What is not a reason for companies to organize lessons learned

A:Lessons learned databases are an essential element of the organizational process assets. B:Lessons learned should focus on identifying those accountable for errors and failures. C:Lessons learned sessions should bring about recommendations to improve future performance on projects. D:Phase-end lessons learned sessions provide a good team building exercise for project staff members.

When should lessons learned be organized ？（）

A:During the project life cycle and at the end B:At the end of the project during closing C:After the end of the project at a project post-mortem meeting D:Lessons learned can be organized when there is time available

What is not a reason for companies to organize lessons learned ？（）

A:Lessons learned databases are an essential element of the organizational process asset B:Lessons learned should focus on identifying those accountable for errors and failure C:Lessons learned sessions should bring about recommendations to improve future performance on project D:Phase-end lessons learned sessions provide a good team building exercise for project staff member

When should lessons learned be organized ？（）

A:During the project life cycle and at the en B:At the end of the project during closin C:After the end of the project at a project post-mortem meetin D:Lessons learned can be organized when there is time availabl

Cara Lang is 13. She lives in Boston, Massachusetts, in the US Last Thursday, she didn’t go to school. She went to work with her father instead. Every year, on the fourth Thursday in April, millions of young girls go to work. This is Take Our Daughters to Work Day. The girls are between the ages of 9 and 15. They spend the day at work with an adult, usually a mother, father, aunt, or uncle. They go to offices, police stations, laboratories, and other places where their parents or other family members work. Next year, the day will include sons, too.
The Ms. Foundation, an organization for women, started the program about ten years ago. In the US, many women work outside the home. The Ms. Foundation wanted girls to find out about many different kinds of jobs. Then, when the girls grow up, they can choose a job they like.
Cara’s father is a film director. Cara says," It was very exciting for me to go to the studio with my dad. I saw a lot of people doing different jobs. " Many businesses have special activities for girls on this day. Last year, Cara went to work with her aunt at the University of Massachusetts. In the engineering department, the girls learned to build a bridge with toothpicks and candy. In the chemistry department, they learned to use scales. They learned about many other kinds of jobs, too.
Right now, Cara does not know what job she will have when she grows up. But because of Take Our Daughters to Work Day, she knows she has many choices.
On this special day, Cara has done all the following EXCEPT that ______.

A:she learned to use scales B:she worked as an actress C:she went to work with her aunt D:she used toothpicks and candy to build a bridge

The period during (when) people (learned to) smelt iron is (called) (the) Iron Age.

A:when B:learned to C:called D:the

It was a case of emergency. The four-year-old girl awoke and smelled smoke. She couldn’t wake her mother, so she dialed "zero". An operator immediately called the fire department, Help was sent, and a tragedy avoided.
Days before this emergency, the. mother had taught her child how to telephone for help. Children as young as two and one-half years old can be taught to use the phone in emergency situations. Here are some points.
· Memorizing certain facts is important. Teach your children their names, and the section of town where yon live. Try. to keep what they learn within their abilities. Simple information, learned well, is better than difficult information only partly learned.
· Be sure your children know how to use the telephone. They should be taught to dial "zero" for the operator, at the very least. And they should be taught to dial "911" if it is used in your town.
· Practice over a period of several days. Over-learning is necessary so the child can act automatically in case of emergency.
· If you would like a booklet giving instructions on calling for help, write Telephone Fur Help, Box 99, Bowling Green Station, New York, NY 10004.
What is the main idea of the passage

A:Give instructions on calling for help. B:Partly-learned information is useless. C:Teach children how to deal with emergencies. D:Keep what children learn within their abilities.

　第二篇 　　DownloadKnowledge Directly to Your Brain 　　For the first time, researchers havebeen able to hack into the process of learning in the brain, using inducedbrain patterns to create a learned behavior. It’s not quite as advanced as aninstant kung-fu download, and it’s not as sleek as cognitive inception, butit’s still an important finding that could lead to new teaching andrehabilitation techniques. 　　Future therapies could decode the brainactivity patterns of an athlete or a musician, and use them as a benchmark forteaching another person a new activity, according to the researchers. 　　Scientists from BostonUniversity and ATR ComputationalNeuroscience Laboratories in Kyotoused functional magnetic resonance imaging, or fMRI, to study the learningprocess. They were examining the adult brain’s aptitude for visual perceptuallearning, or VPL, in which repetitive training improves a person’s performanceon a particular task. Whether adults can do this as well as young people hasbeen an ongoing debate in neuroscience. 　　Led by BU neuroscientist Takeo Watanabe,researchers used a method called decoded fMRI neurofeedback to stimulate thevisual cortex. First they showed participants circles at differentorientations. Then they used fMRI to watch the participants’ brain activity.The researchers were then able to train the participants to recreate thisvisual cortex activity. 　　The volunteers were again placed in MRImachines and asked to visualize shapes of certain colors. The participants wereasked to “somehow regulate activity in the posterior part of the brain” to makea solid green disc as large as they could. They were told they would get a paidbonus proportional to the size of this disc, but they weren’t told anythingabout what the disc meant. The researchers watched the participants’ brainactivity and monitored the activation patterns in their visual cortices. 　　“Participants can be trained to control theoverall mean activation of an entire brain region,” the study authors write,“or the activation in one region relative to that in another region.” 　　This worked even when test subjects werenot aware of what they were learning, the researchers said. 　　“The most surprising thing in this study isthat mere inductions of neural activation patterns corresponding to a specificvisual feature led to visual performance improvement on the visual feature,without presenting the feature or subjects’ awareness of what was to be learned,”Watanabe said in a statement. 　　Watanabe and colleagues said this methodcan be a powerful tool. 　　“It can ‘incept’ a person to acquire newlearning, skills, or memory, or possibly to restore skills or knowledge thathas been damaged through accident, disease, or aging, without a person’sawareness of what is learned or memorized,” they write. which of thefollowing statements is true of the experiment participants?

A:They learned how to control MRL machines in the experiment B:They werenot told what to be learned in the experiment C:They were paid to take part in the experiment D:They were not cooperative in the experiment