REN A：ASD A：ASS可将A盘的ASD文件更名为AS。

That Louise Nevelson is believed by many critics to be the greatest twentieth-century sculptor is all the more remarkable because the greatest resistance to women artists has been, until recently, in the field of sculpture. Since Neolithic times, sculpture has been considered the prerogative of men, partly, perhaps, for purely physical reasons: it was erroneously assumed that women were not suited for the hard manual labor required in sculpting stone, carving wood, or working in metal. It has been only during the twentieth century that women sculptors have been recognized as major artists, and it has been in the United States, especially since the decades of the fifties and sixties, that women sculptors have shown the greatest originality and creative power. Their rise to prominence parallels the development of sculpture itself in the United States: while there had been a few talented sculptors in the United States before the 1940’s, it was only after 1945 — when New York was rapidly becoming the art capital of the world — that major sculpture was produced in the United States. Some of the best was the work of women.
By far the most outstanding of these women is Louise Nevelson, who in the eyes of many critics is the most original female artist alive today. One famous and influential critic, Hilton Kramer, said of her work, “For myself, I think Ms. Nevelson succeeds where the painters often fail.”
Her works have been compared to the Cubist constructions of Picasso, the Surrealistic objects of Miro, and the Merzbau of Schwitters. Nevelson would be the first to admit that she has been influenced by all of these, as well as by African sculpture, and by Native American and pre-Columbian art, but she has absorbed all these influences and still created a distinctive art that expresses the urban landscape and the aesthetic sensibility of the twentieth century. Nevelson says, “I have always wanted to show the world that art is everywhere, except that it has to pass through a creative mind.”
Using mostly discarded wooden objects like packing crates, broken pieces of furniture, and abandoned architectural ornaments, all of which she has hoarded for years, she assembles architectural constructions of great beauty and power. Creating very freely with no sketches, she glues and nails objects together, paints them black, or more rarely white or gold, and places them in boxes. These assemblages, walls, even entire environments create a mysterious, almost awe-inspiring atmosphere. Although she has denied any symbolic or religious intent in her works, their three-dimensional grandeur and even their titles, such as Sky Cathedral and Night Cathedral, suggest such connotations. In some ways, her most ambitious works are closer to architecture than to traditional sculpture, but then neither Louise Nevelson nor her art fits into any neat category.
The word “assemblages” (Line 4, Para, 4) is closest in meaning to

A:assignments. B:assumptions. C:connotations. D:collections.

A list of the semester's composition assignments ______ to the students.

A:has given B:have given C:has been given D:have been given

Many students find the experience of attending university lectures to be a confusing and frustrating experience. The lecturer speaks for one or two hours, perhaps (36) the talk with slides, writing up important information on the blackboard, (37) reading material and giving out (38) .The new student sees the other students continuously writing on notebooks and (39) what to write. Very often the student leaves the lecture (40) notes which do not catch the main points and (41) become hard even for the (42) to understand.
Most institutions provide courses which (43) new students to develop the skills they need to be (44) listeners and note-takers. (45) these are unavailable, there are many useful study-skills guides which (46) learners to practice these skills (47) . In all cases it is important to (48) the problem (49) . actually starting your studies.
It is important to (50) that most students have difficulty in acquiring the language skills (51) in college study. One way of (52) these difficulties is to attend the language and study-skills classes, which most institutions provide throughout the (53) year. Another basic (54) is to find a study partner (55) it is possible to identify difficulties, exchange ideas and provide support.

A:assignments B:information C:content D:definition

Methods of studying vary; what works (21) for some students doesn’t work at all for others. The only thing you can do is experiment (22) you find a system that does work for you. But two things are sure: (23) else can do your studying for you, and unless you do find a system that works, you won’t although college. Meantime, there are a few rules that (24) for everybody. The hint is "don’t get (25) ".
The problem of studying, (26) enough to start with, (27) the fastest readers have trouble to do that. And if you axe behind in written work that must be (28) , the teacher who accepts it (29) late will probably not give you good credit. Perhaps he may not accept it (30) . Getting behind in one class because you are spending so much time on another is really no solution. Feeling pretty virtuous about the seven hours you spend on chemistry won’t (31) one bit if the history teacher pops a quiz. And many freshmen do get into trouble by spending too much time on one class at the (32) of the others, either because they like one class much better or because they find it so much harder that they think they should (33) all their time to it. (34) the reason, going the whole work for one class and neglecting the rest of them is a mistake. If you face this dilemma, begin with the shortest and easiest (35) . Get them out of the way and then go to the more difficult, time consuming work.

A:arrangements B:way C:assignments D:class

Some of the students in his class seem ______ to do their assignments．

A:boring B:interesting C:tiring D:unwilling

Grouping of students within the classroom occurs primarily at the elementary level. This organizational arrangement places students together in two or more groups in the classroom to improve the learning conditions for those students. Grouping in reading places students of the same achievement level together to enable the teacher to more easily work with them. Grouping, however, is becoming more popular in other subjects, and for other purposes. Cooperative (协作的) learning groups, for example, place students of different abilities in the same group, and the students within that group help each other on assignments. These programs have been shown to he effective in raising students’ achievement as well as improving their social skills and attitudes toward one another.
Students of the same achievement level are grouped together so that

A:they can help each other on assignments. B:they can improve their social skills. C:they can improve their attitudes towards one another. D:the teacher can work easily with them.

In C language，the usual expression statements are assignments or (59) ．

A:I/Os B:function calls C:operations D:evaluations