单选题(2004) Do you think he studies harder than____in his class?

单选题I am going to climb my soapbox and talk. I am going to put on my work gloves and work. I am going to put on my walking shoes and walk. I am going to put on my fighting gloves and fight. I am going to kill Charlie Brown. Wait a minute! Don't think I have flipped! I know that Charlie Brown is a comic strip character, but I am not talking about that Charlie Brown. I am talking the Charlie Brown that is in me and the Charlie Brown that is in you. Everyone has a Charlie Brown in him. That is the Charlie Brown that I am fighting to kill. All of you are familiar with the comic strip character, Charlie Brown. He presents a negative image. Things are always happening to Charlie Brown because of his negative image. The way to get rid of a negative image is to convert it to a positive image. That is how to kill Charlie Brown.

单选题The earth is witnessing an urban revolution, as people worldwide crowd into towns and cities. In 1800 only five percent of the world's population were urban dwellers; now the proportion has risen to more than forty-five percent, and by the year 2010 more people will live in towns and cities than in the countryside. Humanity will, for the first time, have become a predominantly urban species. Though the world is getting more crowded by the day, absolute numbers of population are less important than where people concentrate and whether these areas can cope with them. Even densities, however, tell us nothing about the quality of the infrastructure'-roads, housing and job creation, for example--or the availability of crucial services. The main question, then, is not how many people there are in a given area, but how well their needs can be met. Density figures have to be set beside measurements of wealth and employment, the quality of housing and the availability of education, medical care, clean water, sanitation and other vital services. The urban revolution is taking place mainly in the Third World, where it is hardest to accommodate. Between 1950 and 1985 the number of city dwellers grew more than twice as fast in the Third World as in industrialized countries. During this period, the urban population of the developed world increased from 477 million to 838 million, less than double; but it quadrupled in developing countries, from 286 million to 1.14 billion. Africa's urban population is racing along at five percent a year on average, doubling city numbers every fourteen years. By the turn of the century, three in every four Latin Americans will live in urban areas, as will two in every five Asians and one in every three Africans. Developing countries will have to increase their urban facilities by two thirds by then, if they are to maintain even their present inadequate levels of services and housing. In 1940 only one out of every hundred of the world's people lived in a really big city, one with a population of over a million. By 1980 this proportion had already risen to one in ten. Two of the world's biggest cities, Mexico and Sao Paulo, are already bursting at the seams-- and their populations are doubling in less than twenty years. About a third of the people of the Third World's cities now live in desperately overcrowded slums and squatter settlements. Many are unemployed, uneducated, undernourished and chronically sick. Tens of millions of new people arrive every year, flocking in from the countryside in what is the greatest mass migration in history. Pushed out of the countryside by rural poverty and drawn to the cities in the hope of a better life, they find no houses waiting for them, no water supplies, no sewerage, no schools. They throw up makeshift hovels, built of whatever they can find: sticks, fronds, cardboard, tar-paper, straw, petrol tins and, if they are lucky, corrugated iron. They have to take the land no one else wants; land that is too wet, too dry, too steep or too polluted for normal habitation. Yet all over the world the inhabitants of these apparently hopeless slums show extraordinary enterprise in improving their lives. While many settlements remain stuck in apathy, many others are gradually improved through the vigour and co-operation of their people, who turn flimsy shacks into solid buildings, build school, lay out streets and put in electricity and water supplies. Governments can help by giving the squatters the right to the land that they have usually occupied illegally, giving them the incentive to improve their homes and neighborhoods. The most important way to ameliorate the effects of the Third World's exploding cities, however, is to slow down migration. This involves correcting the bias most governments show towards cities and towns and against the countryside. With few sources of hard currency, though, many governments in developing countries continue to concentrate their limited development efforts in cities and towns, rather than rural areas, where many of the most destitute live. As a result, food production falls as the countryside tildes ever deeper into depression. Since the process of urbanization concentrates people, the demand for basic necessities, like food, energy, drinking water and shelter, is also increased, which can exact a heavy toll on the surrounding countryside. High-quality agricultural land is shrinking in many regions, taken out of production because of over-use and mismanagement. Creeping urbanization could aggravate this situation, further constricting economic development. The most effective way of tackling poverty, and of stemming urbanization, is to reverse national priorities in many countries, concentrating more resources in rural areas where most poor people still live. This would boost food production and help to build national economies more securely. Ultimately, though, the choice of priorities comes down to a question of power. The people of the countryside are powerless beside those of the towns; the destitute of the countryside many starve in their scattered millions, whereas the poor concentrated in urban slums pose a constant threat of disorder. In all but a few developing countries the bias towards the cities will therefore continue, as will the migrations that are swelling their numbers beyond control.

单选题He felt it strange ______ she would be late for class. A. that B. which C. when D. why

单选题The number of his ______ has increased three times these years.

单选题( 2002) If you encounter any difficulty during your stay in the hospital, you may inform the medical_____about your problems.

单选题Jane saved ______ to go abroad. A. a sum of money B. sums of money C. a sums of money D. a sum of moneys

单选题Most parents prize the diversity within their children's public schools. They know that learning to cooperate and excel in a diverse, real-world setting is a key to success in the 2lst-century workplace and marketplace. But how "diverse" and "real-world" is a school that does not have any minority teachers? The bad news today is that some 40 percent of America's public schools have no teachers of color. The good news is that we have an opportunity to recruit and encourage more Americans of color to enter the teaching profession. And our success in doing so can have a powerfully positive impact on student achievement. Obviously, a teacher's effectiveness depends, first and foremost, on his or her skills and high expectations, not on the teacher's color. Yet we also know that children of color--40 percent of the student population and rising- benefit in important ways by having some teachers who look like them, who share similar cultural experiences, and who serve as role models demonstrating that education and achievement are things to be respected. Bear in mind that teachers do not teach only facts and "content". They also model appropriate behaviors and teach by personal example. And for many children, the teachers and other adults in their school are the most important authority figures outside of their home. So it is important to expose children to a diverse teaching staff--and to diverse role models- within each of our schools. Where we have an urban school with an all-minority staff or a suburban school with an all-white staff, we are giving students a stunted educational experience. Issues of diversity are especially relevant today, as public schools are redoubling their commitment to raising standards and closing achievement gaps. We need to seize every opportunity to boost the achievement of poor and minority students. I believe- and an impressive body of research confirms--that recruiting and retaining more minority teachers can be crucial to our success. NEA has made it a core strategic priority to increase the recruitment and retention of teachers of diverse backgrounds. Beyond NEA's own programs, we are joining with other organizations to create the National Collaborative on Diversity in the Teacher Workforce. But we can't do it alone. States and school districts need to develop programs to assist teacher's aides--large numbers of whom are minorities--to advance their education and become fully licensed teachers. Other programs can reach out to minorities still in school, offering encouragement and incentives to enter the teaching profession. At the same time, states must ensure that relevant tests do not bar promising minority candidates from entering the profession.

单选题How do you address people in English when you want to talk to them? The following may be some simple rules the beginners should follow. 1. When talking to strangers there is often no special form of address in English. Usually, if you want to catch the attention of a stranger, it is necessary to use such phrases as "Excuse me". 2. In British English "Sir" and "Madam" are considered to be too formal for most situations. They are used mostly to customers in shops or restaurants. While in American English "Sir" and "Madam" are not so formal and are commonly used between strangers, especially with older people whose names you don' t know. 3. When you talk to some people you know, you can use their names. If you are friends, use their first names; if your relationship is more formal, use "Mr. " "Mrs. " "Ms. " etc. before their family names. 4. There are many other forms of address which can be used between friends and strangers. However, many of these are limited in use. For example , " pal "and mate" can be used between strangers, but are usually only used by men talking to other men.

单选题Like most foreigners, I ask a lot of questions, some of which are insultingly silly. But everyone I______has answered those questions with patience and honesty.(浙江大学2010年试题)

单选题First, the spotted owl was threatened by logging in the Pacific Northwest. Now it’s in danger from a new enemy, the barred owl. Barred owls have been moving to the Northwest from the eastern part of the United States. Stan Sovem has studied spotted owls. Now when he calls for spotted owls, barred owls are starting to appear. Sovem threw a mouse on the ground, and a barred owl grabbed it. Scientists have learned that spotted owls start to vanish when barred owls come. Some barred and spotted owls have mated and produced hybrid babies. One spotted owl was killed by a barred owl. Professor Ned K. Brown of the University of California-Berkeley says, "In some areas of Washington, the barred owls moved into very dense, deep woods. The same kind of woods that are opened up, or destroyed by logging, that adversely influences the spotted owls." Ten years have passed since the federal government began protecting the spotted owl. Loggers were forced to limit logging on seven million acres of government land. No one is sure how the arrival of the barred owls will impact laws that protect spotted laws. The barred owls like to live in the deep forests where loggers like to cut down trees. The barred owls will likely keep migrating to the Northwest.

单选题 As people continue to grow and age, our body systems continue to change. At a certain point in your life your body systems will begin to weaken. Your joints may become stiff. It may become more difficult for you to see and hear. The slow change of aging causes our bodies to lose some of their ability to bounce back from disease and injury. In order to live longer, we have always tried to slow or stop this process that leads us toward the end of our lives. Many factors contribute to your health. A well-balanced diet plays an important role. The amount and type of exercise you get is another factor. Your living environment and the amount of stress you are under is yet another. But scientists studying senescence (衰老) want to know: Why do people grow old? They hope that by examining the aging process on a cellular level medical science may be able to extend the length of life.

单选题—We took a taxi and arrived at the station an hour earlier. —You ______ a taxi. Time was enough for you to go there by bus. A．neednt take B．neednt to take C．neednt have taken D．dont need take

单选题{{B}}Text 2{{/B}} In 1879, Richard Henry Pratt founded the Carlisle Indian School, a remarkable 40-year chapter in this country's failed social policy regarding Native Americans. Pratt's faith could be simply described as: "Kill the Indian, Save the Man!" to eradicate any manifestations of their native culture. When four decades of forcible education ended in 1918, it wasn't clear what Pratt's experiment had killed and what it had saved. But there was one indisputably notable legacy-- the Carlisle football team. In the early 20th century, the Carlisle Indians ascended to the pinnacle(顶点) of the collegiate game. In those years, it began to engage all the Ivy football powers on the gridiron(运动场). And from 1911 to 1913, including the season in which the legendary Jim Thorpe returned from the Olympics to score 25 touchdowns, Carlisle had a 38-3 record, including a 27-6 rout of West Point. Washington Post sportswriter Sally Jenkins has produced a fascinating new book, "The Real All Americans": The Team That Changed a Game, a People, a Nation (Doubleday. $24.95), that examines the Carlisle legend in wonderful detail. At the turn of the century, football was exploding on the college scene, particularly at the Ivy elites, where the sons of the gentry could prepare for the rigors of leadership on the gridiron. They preferred their football brutal. Conversely, the Carlisle team was undermanned and seriously undersized. But Carlisle was blessed with gifted athletes and a wizard of a coach, Pop Warner. Because Carlisle couldn't match the brute force of its rivals, Warner created an entirely new brand of football, relying on speed, deception and guile. In that 1903 Harvard game, Carlisle used the hidden ball trick to score on the second-half kickoff. While the return man pretended to cradle the ball, another player had it tucked into a pocket sewn inside the back of his jersey and ran unmolested 103 yards for a touchdown. Carlisle developed new blocking techniques that compensated for its size disadvantage: the spiral throw that put the long pass, with its premium(优势) on speed, into the offense and a repertoire of fakes; reverses and misdirection that remain a central part of the game. It took brains to concoct the schemes and intelligence to execute them. These innovations did not go unrecognized. After Carlisle trounced Army in 1912, The New York Times hailed the conquerors from Carlisle for playing "the most perfect brand of football ever seen in America." Still, today this country celebrates football like no other sport. Jenkins does a marvelous job of making an intimate connection between our beloved, modern game and the unlikely team that, a century ago, helped make it what it is today.

单选题What happened after the man asked if he could smoke?

单选题Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of Course, any sensible student with my aims would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that's not what I did. I chose to study engineering at a small liberal-arts university that doesn't even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren't studying science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them. I headed off to college, feeling sure I was going to have an advantage over those students who went to big engineering "factories" where they didn't care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist all in one. Now I'm not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try to reconcile engineering with liberal-arts courses in college. The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don't mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.