题目内容

在考生文件夹中，存有文档WT6.DOC，其内容如下：
[文档开始]
微机家庭普及化的日子已到来!
微机在发达国家中已大量进入家庭。如美国100户家庭中已有微机30-40台，但离完全普及还有距离。其他国家，特别是发展中国家当然还会有相当时日。
微机的发展也有两种趋向，一种意见认为微机应充分发挥技术优势增强其功能使其用途更为广泛。另一种意见认为为家庭中使用的微机不能太复杂，应简化其功能，降低价格，使其以较快的速度广泛进入家庭。看来两种意见各有道理，可能会同时发展。
近年有些公司提出网络计算机的设想，即把微机本身大大简化，大量的功能通过网络来提供，这样可降低本身造价，这与前述趋向有所不同，至今也还有争议。
[文档结束]
按要求完成下列操作：新建文档WD6.DOC，插入文档WT6.DOC，将文中所有“微机”替换为“微型计算机”，存储为文档WD6.DOC。
2．新建文档WD6A.DOC，复制文档WD6.DOC，将标题段文字(“微机家庭普及化的日子已到来!”)设置为宋体、小三号、居中，添加蓝色阴影边框(边框的线型和线宽使用缺省设置)，正文文字(“微机在发达国家，……至今也还有争议”)设置为四号、楷体_GB2312，存储为文档 WD6A.DOC。
3．新建文档WD6B.DOC，复制文档WD6A.DOC，正文各段落左右各缩进1.8厘米，首行缩进0.8厘米，段后间距12磅。存储为文档WD6B.DOC。
4．新建文档WD6C.DOC，插入文档WT6.DOC，将标题段和正文各段连接成一段，将此新的一段分等宽两栏排版，要求栏宽为7厘米，存储为文档WD6C.DOC。
5．在考生文件夹中，存有文档WT6A.DOC，其内容如下：
[文档开始]
[文档结束]
按要求完成下列操作：新建文档WD6D.DOC，插入文档WT6A.DOC，在表格最后一列之后插入一列，输入列标题“总分”，计算出各位同学的总分。将表格设置为列宽2厘米，行高20磅，表格内的文字和数据均水平居中和垂直居中。存储为文档WD6D.DOC。

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听力原文： I am honored to be here today, representing Harvard at this celebration of the College Board's half century of working to promote high standards and equal opportunity in higher education.
Before I say anything else, I want to thank everyone in the room for the work you do every day to make college affordable, available and successful for millions of young people across the country.
I want to focus my remarks on a matter of central concern to American families and to the future of the nation -- restoring education to its proper role as a pathway to equal opportunity and excellence in our society.
This has been an enduring theme in higher education, with great and creative efforts made by many institutions. Earlier this year, we announced a new initiative at Harvard aimed at the students from families of low and moderate income. Under our new program, families with incomes of less than $ 40,000 will no longer be expected to contribute to the cost of attending Harvard for their children. Families with incomes of less than $ 60,000 will also see their contributions reduced.
We are proud of this effort at Harvard, but we are aware that the programs of individual institutions with means can never be a substitute for our shared public responsibility to provide adequate funding for Pell grants and other financial aid, and for the state and community college systems that make higher education accessible and affordable for the broad public.
There is something empty about undertaking initiatives that may be right for one institution without attention to their broader impact. Likewise, we fall short if we urge changes in national policy without doing what we can on our own campuses.
In this spirit, I want to address today a problem that is emerging with increasing urgency in this nation.
I am honored to be here today, (1) Harvard at this celebration of the College Board's half century of working to promote (2) and equal opportunity in higher education.
Before I say anything else, I want to thank everyone in the room for the work you do every day to make college (3) , available, and (4) for millions of young people across the country.
I want to focus my remarks on a matter of (5) to American familiesand to the future of the nation -- restoring education to its proper role as a (6) to equal opportunity and (7) in our society.
This has been an (8) in higher education, with great and creative efforts made by many institutions. Earlier this year, we announced a new (9) at Harvard aimed at the students from families of low and (10) income. Under our new program, families with incomes of (11) will no longer be expected to contribute to the cost of attending Harvard for their children. Families with incomes of less than $ 60,000 will also see their (12) reduced.
We are proud of this effort at Harvard, but we are aware that the programs of individual institutions with means can never be a substitute for our shared (13) to provide adequate funding for Pell grants and other financial aid, and for the state and community college systems that make higher education (14) and affordable for the (15) .
There is something empty about (16) initiatives that may be right for one institution without attention to their broader impact. (17) , we (18) if we urge changes in national policy without doing what we can on our own campuses.
In this spirit, I want to (19) today a problem that is emerging with (20) in this nation.
(36)

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