下面关于串行通信的叙述中，正确的是( )。
A．异步通信时，一帧信息以起始位开始，以停止位结束。在起始位和停止位之间，是数据位和奇偶校验位(可选)，起始位之后是数据的最高位
B．系统A和系统B以半双工方式进行串行通信时，数据能从A端传送到B端，也能从B瑞传送到A端，并且两端能够同时发送和接收
C．PC机的串行通信接口采用同步通信方式
D．二进制数据序列串行传送的速度常称为波特率，当每秒串行传送9600位时，波特率为9600波特
参考答案：D
| Questions 65-71 are based on the following passage. Questions of education are frequently discussed as if they bore no relation to the social system in which and for which the education is carried on. This is one of the commonest reasons for the unsatisfactoriness of the answers. It is only within a particular social system that a system of education has any meaning. If education today seems to deteriorate, if it seems to become more and more chaotic and meaningless, it is primarily because we have no settled and satisfactory arrangement of society, and because we have both vague and diverse opinions about the kind of society we want. Education is a subject which cannot be discussed in a void: our questions raise other questions, social, economic, financial, political. And the bearings are on more ultimate problems even than these: to know what we want in education we must know what we want in general, we must derive our theory of education from our philosophy of life. The problem turns out to be a religious problem. One might almost speak of a "crisis" of education. There are particular problems for each country, for each civilization, just as there are particular problems for each parent; but there is also a general problem for the whole of the civilized world, and for the uncivilized so far as it is being taught by its civilized superiors; a problem which may be as acute in Japan, in China or in India as in Britain or Europe or America. The progress (I do not mean extension) of education for several centuries has been from one aspect a drift, from another aspect a push; for it has tended to be dominated by the idea of "getting on". The individual wants more education, not as an aid to acquisition of wisdom but in order to get on; the nation wants more in order to get the better of other nations, the class wants to get the better of other classes, or at least to hold its own against them. Education is associated therefore with technical efficiency on the one hand, and with rising in society on the other. Education becomes something to which everybody has a "right", even irrespective of his capacity; and when everyone gets it—by that time, of course, in a diluted and adulterated form—then we naturally discover that education is no longer an infallible means of getting on, and people turn to another fallacy: that of "education for leisure" —without having revised their notions of "leisure". As soon as this precious motive of snobbery evaporates, the zest has gone out of education; for it is not going to mean more money, or more power over others, or a better social position, or at least a steady and respectable job, few people are going to take the trouble to acquire education. For deteriorate it as you may, education is still going to demand a good deal of drudgery. And the majority of people are incapable of enjoying leisure—that is, unemployment plus an income and a status responsibility—in any but pretty simple form—such as balls propelled by hand, by foot, and by engines or tools of various types; in playing cards; or in watching dogs, horses or other men engage in feats of speed and skill. |
According to the passage, our education is seemingly going down hill and becoming a messy business because ______.
A．our society is not properly governed
B．we can’t perfect our society in terms of its organization
C．our society lacks a common goal and a well-knitted system
D．the arrangement of our society is not education-oriented