单选题As one works with color in a practical, or experimental way, one is impressed by two apparently unrelated facts. Color as seen is a mobile, changeable thing (1) to a large extent on the relationship of the color (2) other colors (3) simultaneously. It is not (4) in its relation to the direct stimulus which (5) it. On the other hand, the properties of surfaces that give (6) to color do not seem to change greatly under a wide variety of illumination color, usually (but not always) looking much the same in artificial light as in daylight. Both of these effects seem to be (7) in large part to the mechanism of color (8) . When the eye is (9) to a colored area, there is an immediate readjustment of the (10) of the eye to color in and around the area (11) . This readjustment does not promptly affect the color seen but usually does affect the next area to which the (12) is shifted. The longer the time of viewing, the higher the (13) , and the larger the area, the greater the effect will be (14) its persistence in the (15) viewing situation. As indicated by the work of Wright and Schouten, it appears that, at (16) for a first approximation, full adaptation takes place over (17) time if the adapting source is moderately bright and the eye has been in (18) darkness just previously. Also, (19) of the persistence of the effect if the eye is shifted around from one object to another, all of which are at similar brightness or have similar colors, the adaptation will tend to become (20) over the whole eye.

单选题His health______, my father retired from the business last year.

单选题It is estimated that, currently, about 50000 species become ______ every year. A. extinct B. instinct C. distinct D. intense

单选题What do people think of the suggestion of using nuclear weapon to change the course of asteroids?

单选题Not until Dr. Brown came to the city ______ what kind of the city she is. A．did he know B．he didnt know C．he knew D．he could know

单选题Working far away from home, Jerry had to ______ from downtown to his office every day. A. wander B. commute C. ramble D. motion

单选题All countries have obvious incentives to learn from past mistakes, but those that have successfully risen to the status of great powers may be less inclined to adapt quickly in the future. When it comes to learning the right lessons, paradoxically, nothing fails like prior success. This wouldn"t seem to make sense. After all, strong and wealthy states can afford to devote a lot of resources to analyzing important foreign-policy problems. But then again, when states are really powerful, the negative consequences of foolish behavior rarely prove fatal. Just as America"s "Big Three" automakers were so large and dominant they could resist reform and innovation despite ample signs that foreign competition was rapidly overtaking them, strong and wealthy states can keep misguided policies in place and still manage to limp along for many years. The history of the Soviet Union offers an apt example of this phenomenon. Soviet-style communism was woefully inefficient and brutally inhumane, and its Marxist-Leninist ideology both alarmed the capitalist world and created bitter splits within the international communist movement. Yet the Soviet Union survived for almost 70 years and was one of the world"s two superpowers for more than four decades. The United States has also suffered serious self-inflicted wounds on the foreign-policy front in recent decades, but the consequences have not been so severe as to compel a broader reassessment of the ideas and strategies that have underpinned many of these mistakes. The tendency to cling to questionable ideas or failed practices will be particularly strong when a set of policy initiatives is bound up in a great power"s ruling ideology or political culture. Soviet leaders could never quite abandon the idea of world revolution, and defenders of British and French colonialism continued to see it as the "white man"s burden. "Today, U.S. leaders remain stubbornly committed to the goals of nation-building and democracy promotion despite their discouraging track record with these endeavors. Yet because the universal ideals of liberty and democracy are core American principles, it is hard for U.S. leaders to acknowledge that other societies cannot be readily remade in America"s image. Even when U.S. leaders recognize that they cannot create "some sort of Central Asian Valhalla," as Defense Secretary Robert Gates acknowledged in 2009, they continue to spend billions of dollars trying to build democracy in Afghanistan, a largely traditional society that has never had a strong central state, let alone a democratic one.

单选题They wanted to go to the French restaurant ______they had dinner the day before yesterday.

单选题All that day nay father was in ______ as he had lost his wallet.

单选题This special committee was established for well-integrated members of the society and not for______individuals.

单选题Pupil: Sorry, Mr. Wang. I'm late. My alarm clock didn't ting. Teacher: ______

单选题Don't leave your luggage in the corridor. It'll be ______.

单选题 According to a study conducted last April, female seniors studying at Boston College left the university with lower self-confidence than when they entered as freshmen. The study, administered by the Office of Institutional Research, Planning and Assessment at Boston College, examined two surveys: the first of which was taken by students during their freshman year, and the second of which was taken by students exiting their senior year. Despite reports of high academic achievement, most female students gave themselves weaker self-evaluations in the second survey. Abbey Clark, a senior and founder of the Boston College chapter(分会) of I AM THAT GIRL, a female-empowerment(赋权) community, says the finding is 'startling' . Clark hopes to change the trend by creating an open community that will ignite (点燃) confidence and empowerment in young women. I AM THAT GIRL, a global community which aims to help girls turn their self-doubt into self-love, is all about celebrating women's unique selves, Clark says. 'I AM THAT GIRL helps girls turn their stories of struggle and adversity(逆境) into stories of connectedness and empowerment arid feeling good about themselves,' Clark says. 'I think that all high school girls at one time or another can relate to the feeling of not being good enough.' To help young girls overcome these feelings, Clark says I AM THAT GIRL at Boston College, which boasts 100 members in its first registered year on campus, holds weekly meetings offering a 'safe space' for college students in which they can discuss topics like body image, relationships, family dynamics and finding one's passions. Maria Pascucci, the founder of Campus Calm, a national organization that aims to help college women lead healthy, happy lives, says females feel the pressure to be perfect on a regular basis. She added that the media sends mixed messages to young girls, advising them to be the best they can be while simultaneously persuading them to buy more and strive for more. 'In our society, being a perfectionist is a glorified and socially acceptable form of self-abuse,' Pascucci says. Pascucci, who was teased as a young girl and suffered self-esteem issues, says her main message to young girls is to let them know their sense of worth comes from within. 'When we begin to compare ourselves to others, especially when we're vulnerable, that can do a lot of damage to our self-esteem,' she says. Clark echoes Pascucci's point, saying it's important to let young girls know that their physical appearance is only 'one slice of the pie'. “Girls have a lot to bring to the table,' Clark says, 'and that's looking past physical beauty and just celebrating something unique within yourself that isn't so apparent.'

单选题 Bring Our Schools Out of the 20th Century A. There's a dark little joke exchanged by educators with an opposing trace: Rip Van Winkle awakens in the 21st century after a hundred-year sleep and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices attached to their ears. Young people sit at home on sofas, moving miniature Athletes around on electronic screens. Older folk defy death and disability with devices in their chests and with hips made of metal and plastic. Airports, hospitals, shopping wails—every place Rip goes just baffles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. 'This is a school,' he declares. 'We used to have these back in 1906. Only now the blackboards are green.' B. American schools aren't exactly frozen in time, but considering the pace of change in other areas of life, our public schools tend to feel like throwbacks (复旧). Kids spend much of the day as their grandparents once did: sitting in rows, listening to teachers' lecture, scribbling (潦草地写) notes by hand, and reading from textbooks that are out of date by the time they are printed. A yawning gap separates the world inside the schoolhouse from the world outside. C. For the past five years, the national conversation on education has focused on reading scores, maths tests and closing the 'achievement gap' between social classes. This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get 'left behind' but also whether an entire generation of kids will fail to make the grade in the global economy because they can't think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English. D. Right now we're aiming too low. Competence in reading and maths is just the minimum. Scientific and technical skills are, likewise, utterly necessary but insufficient. Today's economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. E. Here's what they are: knowing more about the world; thinking outside the box; becoming smarter about new sources of information; developing good people skills; real knowledge in the Google Era. F. Learn the names of all the rivers in South America. That was the assignment given to Deborah Stipek's daughter Meredith in school, and her mum who's dean of the Stanford University School of Education, was not impressed. 'That's silly,' Stipek told her daughter. 'Tell your teacher that if you need to know anything besides the Amazon, you can look it up on Google.' Any number of old-school assignments—memorising the battles of the Civil War or the periodic table of the elements—now seem faintly absurd. That kind of information, which is poorly retained unless you routinely use it, is available at a keystroke (按键). G. Still, few would argue that an American child shouldn't learn the causes of the Civil War or understand how the periodic table reflects the atomic structure and properties of the elements. As school critic E. D. Hirsch Jr. points out in his book, The Knowledge Deficit, kids need a substantial fund of information just to make sense of reading materials beyond the grade-school level. Without mastering the fundamental building blocks of maths, science or history, complex concepts are impossible. H. Many analysts believe that to achieve the right balance between such core knowledge and what educators call 'portable skills'—critical thinking, making connections between ideas and knowing how to keep on learning—the US curriculum needs to become more like that of Singapore, Belgium and Sweden, whose students outperform (胜过) American students on maths and science tests. Classes in these countries dwell on key concepts that are taught in depth and in careful sequence, as opposed to a succession of forgettable details so often served in US classrooms. Textbooks and tests support this approach. 'Countries from Germany to Singapore have extremely small textbooks that focus on the most powerful and generative ideas,' says Roy Pea, co-director of the Stanford Centre for Innovations in Learning. These might be the key rules in maths, the laws in science or the relationship between supply and demand in economics. America's thick textbooks, by contrast, tend to go through a mind-numbing stream of topics and subtopics in an attempt to address a vast range of educational standards. I. Depth over breadth and the ability to leap across disciplines are exactly what teachers aim for at the Henry Ford Academy, a public charter school in Dearborn, Michigan. Last fall, 10th-graders in Charles Dershimer's science class began a project that combines concepts from earth science, chemistry, business and design. After reading about Nike's effort to develop a more environment-friendly sneakers, students had to choose a consumer product, analyse and explain its environmental impact and then develop a plan for reengineering it to reduce pollution costs without sacrificing its commercial appeal. Says Dershimer: 'It's a challenge for them and for me.' J. The juniors in Bill Stroud's class are attracted by a documentary called Loose Change playing on a small TV screen at the Baccalaureate School for Global Education, in urban Astoria, NY. The film uses 9/11 films and interviews with building engineers and Twin Towers survivors to make an oddly compelling case that interior explosions unrelated to the impact of the airplanes brought down the World Trade Centre on that fateful (重大的) day. Afterward, the student—an ethnic mix of New Yorkers with their own 9/11 memories—dive into a discussion about the nature of truth. K. Throughout the year, the class will examine news reports, websites, history books, blogs, and even pop songs. The goal is to teach kids to be sharp consumers of information and to research, formulate and defend their own views, says Stroud, who is the founder and principal of the four-year-old public school. Classes like these, which teach key aspects of information literacy, remain rare in public education, but more and more universities and employers say they are needed as the world grows ever more flooded with information of variable quality. Last year, in response to demand from colleges, the Educational Testing Service unveiled a new, computer-based exam designed to measure information-and-communication-technology literacy. L. A study of the test with 6,200 high school seniors and college freshmen found that only half could correctly judge the objectivity of a website. 'Kids tend to go to Google and cut and paste a research report together,' says Terry Egan, who led the team that developed the new test. 'We kind of assumed this generation was so comfortable with technology that they know how to use it for research and deeper thinking,' says Egan. 'But if they're not taught these skills, they don't necessarily pick them up.' M. Teachers need not fear that they will be made outdated. They will, however, feel increasing pressure to bring their methods—along with the curriculum—in line with the way the modern world works. That means putting a greater emphasis on teaching kids to collaborate (合作) and solve problems in small groups and apply what they've learned in the real world. Besides, research shows that kids learn better in that way than with the old chalk-and-talk approach. N. At suburban Farmington High School in Michigan, the engineering-technology department functions like an engineering firm, with teachers as project managers, a Ford Motor Co. engineer as a consultant and students working in teams. The principles of physics, chemistry and engineering are taught through activities that fill the hallways with the noise of nailing, sawing and chattering (机器的颤动). The result: the kids learn to apply academic principles to the real world, think strategically and solve problems. O. Such lessons also teach students to show respect for others as well as to be punctual, responsible and work well in teams. Those skills were badly missing in recently hired high school graduates, according to a survey of over 400 human-resource professionals conducted by the Partnership for 21st Century Skills. 'Kids don't know how to shake your hand at graduation,' says Rudolph Crew, superintendent of the Miami-Dade school system. Deportment (举止风度), he notes, used to be on the report card. Some of the nation's more forward-thinking schools are bringing it back. It's one part of 21st century education that sleepy old Rip would recognise.

单选题I hurried ______ I wouldn't be late for class.A. sinceB. so thatC. as ifD. unless

单选题Four members walked out of the session, with the result that the committee did not have a ______ and would not take any decisions.

单选题______ do we go for picnics.

单选题You never told us why you were late for the last meeting, _____? A. werent you B. didnt you C. had you D. did you

单选题People are waiting for ______ of whether the man is innocent or not.