贮量生态系统与自然生态系统的区别？

[单选题]Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which is meant by the author about the emotional promise of assessment for students？

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[单选题]在自然界中，构成生态系统的各个要素都不可缺少，而且要保持一定的数量，这与各要素之间优化协调的关系构成了生态系统的平衡和稳定，这种平衡和稳定是生态生产的必要形式，...

[单选题]在自然界中，构成生态系统的各个要素都不可缺少，而且要保持一定的数量，这与各要素之间优化协调的关系构成了生态系统的平衡和稳定，这种平衡和稳定是生态生产的必要形式，...

[问答题]贮量生态系统与自然生态系统的区别。

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[问答题]贮量生态系统与自然生态系统的区别？

[单选题]20世纪中期以前的生态学认为，自然界中存在某种“顶级生态系统”。由于进化和生物适应性等原因，在特定环境中，某些物种总能取得优势地位，进而建立起由其主导的生态体系...

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