单选题In the last 3rd paragraph, "The qualifying tests for patents are straightforward--that an idea be useful, novel and not obvious." Here, "obvious" means______.
单选题______ is written by Theodore Dreiser.
单选题Washington D.C., capital of the United States. is named afterA. George Washington.B. Christopher Columbus.C. both of them.D. neither of them.
单选题{{B}}TEXT D{{/B}}
Fishermen on the high seas have plenty
of worries, not the least of which are boat-tossing storms, territorial
squabbles and even pirates. Now Boris Worm, a marine biologist at Dalhousie
University in Halifax, Canada, has added another. After studying, among other
things, global catch data over more than 50 years, he and a team of 13
researchers in four countries have come to a stunning conclusion. By the middle
of this century, fishermen will have almost nothing left to catch. "None of us
regular working folk are going to be able to afford seafood," says Stephen
Palumbi, a Stanford University marine biologist and co-author of the study
published in Science. "It's going to be too rare and too expensive."
Don't tell that to your local sushi chef. Over the past three decades, the
fish export trade has grown fourfold, to 30 million tons, and its value has
increased ninefold, to $71 billion. The dietary attractiveness of seafood has
stoked demand. About 90% of the ocean's big predators—like cod and tuna—have
been fished out of existence. Increasingly, fish and shrimp farms are filling
the shortfall. Though touted as a solution to overfishing, many of them
have—along with rampant coastal development, climate change and
pollution—devastated the reefs, mangroves and seagrass beds where many
commercially valuable fish hatch. Steven Murawski, chief
scientist at the U. S. National Marine Fisheries Service, finds Worm's
headlining prediction far too pessimistic. Industry experts arc even more
skeptical. "There's now a global effort to reduce or eliminate fishing practices
that aren't sustainable," says industry analyst Howard Johnson. "With that
increased awareness, these projections just aren't realistic."
Perhaps. Still, the destructive fishing practices that have decimated tuna
and cod have not declined worldwide, as Johnson suggests. Up to half the marine
life caught by fishers is discarded, often dead, as bycatch, and vibrant coral
forests are still being stripped bare by dragnets. Worm argues that fisheries
based on ecosystems stripped of their biological diversity are especially prone
to collapse. At least 29% of fished species have already collapsed, according to
the study, and the trend is accelerating. So what's a fish eater
to do? "Vote with your wallet," says Michael Sutton, who runs the Monterey Bay
Aquarium's Seafood Watch program in California. Since 1999, the aquarium has
handed out pocket guides listing sustainably harvested seafood. The Marine
Stewardship Council has partnered with corporations to similarly certify wild
and farm-raised seafood. Some 370 products in more than two dozen countries bear
the British group's "Fish Forever" label of approval. Wal-Mart and Red Lobster,
among others, have made commitments to sell sustainably harvested
seafood. But that's just a spit in the ocean unless consumers in
Japan, India, China and Europe join the chorus for change. "If everyone in the
U. S. started eating sustainable seafood," says Worldwatch Institute senior
researcher Brian Halweil, "it would be wonderful, but it wouldn't address the
global issues. We're at the very beginning of
this."
单选题Together with Hurricane Elida, there have been ______ storms in this season. A. fifteen B. two C. forty D. five
单选题{{B}}TEXT D{{/B}} The founders of the
Republic viewed their revolution primarily in political rather than economic or
social terms. And they talked about education as essential to the public good--a
goal that took precedence over knowledge as occupational training or as a means
to self- fulfillment or self-improvement. Over and over again, the Revolutionary
generation, both liberal and conservative in outlook, asserted its conviction
that the welfare of the Republic rested upon an educated citizenry and that
schools, especially free public schools, would be the best means of educating
the citizenry in civic values and the obligations required of everyone: in a
democratic republican society. All agreed that the principal ingredients of a
civic education were literacy and the inculcation of patriotic and moral
virtues, some others adding the study of history and the study of principles of
the republican government itself. The founders, as was the case
of almost all their successors, were long on exhortation and rhetoric regarding
the value of civic education, but they left it to the textbook writers to
distill the essence of those values for school children. Texts in American
history and government appeared as early as the 1790s. The textbook writers
turned out to be very largely of conservative persuasion, more likely Federalist
in outlook than Jeffersonian, and almost universally agreed that political
virtue must rest upon moral and religious precepts. Since most textbook writers
were New Englanders, this meant that the texts were infused with Protestant, and
above all, Puritan outlooks. In the first half of the Republic,
civic education in the schools emphasized the inculcation of civic values and
made little attempt to develop participatory political skills. That was a task
left to incipient political parties, town meetings, churches, and the coffee or
ale houses, where men gathered for conversation. Additionally, as a reading of
certain Federalist papers of the period would demonstrate, the press probably
did more to disseminate realistic as well as partisan knowledge of government
than the schools. The goal of education, however, was to achieve a higher form
of unum for the new Republic. In the middle half of the nineteenth century, the
political values taught in the public and private schools did not change
substantially from those celebrated in the first fifty years of the Republic to
the textbooks of the day, their rosy hues if anything became golden. To the
resplendent values of liberty, equality, and a benevolent Christian morality
were now added the middle-class virtues-- especially of New England--of hard
work, honesty and integrity, the rewards of individual effort, and obedience to
parents and legitimate authority. But of all the political values taught in
school, patriotism was preeminent; and whenever teachers explained to school
children why they should love their country above all else, the idea of liberty
assumed pride of place.
单选题The largest city of British Columbia in Canada is______.
单选题For most of us, work is the central, dominating fact of life. We spend more than half our conscious hours at work, preparing for work, traveling to and from work. What we do there largely determines our standard of living and the status we are accorded to a considerable extent as well. It is sometimes said that because leisure has become more important the indignities and injustices of work can be pushed into a corner, that because most work is pretty intolerable, the people who do it should compensate for its boredom, frustrations and humiliations by concentrating their hopes in the other parts of their lives. I reject that as a counsel of despair. For the foreseeable future the material and psychological rewards which work can provide, and the conditions in which work is done, will continue to play a vital part in determining the satisfaction that life can offer. Yet only a small minority can control the pace at which they work or the conditions in which their work is done; only for a small minority does work offer scope for creativity, imagination, or initiative. Inequality at work and in work is still one of the most cruel and most glaring forms of inequality in our society. We cannot hope to solve the more obvious problems of industrial life, many of which arise directly or indirectly from the frustrations created by inequality at work, unless we tackle it head-on. Still less can we hope to create a decent and hi, mane society. The most glaring inequality is that between managers and the rest. For most managers, work is an opportunity and a challenge. Their jobs engage their interest and allow them to develop their abilities. They are constantly learning; they are able to exercise responsibility; they have a considerable degree of control over their own and others' working lives. Most important of all, they have opportunity to initiate. By contrast, for most manual workers, and for a growing number of white-collar workers, work is a boring, dull, even painful experience. They spend all their working lives in conditions which would be regarded as intolerable for themselves by those who make the decisions which let such conditions continue. The majority has little control over their work； it provides them with no opportunity for personal development. Often production is so designed that workers are simply part of the technology. In offices, many jobs are so routine that workers justifiably feel themselves to be mere cogs in the bureaucratic machine. As a direct consequence of their work experience, many workers feel alienated from their work and their firm, whether it is in public or in private ownership.
单选题Paradise Lost and Paradise Regained were written by ______.A. Francis BaconB. Alexander PopeC. John DrydenD. John Milton
单选题Helsing speculates that husbands suffer from the death of a spouse because they are
单选题Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.
单选题The two major novelists of the Romantic period are Jane Austen and[A] Charles Dickens.[B] Charlotte Bronte.[C] Walter Scott.[D] George Bernard Shaw.
单选题The idea that museum could mean a mountain or an object originates from ______.
单选题In which works of Ernest Hemingway did he condemn fascism?
A. The Old Man and the Sea.
B. A Farewell to Arms.
C. The Sun Also Rises.
D. For Whom the Bell Tolls.
单选题Who wrote the Declaration of Independence and later became the U. S. President? A. Thomas Jefferson. B. George Washington. C. Thomas Paine. D. John Adams.
单选题Which of the following is NOT the change in the meaning of words? A. Specification of meaning. B. Narrowing of meaning. C. Meaning-shift. D. Widening of meaning.
单选题______ is a folk legend brought to England by Anglo-Saxons from their continental homes; it is a long poem of over 3,000 lines and the national epic of the English people. A. Beowulf B. Sir Gawain and the Green Knight C. The Canterbury Tales D. King Arthur and His Knights of the Roundtable
单选题
单选题OldFreddoessomethingstupidbecause_______.
单选题{{I}}Question 8 and 9 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the following questions.
Now listen to the news.{{/I}}