. This can lead to a tremendous amount of paperwork and is often less effective than face-to-face communication. When you are actually talking to someone you can discuss things until you are happy that they have understood and feedback is immediate. With written messages, however, you are never quite sure how it will be received what you think you have said and what the other person thinks you have said can be very different. The amount of written information generated in large organizations today can lead to communication overload. So much information is gathered that it gets in the way of making decisions. Take a look at the average manager's desk and you will see the problem -- it is often covered with letters, reports and memos. This overload can lead to inefficiencies. For example, managers may not be able to find the information they want when they need it. Communication is also becoming more difficult with the changes occurring in employment patterns. With more people working part-time and working at home, managing communication is becoming increasingly complex. 1.In the first paragraph the writer recommends that communication with staff should includeA. some feedback on their job performance. B. an explanation of how company targets have been set. C. information on promotion prospects within the company. D. an indication of which duties they can expect assistance with.areas they could improve 2.According to the writer, the best way of achieving effective communication is toA. adapt the message to suit a particular audience. B. make the content of messages brief and direct. C. select the most suitable means of conveying a particular message. D. ensure that information is targeted at the appropriate group of people. 3.What does the writer say about the communication options available to senior managers?A. Sending memos to staff is one of the most efficient methods. B. It is important to find the time to discuss certain matters with staff. C. They should increase the range of options that they use. D. Getting junior managers to talk to staff can create different problems. 4.What advice is given about the communication tools made available by technology?A. Aim to limit staff use of certain communication tools. B. Evaluate them in terms of the expenditure involved. C. Select them on the basis of the facilities they offer. D. Encourage more staff to attend training courses in their use. 5.According to the writer, a problem with written communication is thatA. the message can be interpreted differently to what was intended. B. it can be easy for people to ignore the contents of a written message. C. most people are more comfortable with face-to-face communication. D. it is possible for correspondence to get lost within a large organization. 6.According to the article, what is the effect of receiving large amounts of written information?A. It is counter-productive. " B. It causes conflict in a company. C. It leads to changes in work patterns. D. It makes the main points more difficult to identify.
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