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NEW QUESTION: 1

A. Option C
B. Option D
C. Option B
D. Option A
Answer: D

NEW QUESTION: 2
ユーザーが自分のウェブアプリケーションにAWSサービスを使用することを計画しています。ユーザーがAWS用に独自の課金管理システムを設定しようとしている場合、どのように設定できますか？
A. プログラムによる請求アクセスを設定します。要件に従って請求書をダウンロードして解析する
B. アラームデータをダウンロードするAPIを提供するAWS CloudWatchアラームを有効にします
C. ユーザーがAWSで独自の請求管理サービスを作成することはできません
D. AWS請求APIを使用して、AWS請求コンソールから各サービスの使用状況レポートをダウンロードします
Answer: A
Explanation:
説明
AWSには、請求にプログラムでアクセスするオプションがあります。 Programmatic Billing Accessは既存のAmazon Simple Storage Service（Amazon S3。APIを活用します。したがって、ユーザーはCSV（コンマ区切り値。AmazonS3バケットに保存されたファイル。AWSは請求書をアップロードします）数時間ごとにバケットに追加され、ユーザーはバケットから請求CSVをダウンロードして解析し、要件に従って請求システムを作成できます。

NEW QUESTION: 3
Intuitively, intellectual skills and perceptual-motor skills seem very different because perceptual-motor skills appear more primitive. Ontogenetically, perceptual-motor skills develop before intellectual skills, or at least before most intellectual skills are manifested. Phylogenetically, creatures "high on the evolutionary ladder" are more obviously capable of intellectual skills than are creatures "lower down ".
Perceptual-motor skills also seem more closely tied to specific forms of expression. Being a chess player does not mean one can only play with pieces of a certain size, that one can only move pieces with one's right hand, and so on. By contrast, being a violinist means one can play an instrument whose size occupies a fairly narrow range and that one must play with a rather rigid assignment of functions to effectors (bowing with the right hand, and fingering with the left). The seeming narrowness of this perceptual-motor skill expression, contrasted with the seeming openness of intellectual skill expression, seems to follow from intellectual skills having symbolic outcomes and perceptual-motor skills having non- symbolic outcomes. Symbolic outcomes need not be realized in specific ways and can rely on abstract rules. Non-symbolic outcomes, by contrast, need more specific forms of realization and seem to depend on restricted associations between stimuli and response.
Another difference between intellectual and perceptual-motor skills is that the two kinds of skill seem to be represented in different parts of the brain. For example, structures homologous to the optic tectum, a nucleus located on the dorsal surface of the midbrain, have a common function in all vertebrates- coordinating visual, auditory, and somatosensory information relevant to the control of orienting movements of the eyes, ears, and head. Similarities in structure and function between these and other brain areas associated with perceptual-motor behavior suggest that mechanisms for control of perceptual- motor skills are both highly specialized and conserved across species. In contrast, what distinguishes the human brain from the brains of other species - even closely related ones - is the differential growth of brain regions most strongly associated with intellectual skills, such as the association areas of the cerebral cortex.
The contention that these areas serve intellectual functions is supported by a large body of clinical and experimental literature. Together, these diverse sources of information suggest that perceptual-motor and intellectual skills depend on distinct brain circuits.
The author mentions the game of chess in paragraph two primarily in order to
A. Present an example of an intellectual skill the mastery of which is closely tied to specific forms of expression.
B. Present an example of a perceptual-motor skill the mastery of which is closely tied to specific forms of expression.
C. Present an example of an intellectual skill the mastery of which is not closely tied to specific forms of expression.
D. Present an example of a skill that is both an intellectual skill and a perceptual-motor skill, the mastery of which is closely tied to specific forms of expression.
E. Present an example of a perceptual-motor skill the mastery of which is not closely tied to specific forms of expression.
Answer: C
Explanation:
Explanation/Reference:
Explanation:
The best answer is A.
Chess is an intellectual skill the mastery of which is not closely tied to specific forms of expression. In other words, once one has learned to play the game, one can vary the way one plays, by using one's left hand instead of one's right, for instance.

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