The tension was naturally high for a game with so much a_____ s_____.（to lose, at risk, being risked）

YouaremanagingOracleDatabase11gwithanASMstoragewithhighredundancy.Thefollowingcommandwasissuedtodropthedisksfromthedgadiskgroupafterfivehours：ALTERDISKGROUPdgaOFFLINEDISKSINFAILGROUPf2DROPAFTER5H；Whichstatementistrueinthisscenario？（）

A.ItstartstheASMfastmirrorresync.

B.AllthedisksinthedgadiskgroupwouldbeOFFLINEandtheDISK_REPAIR_TIMEdiskattributewouldbesetto5hours.

C.Itdropsalldiskpathsfromthedgadiskgroup.

D.Allthedisksinthedgadiskgroupinfailuregroupf2wouldbeOFFLINEandtheDISK_REPAIR_TIMEdiskattributewouldbesetto5hours.

听力原文：M: Good afternoon everyone and welcome. Thanks for coming. My name is Keith Gloster. Today I will talk about ten high-impact viral marketing strategies. The term "viral marketing" has been tossed around the Internet for the past three years now. If you've been marketing online for a while, chances are that you've heard legendary marketers like Mark Joyner, Marion Sanders and Yanik Silver refer to this term countless times. But do you REALLY understand what this marketing term means and how it can greatly impact the success of your online business? If not, here's a brief definition: Viral marketing involves allowing people to give away and use your free product or service in order to multiply your marketing quickly over the Internet. The ides behind viral marketing is that you include your ad with the' freebie people give away or use. Below are ten high impact viral marketing strategies:

1. Allow people to reprint your articles on their web site, in their e-zone, newsletter, magazine or e-books. Include your resource box and the option for article reprints at the bottom of each article.

2. Allow people to use any of your freebies as free bonuses for products or services they sell. Include your ad inside all of your freebies.

3. Allow people to use your online discussion board for their own web site. Some people don't have one. Just include your banner ad at the top of the board.

4. Allow people to sign up for a free web site on your server. Since you are giving away the space, require them to include your banner ad at the top of the site.

5. Allow people to add their link to your free web site directory. Just require that they return a link back to your web site, advertising your directory.

6. Allow people to provide your free online eservice to their web site, visitors, or e-zine subscribers. They could be free e-mail, e-mail consulting, search engine submissions, etc.

7. Allow people to give away your free software. Just include your business advertisement inside the software program.

8. Allow people to give away your free web{ design graphics, fonts, templates, etc. Just include your ad on them or require people to link directly to your web site.

9. Allow people to place an advertisement in your free e-book if, in exchange, they give away the e-book to their web visitors or e-zine subscribers.

10. Allow people to give away your free e-book to their visitors. Then, their visitors will also give it away. This will just continue to spread your ad all over the Internet. Now that you have a better understanding of viral marketing and the above 10 strategies, what's next? Start experimenting with what you've discovered. Use one or more of these proven strategies. Brand yourself and grow your list and income exponentially.

?You will hear a business presentation about High-Impact Viral Marketing Strategies.

?As you listen, for questions 1—12, complete the notes, using up to three words or a number.

?You will hear the recording twice.

HIGH-IMPACT VIRAL MARKETING STRATEGIES

NOTES

Business Presentation

1. The term "viral marketing" has been discussed on the Internet for the past

Definition

2. Viral marketing includes allowing people to give away and use your free product or service in order to______

3. The idea behind viral marketing is that you include your ad with the

High impact viral marketing strategies:

Allow people

4. to reprint your articles on ______

5. to use any of your freebies as ______

6. to use your online discussion board for their own web site, at the top of which, include______

7. to sign up for a free web site

In most American cities, the tent for a one-bedroom apartment was $250 or more per month in recent years. In some smaller cities such as Louisville, Kentucky or Jacksonville, Florida the rent was less, but in larger cities it was more. For example, if you lived in Los Angeles, you had to pay $400 or more to rent a one-bedroom apartment, and the same apartment rented for $625 and up in Chicago. The most expensive rents in the U. S. were in New York City, where you had to pay at least $700 a month to rent a one-bedroom apartment in most parts of the city.

Renters and city planners are worried about the high cost of renting apartments. Many cities now have rent-control laws to keep the cost of renting low. These laws help low-income families who cannot pay high rents.

Rent control in the United States began in 1943 when the government imposed rent controls on all American cities to help workers and the families of soldiers during World War II. After the war, only one city—New York—continued these World War II controls. Recently, more and more cities have returned to rent controls. At the beginning of the 1980s, nearly one fifth of the people in the United States lived in cities with rent-control laws.

Many cities have rent-control laws, but why are rents so high? Builders and landlords blame rent controls for the high rents. Rents are high because there are not enough apartments to rent, and they blame rent controls for the shortage of apartments. Builders want more money to build more apartment buildings, and landlords want more money to repair their old apartment buildings. But they cannot increase rents to get this money because of the rent-control laws. As a result, landlords are not repairing their old apartments, and builders are not building new apartment buildings to replace the old apartment buildings. Builders are building apartments for high-income families, not low-income families, so low-income families must live in old apartments that are in disrepair. Builders and landlords claim that rent-control laws really hurt low-income families.

Many renters disagree with them. They say that rent control is not the problem. Even without rent controls, builders and landlords will continue to ignore low-income housing because they can make more money from high-income housing. The only answer, they claim, is more rent controls and government help for low-income housing.

Which of the following would be the best title for the passage?

A．The Highest Rent

B．Rent Controls

C．Building Apartments for Low-Income Families

D．Rent-Control Laws

What's Hot, What's Not for 2006

This year marks not only the 50th anniversary of IRA but also the 10th year of the "What's hot" survey. Therefore, in addition to looking at what's "hot" for 2006, we also devote' some attention to changes in the field that have occurred since we began the "hot" list.

List contains 14 "very hot" topics

The 2006 list contains 14 "very hot" topics, more than any list since we began. However, no one topic was listed as "extremely hot". The 14 "very hot" topics were: adolescent literacy, comprehension, direct/explicit instruction, early intervention, English as a second language/ English-language learners, fluency, high-stakes assessment, informational texts, literacy coaches/reading coaches, phonics, political/ policy influences on literacy, preschool literacy instruction, scientific evidence-based reading research and instruction, and word meaning/ vocabulary. Before we comment on some of these topics, let's look at how this list is compiled.

The survey

This survey of literacy leaders has been conducted each year since 1996. Between May and September, 25 literacy leaders are interviewed, either in person or by phone. All are read a standard 178-word paragraph defining "hot" and "not hot". Basically, "hot" refers to the level of attention a given topic is currently receiving. It is also explained that their ratings of "hot" and "not hot" do not necessarily reflect their personal interest, or lack thereof, in a given topic.

After hearing the introductory paragraph, each respondent is asked to rate a given topic as "hot" or "not hot". Each respondent is then asked if the topic "should be hot" or "should not be hot". The resulting chart with the topics rated appears in the December/January issue of Reading Today.

Constructing the survey

Each year the 25 literacy leaders who had responded to the list of topics the previous year are sent the previous year's list and asked to make modifications, additions, and deletions. We enclose a self-addressed stamped envelope for them to send back their responses. If some of the literacy leaders fail to respond, they are called or c-mailed and urged to respond. For the 2006 survey, 24 of the 2005 leaders eventually provided suggestions for additions, modifications, and deletions. Based on those suggestions, we constructed this year's list.

Two topics from 2005 were eliminated: decodable text and scripted instruction. One topic was added, critical literacy/reading. Like the year before, many of the 2005 literacy leaders also wanted gender issues in literacy eliminated, but because that topic has been on the list for a relatively short period of time, we decided to keep it for at least another year.

Selecting the respondents

We select each year's respondents based on a number of criteria. The first and most important criterion is that they must have a national or international perspective on literacy. Thus, we often select those who are on the boards of prominent literacy organizations such as IRA, the National Reading Conference, and the College Reading Association. Some editors of the major journals in the field are usually included.

We also select the literacy leaders from various geographical areas in the United States, from Canada, and from outside North America. The percentage of IRA members in a given area determines the number of literacy leaders we interview from that area. For instance, the eastern region of the United States has approximately 27% of IRA's individual members. Therefore, we should probably interview about 7 literacy leaders from the cast; this year we interviewed exactly seven literacy leaders from the east. In assembling our list, we also try to see that different job categories are represented (such as teachers, college pr

A．Y

B．N

C．NG