单选题With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting,but the journeyman apprentice for upward mobility. In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information. For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work. The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice. And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.

单选题 Although Coca-Cola Co. spent nearly $ 2 billion last year advertising its various brands around the globe, it saw its share of the critical U. S. cola market decline. Meanwhile, Pepsi Co. is riding a sizzling Britney Spears-led ad campaign to a bigger share, and has launched an audacious assault on Coke's long-held sponsorships. The cola fight-is heating up, and Pepsi is landing most of the punches. Pepsi's share of the U. S. carbonated soft-drink market rose to 31.65% last year, Beverage Digest reports. Coke brands, including Diet Coke and Sprite, still lead easily with a 43.7%share -- but that's down four-tenths of a point. Both companies' flagship colas, which together account for 1 of 3 sodas sold in the U. S. , lost share last year. But Coke's lost more, and Pepsi scored big with new flavors Code Red and Lemon Twist. Pepsi Co. recently emharrassed its bigger rival by snatching away the National Football League sponsorship, which had been Coke's for 22 years. Coke dismisses the NFL setback as less important than the individual sponsorships it retains with two-thirds of the league's teams. "We're still an NFL sponsor," asserts Jeff Dunn, head of Coke in the Americas. He insists that the "passion point" for consumers is local teams. He says the cost of the league sponsorship had escalated beyond its value. Beneath Coke's outward calm, executives are angry over the NFL loss. Now, some on Coke's board are said to be upset that Pepsi outdid Coke's management. This sets up a marketing brawl later this year as Coke tries to tie itself to NFL from the bottom up, team by team, and Pepsi tries to do the same thing from the top down, leveraging its deal with the league. Coke has hardly been sitting on its thumbs. Last year it brought out Diet Coke with lemon, and the company is now gearing up to launch Vanilla Coke. Yet if Wall Street is the judge of who's winning, there's no contest. Pepsi shares are trading near the all-time high and have almost doubled during Coke's long depression. Pepsi rates a strong buy from twice as many analysts. The news is not better for Coke among advertising experts. "There's nothing great going on ever there," says marketing consultant A1 Ries in Atlanta. He gives Pepsi far better marks for "effectively using visuals like Britney Spears to reinforce Pepsi's image that it is for the young generation," and for companies that sell very similar sugar water, image is everything.

单选题Questions 14—16 are based on the following text about cold. You now have 15 seconds to read Questions 14—16.

单选题During the 1800s ______.

单选题Henry was from England and he had come to New York for a holiday. One day, he was not feeling well, so he went to the clerk(职员) at the desk of his hotel and said, "I don' t feel well. I want to see a doctor. Can you give me the name of a good one?" The clerk looked in a book and then said, "Dr. Lardo, 61212." Henry said, "Thank you very much. Is he expensive?" "Well, "the clerk answered, "His patients have to pay ten dollars for their first visit to him, and six dollars for later visits." Henry wanted to save four dollars, so when he went to see the doctor, he said, "I've come again, doctor." For a few seconds the doctor looked at his face carefully without saying anything. Then he nodded (点头) and said, "Oh, yes. "He examined him and then said, "Everything is going fine. Just continue(继续) with the medicine I gave you last time./

单选题The Internet raises major issues and challenges for education, not just in China but all over the world. Yet it simply cannot be ignored in terms of the opportunities and resources that it can offer. We can divide the main issues facing education systems into three groups -- access, quality and responsibility. Let us consider the Internet in relation to each of them. First, access. Through the Internet, practically the whole world can be brought into your classroom. Using e-mail makes it possible to have a class whose members are spread all over the world and who may never meet either the teacher or each other face to face. It can put students in different countries in easy contact. The information resources available are almost limitless. With the Internet, students and teachers can access the wisdom, experience, skills, and even guidance of others in a way that was only possible for a very privileged few. Next, quality. The Internet does pose serious problems of quality for education systems. Obviously, there is a lot of material on the Internet that no one would want children or students to have uncontrolled access to, but there are other problems which are very difficult to solve. The first is how to handle the sheer quantity of information available, and how to make it manageable. Because anyone can put information on the Internet, and there are no limits on quantity, it can be almost impossible to find exactly the information that one wants. Teachers and students cannot afford to waste time on unsuccessful searching. How can we identify the information which will be most useful without overloading ourselves and our students with unnecessary information? How do we select the best information from all that is available? This raises the issue of responsibility. There are few editors or quality controllers on the Internet. The ultimate responsibility for selection and judgment falls to the user, whether teacher or student. Teachers, and still less students, are not experts in every field; what we select may not be what we really want, perhaps is old, even wrong. Any profession must take some collective responsibility in resolving these problems. Conscious and deliberate efforts have to be made to share information between teachers about useful sites and about the best way to use them. Those who have found something useful or of high quality should not keep the information to themselves, but share it as widely as possible. There are many professional discussion groups active on the Internet which aim to do this. Access to them by teachers should be actively encouraged. This will require investment by institutions in giving easy access to the Internet and email to all teachers. Without this investment, educators -- and ultimately students -- will be deprived of a vital resource for the development of education in the future.

单选题Policeman as a Writer I decided to begin the term's work with the short story since that form would be the easiest for the police officers, not only because most of their reading up to then had probably been in that genre, but also because a study of the reaction of people to various situations was something they relied on in their daily work. For instance, they had to be able to predict how others would react to their directives and interventions before deciding on their own form of action;they had to be able to take in the details of a situation quickly and correctly before intervening. No matter how factual and sparse police reports may seem to us, they must make use of a selection of vital detail, similar to which a writer of a short story has to make. This was taught to me by one of my students, a captain, at the end of the term. I had begun the study of the short story by stressing the differences between a factual report, such as a scientist's or a policeman's report, and the presentation of a creative writer. While a selection of necessary details is involved in both, the officer must remain neutral and clearly try to present a picture of the facts, while the artist usually begins with a preconceived message or attitude which is then transmitted through the use of carefully selected details of action described in words intended to provoke associations and emotional reactions in the reader. Only at the end of the term did the captain point out to me that he and his men also try to evaluate the events they describe and that their description of a sequence of events must of necessity be structured and colored by their understanding of what has taken place. The policemen's reactions to events and characters in the stories were surprisingly unprejudiced... They did not object to writers whose stories had to do with their protagonist's rebellion against society's accepted values. Nor did stories in which the strong father becomes the villain and in which our usual ideals of manhood are turned around offend them. The many hunters among my students readily granted the message in those hunting tales in which sensitivity triumphs over male aggressiveness, stories that show the boy becoming a man because he fails to shoot the deer,goose, or catbird. The only characters they did object to were those they thought unrealistic. As the previous class had done, this one also excelled in interpreting the ways in which characters reveal themselves, subtly manipulate and influence each other;they, too, understood how the story usually saves its insight, its revelation, for the end. This almost instinctive grasp of the writing of fiction was revealed when the policemen volunteered to write their own short stories. They not only took great pains with plot and character,but with style and language. The stories were surprisingly well written,revealing an understanding of what a solid short story must contain: the revelation of character, the use of background description and language to create atmosphere and mood,the need to sustain suspense and get make each event as it occurs seem natural,the insight achieved either by the characters in the story or the reader or both. They tended to favor surprise endings. Some stories were sheer fantasies, or derived from previous reading,films, or television shows. Most wrote stories, obviously based on their own experiences, which revealed the amazing distance they must put between their personal lives and their work, which is part of the training for being a good cop. These stories, as well as their discussions of them, showed how coolly they judged their own weaknesses as well as the humor with which they accepted some of the difficulties or injustices of existence. Despite their authors' unmistakable sense of irony and awareness of corruption, these stories demonstrated how clearly, almost naively, these policemen wanted to continue to believe in some of the so - called American virtues--that courage is worth the effort and will be admired;that hard work will be rewarded;that life is somehow good;and that, despite the weariness, boredom, and occasional ugliness and danger, despite all their dislike of most of their routine and despite their own occasional grousing and complaints,they somehow did like being cops;that life, even in a chaotic and violent world, is worth it after all.

单选题Why does the author say reducing the amount of meat in one's diet is environmentally beneficial?

单选题For many years, any discussion of reparations to compensate the descendants of African slaves for 246 years of bondage and another century of legalized discrimination was dismissed. Many whites and blacks alike scoffed at the idea, reasoning that slavery is part of the past that would only unleash new demons if it were resurrected. Opponents contend that the fledgling reparations movement overlooks many important facts. First, they assert, reparations usually are paid to direct victims, as was the case when the US government apologized and paid compensation to Japanese-Americans interned during World War Ⅱ. Similarly, Holocaust survivors have received payments from the Germans. In addition, not all blacks were slaves, and an estimated 3, 000 were slave owners. Also, many immigrants not only came to the United States after slavery ended, but they also faced discrimination. Should they be paid reparations, too? Or should they receive them? And regardless of how much slave labor contributed to the United States' wealth, opponents contend, blacks benefit from that wealth today. As a group, Afro-Americans are the best-educated, wealthiest blacks on the planet. But that attitude is slowly changing. At least 10 cities, including Chicago, Detroit and Washington, have passed resolutions in the past two years urging federal hearings into the impact of slavery. Mainstream civil rights groups such as National Association for the Advancement of Colored People, the National Urban League and the Southern Christian Leadership Conference regularly raise the issue. The surging interest in reparations parallels a heightened sensitivity to the horrors of slavery, in which as many as 6 million Africans perished in the journey to the Americas alone. There also is growing attention being paid to the huge economic bounty that slavery created for private companies and the country as a whole. Earliest this year, Aetna Inc. apologized for selling insurance policies that compensated slave owners for financial losses when their slaves died. Last summer, the Hartford Courant in Connecticut printed a front-page apology for the profits it made from running ads for the sale of slaves and the capture of runaways. Next month, a new California law will require insurance companies to disclose any slave insurance policies they may have issued. The state also is requiring University of Californian officials to assemble a team of scholars to research the history of slavery and report how current California businesses benefited. Proponents of reparations argue that, even for nearly a century after emancipation in 1865, blacks legally were still excluded from the opportunities that became the cornerstones for the white middle-class.

单选题Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that "anyone in today"s world who doesn"t understand data processing is not educated." But she insists that the increasing emphasis on these matters leave certain gaps. Says she: "The very strongly utilitarian emphasis in education, which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th century roots, which was a sense that literacy and learning were ends in themselves for a democratic republic." In contrast to Plato"s claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification—religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of knowledge that constitutes civilization. "What could man acquire, by virtuous striving, that is more valuable than knowledge?" asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself," said John Dewey. "It is its own end." But what exactly is the corpus of knowledge to be passed on? In simpler times, it was all included in the medieval universities" Quadrivium (arithmetic, geometry, astronomy, music) and Trivium (grammar, rhetoric, logic). As recently as the last century, when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorize and recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt," said regretfully Charles Francis Adams, Jr., the Union Pacific Railroad president who devoted his later years to writing history," that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy."

单选题{{B}}Text 4{{/B}} By the 1950's and 60's "going for Chinese" had become part of the suburban vernacular. In places like New York City, eating Chinese food became intertwined with the traditions of other ethnic groups, especially that of Jewish immigrants. Many Jewish families faithfully visited their favorite Chinese restaurant every Sunday night. Among the menus in the exhibition are selections from Glatt Wok: Kosher Chinese Restaurant and Takeout in Monsey, N. Y. , and Wok Toy in Cedarhurst, N.Y.. Until 1965 Cantonese-speaking immigrants, mainly from the county of Toisan. dominated the industry and menus reflected a standard repertory of tasty but bland Americanizations of Cantonese dishes. But loosening immigration restrictions that year brought a flood of people from many different regions of China, starting "authenticity revolution," said Ed Schoenfeld, a restaurateur and Chinese food consultant. Top chefs who were trained in spicy and more unusual regional specialties, like Hunan and Sichuan cooking, came to New York then, Mr. Schoenfeld said. President Richard M. Nixon's trip to China in 1972 awakened interest in the country and accounts of his meals helped whet diners' appetites for new dishes. An illustration of a scowling Nixon with a pair of chopsticks glares down from the wall at the exhibition. Hunan and Sichuan restaurants in New York influenced the taste of the whole country, Mr. Schoenfeld said. Dishes like General Tso's chicken and crispy orange beef caught on everywhere. But as with the Cantonese food before it, Mr. Schoenfeld said, the cooking degraded over time, as it became mass produced. Today's batter-fried, syrup-laden version of Chinese food, he said, bears little resemblance to authentic cuisine. The real explosion of Chinese restaurants that made them ubiquitous came in the 1980's, said Betty Xie, editor of Chinese Restaurant News. "Now you see there are almost one or two Chinese restaurants in every town in the United States. " she said. There are signs that some have tired of Chinese food. A 2004 Zagat survey showed that its popularity has ebbed somewhat in New York City. But the journey of the Chinese restaurant remains the story of the American dream, as experienced by a constant but evolving stream of Chinese immigrants who realized the potential of 12-hour days, borrowed capital and a willingness to cook whatever Americans wanted. Sales margins are tight, and wages are low. Restaurants are passed from one family member to the next, or sold by one Chinese family to another. Often a contingency written into sales contracts is that the previous owners train the new owners. Nowadays it is overwhelmingly Fujianese immigrants, many of them smuggled into this country illegally, who are flocking to the restaurant business because they have few other options. "The competition in Chinese communities is cutthroat," Mr. Chen, the co-curator, said. "What people realize is you can make much, much better profit in places like Montana. "

单选题 Questions 11～13 are based on a conversation between two college students. You now have 15 seconds to read Questions 11～13.

单选题

单选题As is described in the passage, stewards refer to______.

单选题Human beings differ from animals because they can ______.