单选题Some discussion has ______ about who should be put in charge of this project.

单选题 McDonald's is having a bit of an identity crisis. Recently, the burger giant announced a 5.2% drop in profits for the first three months of this year and a l.7% decrease in same store sales in the US. President and CEO Don Thompson emphasized that McDonald's would be focusing on its core products, like its Big Mac, Egg McMuffin, and its famous French fries. Thompson's back-to-basics vow comes in response to the sort of menu creep the chain experienced last year, when it rolled out a seemingly endless stream of limited time offers, like its Mighty Wings, a steak and egg burrito (蛋卷饼), a steak breakfast sandwich and so on. It's vital that McDonald's craft a consistent message, so customers' expectations are met when they choose to eat there. When McDonald's first got off the ground in the 1940s, it had a nine-item menu made up of hamburger, cheeseburger, soft drinks, milk, coffee, potato chips, and a slice of pie. It built its iconic(标志性的) reputation on guaranteeing that these food and beverage items would have the same great taste no matter the McDonald's location at which they were served. Just as crucial, too much menu diversification, which McDonald's has suffered from lately, leads to longer customer wait times in an industry built on speed. 'What McDonald's workers do inside those four walls is really impressive. Everyone has their time and place, and their entire job is done in two or three steps,' says Howard Penney, managing director at Hedgeye Risk Management. Adding more processes that come with a bigger menu, specifically the smoothie(奶昔) and espresso machines, has disrupted McDonald's restaurants' time and motion, he says. It takes a lot longer to make a smoothie than it does to pour a fountain Coke. 'Everything they've done to become all things to all people has slowed service,' Penney says. Going back to its roots could be just what McDonald's needs. After all, it seems like a long shot for the fast food giant to become the next Chipotle or Panera since, as Penney puts lt, 'the core McDonald's customer is not looking for a wrap with a cucumber in it'.

单选题We had not______to meet with such a warm welcome from the villagers, for it was raining heavily.

单选题 广告的基本功能即传达信息。如果想告诉某人某件事，你必须引起他的兴趣和注意，这是人际交往、大众传播(mass-communication)中的一个真理。将观众的注意力吸引过来，广告才能实现说服他们相信某个观点的功能。因为名人的知名度，名人广告能轻松地把观众的注意力杂乱的环境中吸引过来，让产品和广告成为大众关注的中心。本来大家并不了解的一个品牌，因为名人的关系随即受到重视，在繁杂的信息中脱颖而出，快速提升产品的知名度。

单选题Kids are very curious_________.

单选题Being out of work, Jane can no longer __________ her friends to dinners as she used to.

单选题When Franklin D. Roosevelt was elected President of the United States in 1932, not only the United States but also the rest of the world was in the throes of an economic depression. Following the termination of World War I, Britain and the United States at first experienced a boom in industry. Called the Roaring Twenties, the 1920s ushered in a number of things - prosperity, greater equality for women in the work world, rising consumption, and easy credit. The outlook for American business was rosy. October 1929 was a month that had catastrophic economic reverberations worldwide. The American stock market witnessed the Great Crash, as it is called, and the temporary boom in the American economy came to a standstill. Stock prices sank, and panic spread. The ensuing unemployment figure soared to 12 million by 1932. Germany in the postwar years suffered from burdensome compensation it was obliged to pay to the Allies. The countrys industrial capacity had been greatly diminished by the war. Inflation, political instability, and high unemployment were factors helpful to the growth of the initial Nazi party. Germans had lost confidence in their old leaders and heralded the arrival of a messiah-like figure who would lead them out of their economic wilderness. Hitler promised jobs and, once elected, kept his promise by providing employment in the party, in the newly expanded army, and in munitions factories. Roosevelt was elected because he promised a New Deal to lift the United States out of the doldrums of the depression. Following the principles advocated by Keynes, a British economist, Roosevelt collected the spending capacities of the federal government to provide welfare, work, and agricultural aid to the millions of down-and-out Americans. Elected President for four terms because of his innovative policies, Roosevelt succeeded in dragging the nation out of the depression before the outbreak of World War II.

单选题Even if kids have temporary hearing loss from an ear infection, and even if it's ______, it presents a big problem for understanding speech in a noisy environment.

单选题No matter how hard he worked, ______. ( )

单选题The children looked up as the planes passed______.

单选题There is a direct flight at 3:00 or a flight at 7:30 in the morning that ______ in Los Angeles.

单选题Symptoms of influenza are fever, sore throat, and headache.

单选题The passage indicates that, for Mason, political activities were ______. ( )

单选题Nowadays, our government advocates credit to whatever we do or whoever we contact with. Once you ______ your words, you will lose your social status and personal reputation.

单选题With an eighty-hour week and little enjoyment, life must have been very ______ for the nineteenth-century factory workers.

单选题All of the plants now raised on farms, have been developed from plants ______ wild. ( )

单选题They made detailed investigations to ______ themselves with the needs of the rural market. A. adhere B. acknowledge C. acquaint D. activate

单选题The author' s attitude toward the issue of "science vs. antiscience" is ______.

单选题— Shall I get a birthday cake for Mary on my way back? —Yes, it'll be nice if you ______.

单选题 Why Are Asian Americans Missing from Our Textbooks? A. I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that 'San Francisco' translated to 'Gold Mountain' in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I'd have the chance to learn about them. B. My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian's hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation's first Chinatown. That was it. C. I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren't the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught? D. Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives. E. For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they're quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don't, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don't hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here. F. Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California's history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American. G. Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. 'There hasn't been much progress,' says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers. H. Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they're few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn't a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture. I. How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it's not so much about the teacher's background, but about training. 'You can have a great curriculum but if you don't have teachers dedicated (专注于) to teaching it well,' she says, 'it won't work as well as you want it to.' J. Some teachers are finding ways to expose students to Asian-American issues—if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to 'experience' it themselves: They will race each other to build a railroad model on the playground, with some students being forced to 'work' longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he's exposing the students to how Chinese Americans contributed to the U.S., something that he didn't get as a student growing up in the San Francisco Bay Area. 'I planted the seeds early,' he says. 'That's what I'm hoping for.' K. And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation's youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.