单选题This computer is up-to-date ______ a few shortcomings here and there.

单选题It was impossible to avoid ______ by the stormy weather.

单选题John was surprised to ______ Matthew at the football game.

单选题The brave firemen had fought for days before they managed to ______ the forest fire. A. put on B. put up C. put off D. put out

单选题The position of Burleigh School in the English educational system would be very difficult to explain to a foreigner (who has, God knows, enough to contend with in comprehending the other parts of the system). Nor would it be possible to refer him to any works of literature (before the present one) from which he could gain enlightenment. The prep schools have had their Orwell, the public schools their Connolly and Benedictus, the convent schools their Antonia White, the private boarding schools their Waugh and Nicolas Blake. No one has thought it worth their while to eulogize or anathematize schools like Burleigh. Indeed, schools like Burleigh do not seem the sort of places from which writers emerge. And yet, any medium-sized town in the southern half of England has its Burleigh School: a private day school to which, for a not too exorbitant fee, parents can send their children and boast that they are privately educated. Not well educated, but privately. Burleigh itself had been founded--no, started--between the wars, had survived the Depression (as the South of England middle classes in general had so signally managed to coast blithely through the Depression) and had offered over the years an alternative to the Grammar, Secondary Modern and Technical Schools of the town of Cullbridge. Which meant, in effect, that though some parents chose to send their children there rather than to the Grammar School, many more sent them there because they failed their eleven-plus, that Beecher's Brook of English childhood. With the coming of comprehensive education three years before, even the faint whiff of privilege attached to the Grammar School had evaporated, a fact on which Burleigh had been able to capitalize, in a mild way. Foreigners are always apt to find charming the examples they come across of quaint anachronisms, of dated anomalies, in English life. One such charming and dated anomaly is that a school like Burleigh can be bought. A man--any man--can buy such a place, set himself up as headmaster, and run it as he likes. Indeed, that is precisely what Edward Crumwallis had done. He had bought it from its previous aging owner/headmaster in 1969, and had been there ever since. This must not be taken to imply that Edward Crumwallis was unfit for his position. He was in fact a BA (3rd class, Geography), from the University of Hull (graduated 1948). Still, scholarship was not exactly his thing. He might take the odd class in Geography in a pinch, but he had never given the subject any particular prominence in the school, and most boys gave it up after two years. Nor was Crumwallis anxious to take over periods in other subjects when there was need--as in cases of sickness or (frequently) death. Since his graduation he had not cultivated Learning. He had cultivated Manner. He had bought Burleigh (which he invariably called The Burleigh School, in capitals) precisely so that his manner might be given free reign and ample pasturage. A very good manner it was too, with parents-- decidedly impressive, ft certainly impressed those of limited intelligence, among whom may be numbered-Crumwallis himself. He really believed in it: he not only thought that others should remain silent during his threadbare pontifications, but he actually believed they would benefit from them. Such a conspicuous lack of self-knowledge had its dangers. Not that the Manner--which he intended should be so admired later in the week On Parents' Evening--was particularly in evidence on the Monday, as he sat at his study desk and went over the plans for that event with his wife. The side of Edward Crumwallis that was most evident during such t·te-·-·tes was the petty-minded, niggling side that his psychological profile seldom turned in the parents' direction. "The question is, shall we splurge on the coffee and scrimp on the tea, or vice versa," he said.

单选题The tone of the text can best described as______.

单选题The doctor assured her that the pain would ______.

单选题The prices of all the shares fell sharply just after a few ______ when the news came that the war had broken out.

单选题He received the Royal Swedish Academy of Sciences" 1983 Crafoord Prize, established to honor fields not ______ for the Nobel Prize.

单选题The hopes, goals, fears and desires ______ widely between men and women, between the rich and the poor. A. alter B. shift C. transfer D. vary

单选题You ought ______ the task the day before yesterday.

单选题 Minority Report American universities are accepting more minorities than ever. Graduating them is another matter. A. Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. 'It is our responsibility to reach out and attract students to come to our kinds of places, ' he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes. B. 'If you look at who enters college, it now looks like America, ' says Hilary Pennington, director of postsecondary programs for the Bill Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. 'But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population.' C. The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25-to 34-year-olds is no better than the rate for the 55-to 64-year-olds who were going to college more than 30 years ago. D. Studies show that more and more poor and non-white students want to graduate from college—but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity. E. The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison—one of the top five or so prestigious public universities—graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally—but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well. F. Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools—Harvard, Yale, and Princeton—show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves. G. 'Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student, ' says Pennington of the Gates Foundation. 'If they fail, it's their fault.' Some critics blame affirmative action—students admitted With lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are 'undermatched': they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. H. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill—knowing full well that the students won't make it. 'The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end, ' says Amy Wilkins of the Education Trust. I. A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university—after financial aid—equaled 28% of median (中间的) family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out. J. There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, 'Look to the right and look to the left. One of you is not going to be here by the end of the year.' But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. K. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求) and faster pace of a university classroom—and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a 'laserlike focus' on building up student skills in the first three months, according to vice provost (教务长) Damon Williams. L. State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some preparatory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive, of course, but cheap compared with the millions already invested in scholar-ships and grants for kids who have little chance to graduate without special support. M. With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. 'We went through a dramatic shift, ' says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and 'partnering' with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.

单选题It ______ the post office time if people address letters properly.

单选题The economic costs of noise are several. Airports are currently operating at less than 27 because of noise regulations which restrict their hours of operation. For instance, at Washington's National Airport no jet traffic is allowed from 11 p.m. to 7 a.m. Other airports restrict the use ofcertain runway. One estimate is that noise 28 reduce possible airport use by 20 percent. The 29 cargo trade is especially affected by night restrictions. In the case of airports, jet engines may be 30 to reduce their noise level, or insulation from air traffic noise may be provided by the purchase of land around airports or the insulation of buildings. One estimate is that $5.7 billion would be required to 31 all existing jet engines with noise control devices. However, 32 the current state of the art, even taking this step will not reduce noise levels at all points to 33 values. Some combination of methods is probably necessary. If all aircraft were made quieter by existing methods, there would be a number of economic benefits. An increase in airport capacity would 34 . Property values near airports might rise. Transportation costs to and from airports could be reduced since the airports now could be located closer to population center. Much research still needs to be done on the economic 35 of noise reduction and noise effects. Although some of the effects of noise pollution are known, more must be discovered about its effects on health, productivity, property values and the quality of life. 36 , the cost of noise pollution control to the economy as a whole needs to be investigated. A．identification B．equip C．profitable D．capacity E．pollution F．restrictions G．transformed H．significant I．Furthermore J．acceptable K．modified L．Accordingly M．considering N．occur O．aspects

单选题I'm sorry, I've______ you waiting outside for a long time.

单选题Paper clips, drawing pins and safety-pins were______all over the floor.

单选题This passage tells us that ________.

单选题The Museum of Art (MOA) is open daily, from 10:30 a. m. to 5: 30 p. m. Mondays are reserved exclusively (专门地) for members and their guests. Entry is by advance timed tickets only and capacity is extremely limited. Tickets must be reserved online and will not be available at the Museum. Free access to MOA through September 27 is available with timed tickets released one week in advance in one-week blocks, every Friday at 10:00 a. m. Reservations are limited to up to two adult, senior, and student tickets and two children per order. General admission tickets for September 28-October 31 are also available. Members receive priority access, subject to capacity restrictions, and do not need to book tickets in advance. An allocation (分配) of timed tickets is reserved for members each hour; guest privileges apply. Use the main entrance of the Museum of Art. All the other entrances are for staff only. Please arrive during the 30-minute window of your timed ticket. If your plans change and you are unable to visit during your selected day/time, contact tickets@moa. org for a refund or to change your selection. Your ticket is good for one-time admission only—you may not leave and reenter the Museum. Our checkroom is closed. All bags will be inspected upon arrival. Please wear backpacks (背包) on the front of your chest or carry it to the side. There are several private parking garages located near MOA.

单选题The art of pleasing is a very necessary one to possess, but a very difficult one to acquire, for it can hardly be ______ to rules.

单选题I can't speak Japanese, but I do wish I______.A. canB. couldC. hadD. spoke