单选题Speaker A: I think I'm coming down with something. Speaker B:______

单选题Speaker A: Sorry for being late. You see, I was held up by the traffic. Speaker B: ______ A. Oh, it's quite all right. Forget it! B. I also find the traffic very heavy during the rush hours. C. Yes, the traffic jam is more serious than before. D. Not at all. You can come anytime.

单选题There is no denying that students should learn something about how computers work, just as we expect them at least to understand that the internal combustion engine (内燃机) has something to do with burning fuel, expanding gases and pistons (活塞) being driven. For people should have some basic idea of how the things that they use do what they do. Further, students might be helped by a course that considers the computer's impact on society. But that is not what is meant by computer literacy. For computer literacy is not a form of literacy (读写能力) ; it is a trade skill that should not be taught as a liberal art. Learning how to use a computer and learning how to program one are two distinct activities, A case might be made that the competent citizens of tomorrow should free themselves from their fear of computers. But this is quite different from saying that all ought to know how to program one. Leave that to people who have chosen programming as a career. While programming can be lots of fun, and while our society needs some people who are experts at it, the same is true of auto repair and violin-making. Learning how to use a computer is not that difficult, and it gets easier all the time as programs become more "user-friendly" . Let us assume that in the future everyone is going to have to know how to use a computer to be a competent citizen. What does the phrase "learning to use a computer" mean? It sounds like "learning to drive a car", that is, it sounds as if there is some set of definite skills that, once acquired, enable one to use a computer. In fact, "learning to use a computer" is much more like "learning to play a game", but learning the rules of one game may not help you play a second game, whose rules may not be the same. There is no such a thing as teaching someone how to use a computer. One can only teach people to use this or that program and generally that is easily accomplished.

单选题Everyone has heard of the San Andreas fault, which constantly threatens California and the West Coast with earth- quakes. But how many people know about the equally serious New Madrid fault in Missouri.'? Between December of 1811 and February of 1812, three major earthquakes occurred, all centered around the town of New Madrid, Missouri, on the Mississippi River. Property damage was severe. Buildings in the area were almost dest oyed. Whole forests fell at once, and huge cracks opened in the ground, allowing smell of sulfur to filter upward. The Mississippi River itself completely changed character, developing sudden rapids and whirlpools. Several times it changed its course, and once, according to some observers, it actually appeared to run backwards. Few people were killed in the New Madrid earthquakes, probably simply because few people lived in the area in 1811; but the severity of the earth- quakes are shown by the fact that the shock waves rang bells in church towers in Charleston, South Carolina, on the coast. Buildings shook in New York City, and clocks were stopped in Washington D.C. Scientists now know that America's two major faults are essentially different. The San Andreas is a horizontal boundary between two major land masses that are slowly moving in opposite directions. California earthquakes result when the movement of these two masses suddenly lurches forward. The New Madrid fault, on the other hand, is a vertical fault; at some point, possibly hundreds of millions of years ago, rock was pushed up toward the surface, probably by volcanoes under the surface. Suddenly, the volcanoes cooled and the rock collapsed, leaving huge cracks. Even now', the rock continues to settle downwards, and sudden sinking motions trigger earthquakes in the region. The fault itself, a large crack in this layer of rock, with dozens of other cracks that split off from it, extends from northeast Arkansas through Missouri and into southern Illinois. Scientists who have studied the New Madrid fault say there have been numerous smaller quakes in the area since 1811; these smaller quakes indicate that larger ones are probably coming, but rite scientists say they have no method of predicting when a large earthquake will occur.

单选题The award ceremony will be the ______ of the inaugural Singapore International Water Week that is held from 23 to 27 June 2008. (2008年北京大学考博试题)

单选题The success of Augustus owed much to the character of Roman theorizing about the state. The Romans did not produce ambitious blueprints (1) the construction of ideal states, such as (2) to the Greeks. With very few exceptions, Roman theorists ignored, or rejected (3) valueless, intellectual exercises like Plato's Republic, in (4) the relationship of the individual to the state was (5) out painstakingly without reference to (6) states or individuals. The closest the Roman came to the Greek model was Cicero’s De Re Publiea, and even here Cicero had Rome clearly in (7) . Roman thought about the state was concrete, even when it (8) religious and moral concepts. The first ruler of Rome, Romulus, was (9) to have received authority from the gods, specifically from Jupiter, the "guarantor" of Rome. All constitutional (10) was a method of conferring and administering the (11) . Very clearly it was believed that only the assembly of the (12) , the family heads who formed the original senate, (13) the religious character necessary to exercise authority, because its original function was to (14) the gods. Being practical as well as exclusive, the senators moved (15) to divide the authority, holding that their consuls, or chief officials, would possess it on (16) months, and later extending its possession to lower officials. (17) the important achievement was to create the idea of continuing (18) authority embodied only temporarily in certain upper-class individuals and conferred only (19) the mass of the people concurred. The system grew with enormous (20) , as new offices and assemblies were created and almost none discarded.

单选题Many Europeans ______ the continent of Africa in the nineteenth century.

单选题You (will not able) to pass the examination (unless) you work (harder) than you (do) now. A. will not able B. unless C. harder D. do

单选题War has escaped the battlefield and now can, with modern guidance systems on missiles, touch virtually every square yard of the earth"s surface. It no longer involves only the military profession, but also entire civilian populations. Nuclear weapons have made major war unthinkable. We are forced, however, to think about the unthinkable because a nuclear war could come by accident or miscalculation. We must accept the paradox of maintaining a capacity to fight such a war so that we will never have to do so. War has also lost most of its utility in achieving the traditional goals of conflict. Control of territory carries with it the obligation to provide subject peoples certain administrative, health, education, and other social services; such obligations far outweigh the benefits of control. If the ruled population is ethnically or racially different from the rulers, tensions and chronic unrest often exist which further reduce the benefits and increase the costs of domination. Large populations no longer necessarily enhance state power and, in the absence of high levels of economic development, can impose severe burdens on food supply, jobs, and the broad range of services expected of modern governments. The benefits of forcing another nation to surrender its wealth are vastly outweighed by the benefits of persuading that nation to produce and exchange goods and services. Making war has been one of the most persistent of human activities in the 8 centuries since men and women settled in cities and became thereby "civilized", but the modernization of the past 80 years has fundamentally changed the role and function of war. In pre-modernized societies, successful warfare brought significant material rewards, the most obvious of which were the stored wealth of the defeated. Equally important was human labor—control over people as slaves—and the productive capacity of agricultural lands and mines. Warfare was also the most complex, broad-scale and demanding activity of premodernized people. The challenges of leading men into battle, organizing, moving and supporting armies, attracted the talents of the most vigorous, enterprising, intelligent and imaginative men in the society. "Warrior" and "statesman" were usually synonymous, and the military was one of the few professions in which an able, ambitious boy of humble origin could rise to the top. In the broader cultural context, war was accepted in the premodernized society as a part of the human condition, a mechanism of change, and an unavoidable, even noble, aspect of life. The excitement and drama of war made it a vital part of literature and legends.

单选题The phrase "susceptible to" in Par

单选题The newly employed waitress, a pretty young woman, slapped the manager on the cheek when he tried to kiss her.

单选题The ______ sections need retelling． A．one third B．first three C．first one D．one three

单选题Anyone who doubts that global financial markets control national economies need only look at the crisis facing the "tigers" of the Far East.

单选题When I returned home, I found the window open and a number of things ______. A. to steal B. stealing C. stolen D. missed

单选题A century ago, the immigrants from across the Atlantic included settlers and sojourners. Along with the many folks looking to make a permanent home in the United States came those who had no intention to stay, and who would make some money and then go home. Between 1908 and 1915, about 7 million people arrived while about 2 million departed. About a quarter of all Italian immigrants, for example, eventually returned to Italy for good. They even had an affectionate nickname, "uccelli di passaggio", birds of passage. Today, we are much more rigid about immigrants. We divide newcomers into two categories: legal or illegal, good or bad. We hail them as Americans in the making, or brand them as aliens to be kicked out. That framework has contributed mightily to our broken immigration system and the long political paralysis over how to fix it. We don"t need more categories, but we need to change the way we think about categories. We need to look beyond strict definitions of legal and illegal. To start, we can recognize the new birds of passage, those living and thriving in the gray areas. We might then begin to solve our immigration challenges. Crop pickers, violinists, construction workers, entrepreneurs, engineers, home health-care aides and physicists are among today"s birds of passage. They are energetic participants in a global economy driven by the flow of work, money and ideas. They prefer to come and go as opportunity calls them. They can manage to have a job in one place and a family in another. With or without permission, they straddle laws, jurisdictions and identities with ease. We need them to imagine the United States as a place where they can be productive for a while without committing themselves to staying forever. We need them to feel that home can be both here and there and that they can belong to two nations honorably. Accommodating this new world of people in motion will require new attitudes on both sides of the immigration battle. Looking beyond the culture war logic of right or wrong means opening up the middle ground and understanding that managing immigration today requires multiple paths and multiple outcomes, including some that are not easy to accomplish legally in the existing system.

单选题{{B}}Text 2{{/B}} Most human beings actually decide before they think. When any human being executive, specialized expert, or person in the street—encounters a complex issue and forms an opinion, often within a matter of seconds, how thoroughly has he or she explored the implications of the various courses of action? Answer: not very thoroughly. Very few people, no matter how intelligent or experienced, can take inventory of the many branching possibilities, possible outcomes, side effects, and undesired consequences of a policy or a course of action in a matter of seconds. Yet, those who pride themselves on being decisive often try to do just that. And once their brains lock onto an opinion, most of their thinking thereafter consists of finding support for it. A very serious side effect of argumentative decision making can be a lack of support for the chosen course of action on the part of the "losing" faction. When one faction wins the meeting and the others see themselves as losing, the battle often doesn't end when the meeting ends. Anger, resentment, and jealousy may lead them to sabotage the decision later, or to reopen the debate at later meetings. There is a better way. As philosopher Aldous Huxley said, "It isn't who is right, but what is right, that counts. " The structured-inquiry method offers a better alternative to argumentative decision making by debate. With the help of the Internet and wireless computer technology, the gap between experts and executives is now being dramatically closed. By actually putting the brakes on the thinking process, slowing it down, and organizing the flow of logic, it's possible to create a level of clarity that sheer argumentation can never match. The structured-inquiry process introduces a level of conceptual clarity by organizing the contributions of the experts, then brings the experts and the decision makers closer together. Although it isn't possible or necessary for a president or prime minister to listen in on every intelligence analysis meeting, it's possible to organize the experts' information to give the decision maker much greater insight as to its meaning. This process may somewhat resemble a marketing focus group ; it's a simple, remarkably clever way to bring decision makers closer to the source of the expert information and opinions on which they must base their decisions.