单选题(32+1)(812+1)(92+1)(32-1)= A. 814+1 B. 99-1 C. 316-1 D. 332-1 E. 396+1

单选题You haven't heard all the facts so don't _____ to conclusions

单选题Students at a certain university have complained that some of their professors do not provide copies of their lecture notes at every class. The student body president has argued that, in order to further the educational purposes of the university, all professors should be required to post their lecture notes online. Which of the following, if true, most weakens the students' argument that the professors should be required to post their lecture notes online? A. At the most popular classes, there are often insufficient quantities of lecture note copies to accommodate all of the students. B. Students have acknowledged that if the lecture notes are posted online, they will be less likely to go to class. C. Professors complain that the university does not provide sufficient copying funds, so that professors often have to pay for copies of lecture notes out of their own pockets. D. Over 80 percent of students have access to the Internet in their dorm rooms, and all students have 24-hour access to the Internet at the computer lab. E. The university has publicly stated that one of the educational goals of the university is to help all students gain competency with the Internet.

单选题Imagine a world in which there was suddenly no emotion—a world in which human beings could feel no love or happiness, no terror or hate. Try to imagine the consequences of such a transformation. People might not be able to stay alive: knowing neither joy nor pleasure, neither anxiety nor fear, they would be as likely to repeat acts that hurt them as acts that were beneficial. They could not learn: they could not benefit from experience because this emotionless world would lack rewards and punishments. Society would soon disappear: people would be as likely to harm one another as to provide help and support. Human relationships would not exist: in a world without friends or enemies, there could be no marriage, affection among companions, or bonds among members of groups. Society"s economic underpinnings (支柱) would be destroyed: since earning $10 million would be no more pleasant than earning $10, there would be no incentive to work. In fact, there would be no incentives of any kind. For as we will see, incentives imply a capacity to enjoy them. In such a world, the chances that the human species would survive are next to zero, because emotions are the basic instrument of our survival and adaptation. Emotions structure the world for us in important ways. As individuals, we categorize objects on the basis of our emotions. True we consider the length, shape, size, or texture, but an object"s physical aspects are less important than what it has done or can do to us—hurt us, surprise us, anger us or make us joyful. We also use categorizations colored by emotions in our families, communities, and overall society. Out of our emotional experiences with objects and events comes a social feeling of agreement that certain things and actions are "good" and others are "bad", and we apply these categories to every aspect of our social life—from what foods we eat and what clothes we wear to how we keep promises and which people our group will accept. In fact, society exploits our emotional reactions and attitudes, such as loyalty, morality, pride, shame, guilt, fear and greed, in order to maintain itself. It gives high rewards to individuals who perform important tasks such as surgery, makes heroes out of individuals for unusual or dangerous achievements, such as flying fighter planes in a war, and uses the legal penal (刑法的) system to make people afraid to engage in antisocial acts.

单选题The Quiet Crisis Close games for the Americans were rare in previous Olympics, but now it appears to be something the Americans should get used to. You could find no better metaphor for the way the rest of the world can now compete head-to-head more effectively than ever with America than the struggles of the U.S. Olympic basketball team in 2004. The American team, made up of NBA stars, limped home to a bronze medal after losing to Puerto Rico, Lithuania, and Argentina. Previously, United States Olympic basketball team had lost only one game in the history of the modern Olympics. Remember when America sent only NCAA stars to the Olympic basketball events? For a long time these teams totally dominated all comers. Then they started getting challenged. So we sent our pros. And they started getting challenged. Because the world keeps learning, the diffusion of knowledge happens faster; coaches in other countries now download American coaching methods off the Internet and watch NBA games in their own living rooms on. satellite TV. Many of them can even get ESPN and watch the highlight reeds. And thank to the triple convergence, there is a lot of new raw talent walking onto the NBA courts from all over the world—including many new stars from China, Latin America, and Eastern Europe. They go back and play for their national teams in the Olympics, using the skills they honed in America. So the automatic American superiority of twenty years ago is now gone in Olympic basketball. The NBA standard is increasingly becoming a global commodity—pure vanilla. If the United States wants to continue to dominate in Olympic basketball, we must, in that great sports cliché, step it up a notch. The old standard won"t do anymore. As Joel Cawley of IBM remarked to me, " Star for star , the basketball teams from places like Lithuania or Puerto Rico still don"t rank well versus the Americans, but when they play as a team—when they collaborate better than we do, they are extremely competitive." There is something about post-World War Ⅱ America that reminds me of the classic wealthy family that by the third generation starts to squander its wealth. The members of the first generation are nose-to-the-grindstone innovators, the second generation holds it all together then their kids come along and get fat, dumb, and lazy and slowly squander it all. I know that is both overly harsh and a gross generalization, but there is, nevertheless, some truth in it. American society started to coast in the 1990s, when our third postwar generation came of age. The dot-com boom left too many people with the impression that they could get rich without investing in hard work. All it look was an MBA and a quick IPO, or one NBA contract, and you were set form life. But while we were admiring the flat world we had created, a lot of people in India, China, and Eastern Europe were busy figuring out how to take advantage of it. Lucky for us, we were the only economy standing after World War Ⅱ, and we had no serious competition for forty years. That gave us a huge head of steam but also a huge sense of entitlement and complacency—not to mention a certain tendency in recent years to extol consumption over hard work, investment, and long-term thinking. When we got hit with 9/11, it was a once-in- a-generation opportunity to summon the nation to sacrifice, to address some 6f its pressing fiscal, energy, science, and education shortfalls—all the things that we had let slide. But our president did not summon us to sacrifice. He summoned us to go shopping. The truth is, we are in a crisis now, but it is a crisis that is unfolding very slowly and very quietly. It is a quiet crisis and this quiet crisis involves the steady erosion of America"s scientific and engineering base, which has always been the source of American innovation and our rising standard of living. "The sky is not falling, nothing horrible is going to happen today," said Jackson, a physicist by training who chooses her words carefully, "The U.S. is still the leading engine for innovation in the world. It has the best graduate programs, the best scientific infrastructure, and the capital markets to exploit it. But there is a quiet crisis in U.S. science and technology that we have to wake up to. The U.S. today is in a truly global environment, and those competitor countries are not only wide awake, they are running a marathon while we are running sprints. If left unchecked, this could challenge our preeminence and capacity to innovate." And it is our ability to constantly innovate new products, services, and companies that has been the source of American"s horn of plenty and steadily widening middle class for the last two centuries. It was American innovators who started Google, Intel, HP, Dell Microsoft, and Cisco, and it matters where innovation happens. The fact that all these companies are headquartered in America means that most of the high-paying jobs are here, even if these companies outsource or offshore some functions. The executives, the department heads, the sales force, and the senior researchers are all located in the cities where the innovation happened. And their jobs create more jobs. The shrinking of the pool of young people with the knowledge skills to innovate won"t shrink our standard of living overnight. It will be felt only in fifteen or twenty years, when we discover we have a critical shortage of scientists and engineers capable of doing innovation or even just high-value-added technology work. Then this won"t be a quiet crisis anymore, said Jackson, "it will be the real McCoy." Today Americans are feeling the gradual and subtle effects of globalization that challenge the economic and strategic leadership that the United States has enjoyed since World War Ⅱ. A substantial portion of our work-force finds itself in direct competition for jobs with lower-wage workers around the globe, and leading-edge scientific and engineering work is being accomplished in many parts of the world. Thanks to globalization, driven by modern communications and other advances, workers in virtually every sector must now face competitors who live just a mouse-click away in Ireland, Finland, China, India, or dozens of other nations whose economies are growing. This has been aptly referred to as " the Death of Distance ".

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In order to increase revenues, a cell-phone company has decided to change its fee structure. Instead of charging a flat rate of $20 per month and $0.05 for every minute over 200 minutes, the company will now charge $50 per month for unlimited usage. Which of the following is a consideration that, if true, suggests that the new plan will not actually increase the company's revenues? A. A rival company, which charges no start-up fee, offers an unlimited calling plan for $40 per month. B. Two-thirds of the company's customers use less than 500 minutes per month. C. Studies have shown that customers using unlimited calling plans will increase their monthly usage of minutes by over 50 percent. D. One-fifth of the company's customers use in excess of 1,000 minutes per month. E. In recent months the company has received several complaints of insufficient signal strength and poor customer service.

单选题For any numbers w and z, w·z=w3z(8-w2). If both z and w·z are positive numbers, which of the following could be a value of w? A. 9 B. 3 C. 0 D.-2 E.-9

单选题[Focus on the collocation] A. 1ean B. rely C. persist D. hinge

单选题Professor Kumar Bhatt, founder and head of Warwick Manufacturing Group (WMG), and Rob Meakin, a personnel director at Marconi, have developed a partnership to train engineers and managers to become e-literate. The New Knowledge Partnership will include a team of 40 Marconi managers in what Professor Bhatt calls electronic engineering management or E2. A wide range of engineering and non-engineering companies has expressed interest in these exciting programs. Professor Bhatt believes that e-commerce is changing the business environment to a huge extent. Many chief executives do not understand the power of the new technologies and, in some cases, are actually resisting change. He says, "as long as enough industry leaders realize its potential benefits, e-business will make possible a second productivity revolution in Britain. This could take the economy close to eliminating the still substantial competitiveness gap with its main rivals. Over the last five years in the US there has been a 30% improvement in manufacturing sector productivity because of information technology. In Britain we can achieve more than that and successful e-business will be worth billions to the UK economy." Already Britain makes more use of computer-aided design and manufacture (CAD/CAM) and management information technology systems than other European countries, and has a government that actively promotes e-business. But, observes Professor Bhatt, Britain has never used technology as a growth driver. "The thing about electronic engineering management is that you can keep your legacy systems; you just need to link those systems with an information engine. At the touch of a button it will allow project managers to see the status of a project, identify problems precisely and make virtually immediate decisions based on information that will be much more complete than in the past." The E2 program is the result of an alliance by the Warwick Manufacturing Group with America"s leading e-commerce study center, Carnegie Mellon. The latter will be responsible for training many of the Marconi managers in America, where the group has half its business. In Britain, Professor Bhatt has linked up with Sun Microsystems, Oracle and Parametric Technology, to set up a multi-million pound E2 design and manufacturing center at the university which will be used for training and research. Professor Bhatt believes that e-commerce is changing business to such an extent that WMG is likely to be renamed Warwick Electronic Manufacturing Group. But, he warns "The move to globalize because of e-commerce is racing ahead. Although the net allows British industry to overtake their European peers, it also offers Asian countries to leapfrog (跃过) the West. For the first time it is not the privilege of the western world because this technology is universal."

单选题[Focus on collocation] A. adhere B. relate C. stick D. comply

单选题Have you ever wondered what our future is like? Practically all people 21 a desire to predict their future 22 . Most people seem inclined to 23 this task using causal reasoning. First we 24 recognize that future circumstances are 25 caused or conditioned by present ones. We learn that getting an education will 26 how much money we earn later and that swimming beyond the reef may bring an unhappy 27 with a shark. Second, people also learn that such 28 of cause and effect are probabilistic (可能的) in nature. That is, the effects occur more often when the causes occur than when the causes are 29 , but not always. Thus, students learn that studying hard 30 good grades in most instances, but not every time. Science makes these concepts of causality and probability more 31 and provides techniques for dealing 32 them more accurately than does causal human inquiry. In looking at ordinary human inquiry, we need to 33 between prediction and understanding. Often, even if we don"t understand why, we are willing to act 34 the basis of a demonstrated predictive ability. Whatever the primitive drives 35 motivate human beings, satisfying them depends heavily on the ability to 36 future circumstances. The attempt to predict is often played in a 37 of knowledge and understanding. If you can understand why certain regular patterns 38 , you can predict better than if you simply observe those patterns. Thus, human inquiry aims 39 answering both "what" and "why" question, and we pursue these 40 by observing and figuring out.

单选题Whatisthesmallestunitinmeaningsystemofalanguagethatcanbedistinguishedfromothersmallerunits?

单选题Despite dangers and difficulties, the soldiers were Uresolute/U.

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 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 fit for deportation. 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The following data sufficiency problems consist of a question and two statements, labeled (1) and (2), in which certain data are given. You have to decide whether the data given in the statements are sufficient for answering the question. Using the data given in the statements plus your knowledge of mathematics and everyday facts (such as the number of days in July or the meaning of counterclockwise), you must indicate whether Ａ. Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient. Ｂ. Statement (2) ALONE is sufficient, but statement (1) alone is not sufficient. Ｃ. BOTH statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient. Ｄ. EACH statement ALONE is sufficient. Ｅ. Statements (1) and (2) TOGETHER are NOT sufficient.

单选题Minding the Inequality Gap During the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-income country. Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on people"s faith in the markets and democracy. Still others contend that economic polarization is a root cause of America"s political polarization. Could, and should, something be done? Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, The Race Between Education and Technology (Harvard, $39.95), contain many tables, a few equations and a powerfully told story about how and why the United States became the world"s richest nation— namely, thanks to its schools. The authors skillfully demonstrate that for more than a century, and at a steady rate, technological breakthroughs—the mass production system, electricity, computers—have been increasing the demand for ever more educated workers. And, they show, America"s school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges. Beginning in the 1970s, however, the education system failed to keep pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation. The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie. But they rule the usual suspects— globalization (trade) and high immigration—as significant causes of rising inequality. Amid the current calls to restrict executive compensation, their policy prescription is to have more Americans graduate from college. If only it were that easy. The authors" argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high School and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man"s country". A place where talent could rise. The other story rigorously measures the impact of education on income. The authors" compilation of hard data on educational attainment according to when people were born is an awesome achievement, though not always a gripping read. They show that by the 1850s, America"s school enrollment rate already "exceeded that of any other nation". And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school—far above the rate in any other country. College graduation rates also rose appreciably. In the marketplace, such educational attainment was extremely valuable, but it didn"t produce wide economic disparity so long as more people were coming to the job market with education. The wage premium—or differential paid to people with a high school or a college education—fell between 1915 and 1950. But more recently, high school graduation rates flatlined at around 70 percent. American college attendance roses, though college graduation rates languished. The upshot is that while the average college graduates in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent. "In the first half of the century," the authors summarize, "education raced ahead of technology, but later in the century technology raced ahead of educational gains." Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn"t a slowdown in rising educational attainment unavoidable? After all, it"s one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when national average is already high. The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels. What, then, is holding American youth back? The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college. The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private school, could be helpful, but more evaluation is necessary. Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government"s largest preschool program. Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues. But assume that the author"s policies would raise the national college graduation rate. Would that deeply reduce inequality? Averages can be deceptive. Most of the gains of the recent flush decades have not gone to the college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxed have been cut, and to the ballooning of the financial industry"s share of corporate profits. It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-year trend toward greater inequality. In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.

单选题An American manufacturer of space heaters reported a 1994 fourth-quarter net income (total income minus total costs) of $41 million, compared with $28.3 million in the fourth quarter of 1993. This increase was realized despite a drop in U.S. domestic retail sales of space-heating units toward the end of the fourth quarter of 1994 as a result of unusually high temperatures. Which of the following, if true, would contribute most to an explanation of the increase in the manufacturer's net income? A. In the fourth quarter of 1994, the manufacturer paid its assembly-line workers no salaries in November or December because of a two-month-long strike, but the company had a sufficient stock of space-heating units on hand to supply its distributors. B. In 1993, because of unusually cold weather in the Northeast, the federal government authorized the diversion of emergency funding for purchasing space-heating units to be used in the hardest-hit areas. C. Foreign manufacturers of space heaters reported improved fourth-quarter sales in the American market compared with their sales in 1993. D. During the fourth quarter of 1994, the manufacturer announced that it would introduce an extra-high-capacity space heater in the following quarter. E. In the third quarter of 1994, a leading consumer magazine advocated space heaters as a cost-effective way to heat spaces of less than 100 square feet.

单选题The proposal of a single six-year term for the President of the United States has been around for a long time. High-minded people have urged it from the beginning of the Republic. The Constitutional Convention turned it down in 1787, and recurrent efforts to put it in the Constitution have regularly failed in the two centuries since. Quite right: it is a terrible idea for a number of reasons among them that it is at war with the philosophy of democracy. The basic argument for the one-term, six-year presidency is that the quest for reelection is at the heart of our problems with self-government. The desire for reelection, it is claimed, drives Presidents to do things they would not otherwise do. It leads them to make easy promises and to postpone hard decisions. A single six-year term would liberate presidents from the pressures and temptations of politics. Instead of worrying about reelection, they would be free to do only what was best for the country. The argument is superficially attractive. But when you think about it, it is profoundly antidemocratic in its implications. It assumes Presidents know better than anyone else what is best for the country and that the people are so wrongheaded and ignorant that Presidents should be encouraged to disregard their wishes. It assumes that the less responsive a President is to popular desires and needs, the better President he or she will be. It assumes that the democratic process is the obstacle to wise decisions. The theory of American democracy is quite the opposite. It is that the give-and-take of the democratic process is the best source of wise decisions. It is that the President"s duty is not to ignore and override popular concerns but to acknowledge and heed them. It is that the President"s accountability to the popular will is the best guarantee that he or she will do a good job. The one-term limitation, as Gouverneur Morris, final draftsman of the Constitution, persuaded the convention, would "destroy the great motive to good behavior", which is the hope of reelection. A President, said Olive Ellsworth, another Founding Father, "should be reelected if his conduct prove worthy of it. And he will be more likely to render himself worthy of it if he be rewardable with it." The ban on reelection has other perverse consequences. Forbidding a President to run again, Gouverneur Morris said, is "as much as to say that we should give him the benefit of experience, and then deprive ourselves of use of it." George Washington stoutly opposed the idea. "I can see no propriety," he wrote, "in precluding ourselves from the service of any man, who on some great emergency shall be deemed universally most capable of serving the public." A single six-year term would release Presidents from the test of submitting their records to the voters. It would be an impeachment of the democratic process itself. The Founding Fathers were everlastingly right when they turned down this well-intentioned but ill-considered proposal 200 years ago.

单选题Which of the following inequalities is equivalent to -4＜x＜8? A. |x-1|＜7 B. |x+2|＜6 C. |x+3|＜5 D. |x-2|＜6 E. None of the above