问答题Directions: Write a composition of no fewer than 200 words on ONE of the three topics below within haft an hour. 1. Some people say that in the highly developed industrial and material society, people are degenerating (退化) and are being dehumanized (使失去人性), and people can not live in harmony with nature. Do you agree with them? Why or why not? Living in Harmony with Nature in a Post-industrial Society 2. A number of scholars have recently asserted that there exist large-scale human-induced environmental pressures, which lead to acute (尖锐的) social conflict. What are the effects of intervening (干预的、介入的) factors on the relation of human activity, environmental change, and acute social conflict according to your understand? Causes of Conflicts Resulted from Environmental Change 3. With the coming of globalization, cross-cultural communication will be increasingly important. In your opinion, what will be the future trends of the Chinese culture? The Future Trends of Chinese Culture

问答题The Need of Iron

问答题(1) The main impression growing out of twelve years on the faculty of a medical school is that the No. 1 health problem in the U. S. today, even more than AIDS or cancer, is that Americans don't know how to think about health and illness. Our reactions are formed on the terror level. (2) We fear the worst, expect the worst, thus invite the worst and the result is that we are becoming a nation of weaklings and hypochondriacs (臆想症患者), a self-medicating society incapable of distinguishing between casual, everyday symptoms and those that require professional attention. Somewhere in our early education we become addicted to the notion that pain means sickness. We fail to learn that pain is the body's way of informing the mind that we are doing something wrong, not necessarily that something is wrong. We don't understand that pain may be telling us that we are eating too much or the wrong things; or that we are smoking too much or drinking too much; or that there is too much emotional congestion in our lives; or that we are being worn down by having to cope daily with overcrowded streets and highways, the pounding noise of garbage grinders, or the cosmic distance between the entrance to the airport and the departure gate. We get the message of pain all wrong. Instead of addressing ourselves to the cause, we become pushovers for pills, driving the pain underground and inviting it to return with increased authority. (3) Early in life. too, we become seized with the bizarre idea that we are constantly as saulted by invisible monster, ers called germs, and that we have to be on constant alert to protect ourselves against their fury, but equal emphasis is not given to the presiding fact that our bodies are superbly equipped to deal with the little demons and the best way of forestalling an attack is to maintain a sensible lifestyle.

问答题总经理接受了顾问提出的企业立即发展外向型经济的建议。

问答题In this section, you will be given a long passage. Please read the passage and write a 150-word abstract and five keywords for it. Write your abstract and keywords on your ANSWER SHEET. Russell's conception of critical thinking involves reference to a wide range of skills, dispositions and attitudes which together characterize a virtue which has both intellectual and moral aspects, and which serves to prevent the emergence of numerous vices, including dogmatism and prejudice. Believing that one central purpose of education is to prepare students to be able to form "a reasonable judgment on controversial questions in regard to which they are likely to have to act", Russell maintains that in addition to having "access to impartial supplies of knowledge," education needs to offer "training in judicial habits of thought". Beyond access to such knowledge, students need to develop certain skills if the knowledge acquired is not to produce individuals who passively accept the teacher's wisdom or the creed which is dominant in their own society. Sometimes, Russell simply uses the notion of intelligence, by contrast with information alone, to indicate the whole set of critical abilities he has in mind. Such critical skills, grounded in knowledge include:(i)the ability to form an opinion for oneself, which involves, for example, being able to recognize what is intended to mislead, being capable of listening to eloquence without being carried away, and becoming adept at asking and determining if there is any reason to think that our beliefs are true;(ii)the ability to find an impartial solution which involves learning to recognize and control our own biases, coming to view our own beliefs with the same detachment with which we view the beliefs of others, judging issues on their merits, trying to ascertain the relevant facts, and the power of weighing arguments;(iii)the ability to identify and question assumptions, which involves learning not to be credulous, applying what Russell calls constructive doubt in order to test unexamined beliefs, and resisting the notion that some authority, a great philosopher perhaps, has captured the whole truth. Russell reminds us that "our most unquestiqried convictions may be as mistaken as those of Galileo's opponents." There are numerous insights in Russell's account which should have a familiar ring to those acquainted with the recent critical thinking literature. First, Russell's language, especially his emphasis on judgment, suggests the point that critical skills cannot be reduced to a mere formula to be routinely applied. Critical judgment means that one has to weigh evidence and arguments, approximate truth must be estimated, with the result that skill demands wisdom. Second, critical thinking requires being critical about our own attempts at criticism. Russell observes, for example, that refutations are rarely final; they are usually a prelude to further refinements. He also notes, anticipating a recent objection that critical thinking texts restrict criticism to "approved" topics, that punishment awaits those who wander into unconventional fields of criticism. For Russell, critical thinking must include critical reflection on what passes for critical thinking. Thirds critical thinking is not essentially a negative enterprise, witness Russell's emphasis on constructive doubt, and his warning against practices which lead to children becoming destructively critical. Russell maintains that the kind of criticism aimed at is not that which seeks to reject, but that which considers apparent knowledge on its merits, retaining whatever survives critical scrutiny. There is a pervasive emphasis in Russell's writings, as in much recent commentary, oil the reasons and evidence which support, or undermine, a particular belief. Critical scrutiny of these is needed to determine the degree of confidence we should place in our beliefs. He emphasizes the need to teach the skill of marshalling evidence if a critical habit of mind is to be fostered, and suggests that one of the most important, yet neglected, aspects of education is learning how to reach true conclusions on insufficient data. This emphasis on reasons, however, does not lead Russell to presuppose the existence of an infallible faculty of rationality. Complete rationality, he observes, is an unattainable ideal; rationality is a matter of degree. Far from having an uncritical belief in rationality, he was even prepared to say, somewhat facetiously, that philosophy was an unusually ingenious attempt to think fallaciously! The mere possession of critical skills is insufficient to make one a critical thinker, Russell calls attention to various dispositions which mean that the relevant skills are actually exercised. Typically, he uses the notion of habit(sometimes the notion of practice)to suggest the translation of skills into actual behaviour. Russell describes education as the formation, by means of instruction, of certain mental habits[and a certain outlook on life and the world]. He mentions, in particular:(i)the habit of impartial inquiry, which is necessary if one-sided opinions are not to be taken at face value, and if people are to arrive at conclusions which do not depend solely on the time and place of their education;(ii)the habit of weighing evidence, coupled with the practice of not giving full assent to propositions which there is no reason to believe true;(iii)the habit of attempting to see things truly, which contrasts with the practice of merely collecting whatever reinforces existing prejudice; and(iv)the habit of living from one's own centre, which Russell describes as a kind of self-direction, a certain independence in the will. Such habits, of course, have to be exercised intelligently. Russell recognizes clearly, indeed it is a large part of the problem which critical thinking must address, that one becomes a victim of habit if the habitual beliefs of one's own age constitute a prison of prejudice. Hence the need for a critical habit of mind. Because they are not simply automatic responses in which one has been drilled, such intellectual habits in effect reflect a person's willingness, what Russell typically calls one's readiness, to act and respond in various ways. His examples include:(i)a readiness to admit new evidence against previous beliefs, which involves an open-minded acceptance(avoiding credulity)of whatever a critical examination has revealed;(ii)a readiness to discard hypotheses which have proved inadequate, where the test is whether or riot one is prepared in fact to abandon beliefs which once seemed promising; and(iii)a readiness to adapt oneself to the facts of the world, which Russell distinguishes from merely going along with whatever happens to be in the ascendant, which might be evil To be ready to act, or react, in these ways suggests both an awareness that the habits in question are appropriate and a principled commitment to their exercise. They have in common the virtue Russell called truthfulness, which entails the wish to find out, and trying to be right in matters of belief. In Russell's conception, beyond the skills and dispositions outlined above, a certain set of attitudes characterizes the outlook of a critical person. By the critical attitude, Russell means a temper of mind central to which is a certain stance with respect to knowledge and opinion which involves:(i)a realization of human fallibility, a sense of the uncertainty of many things commonly regarded as indubitable, bringing with it humility;(ii)an open-minded outlook with respect to our beliefs, an "inward readiness" to give weight to the other side, where every question is regarded as open and where it is recognized that what passes for knowledge is sure to require correction;(iii)a refusal to think that our own desires and wishes provide a key to understanding the world, recognizing that what we should like has no bearing whatever on what is;(iv)being tentative, without failing into a lazy skepticism(or dogmatic doubt), but holding one's beliefs with the degree of conviction warranted by the evidence. Russell defends an outlook midway between complete skepticism and complete dogmatism in which one has a strong desire to know combined with great caution in believing that one knows. Hence his notion of critical undogmatic receptiveness which rejects certainty(the demand for which Russell calls an intellectual vice and ensures that open-mindedness does not become mindless. Russell describes critical undogmatic receptiveness as the true attitude of science, and often speaks of the scientific outlook, the scientific spirit, the scientific temper, a scientific habit of mind and so on, but Russell does not believe that critical thinking is only, or invariably, displayed in science. It is clear that Russell is suggesting a certain ideal to which science can only aspire but which, in his view, science exemplifies to a greater extent than philosophy, at least philosophy as practiced in the early twentieth century. Russell uses a number of other phrases to capture the ideal of critical thinking, including the philosophic spirit and a philosophical habit of mind, the liberal outlook(or even the liberal creed), and the rational temper. All of these ideas are closely intertwined. He remarks, for example, that the scientific outlook is the intellectual counterpart of what is, in the practical sphere, the outlook of liberalism. The critical outlook, for Russell, reflects ail epistemological and ethical perspective which emphasizes:(i)how beliefs are held i.e. not dogmatically,(ii)the doubtfulness of all beliefs,(iii)the belief that knowledge is difficult but not impossible,(iv)freedom of opinion,(v)truthfulness, and(vi)tolerance.

问答题Optimism and pessimism are both powerful forces, and each of us must choose which we want to shape our outlook and our expectations. There is enough good and bad in everyone's life-- ample sorrow and happiness, sufficient joy and pain--to find a rational basis for either optimism or pessimism. We can choose to laugh or cry, bless or curse. It's our decision: From which perspective do we want to view life? Will we look up in hope or down in despair? I believe in the upward look. I choose to highlight the positive and slip right over the negative. I am an optimist by choice as much as by nature.

问答题Do today"s kids make terrible entry-level workers? 16 That"s a question much on employers" minds as graduation season kicks off and young adults begin their first full-time jobs. We"ve all heard the stories: assistants who won"t "assist", new workers who can"t set an alarm, employees who can"t grasp institutional hierarchies. Bosses who toiled in the pre-Self Esteem Era salt mines have little patience for these upstarts. 17 A popular advice columnist had some choice words last week for a young employee who dismissively waved her sandwich at a superior requesting back-up during a critical meeting. The young woman explained that she was on her lunch break. Moreover, she noted, being "errand girl" wasn"t in her job description. It"s easy to laugh off these anecdotes, but there are some complex reasons for the lack of familiarity with work norms. 18 For one thing, many twenty-something adults have never held a menial summer job, once considered training wheels for adult life in the American middle class. It was once common to see teenagers mowing lawns, waiting tables, digging ditches, and bagging groceries for modest wages in the long summer months. 19 Summer employment was a social equalizer, allowing both rich and financially strapped teenagers to gain a foothold on adulthood, learning the virtues of hard work, respect and teamwork in a relatively low-stakes atmosphere. But youth employment has declined precipitously over the years and young people are losing a chance to develop these important life skills in the process. 20 Teenagers and twenty-somethings are the least skilled members of the work force, so it"s not surprising that they would be edged out in a recession by more reliable full-time workers.

问答题一般情况下，本刊按收到投稿的时间先后顺序，对每一篇作品按照规定的标准进行审阅，然后决定发表或退稿，同时向作者发出通知。审阅将在收到作者投稿后2个月内完成。如果作者在投稿后3个月内未收到录用通知或退稿信，可自行考虑投寄他刊。

问答题Directions: In this part, you are required to write an essay of no less than 200 words on Cell Phones: a Blessing or a Nuisance?. The essay should be based on the outline below: 1. The present situation; 2. Its advantages; 3. Its disadvantages; 4. Your suggestions.

问答题我们的预言家们仍然坚信，格林斯潘舰长无需换挂倒档就能迫降通胀，驾驭美国经济平稳着落。

问答题作为消费者，日常生活中遇到消费者权益的问题该如何处理?2．消费者对此持不同的态度。3．我个人的意见。

问答题世界博览会是展示人类灵感和思想的长廊。自从1851年在伦敦举办的“万国工业博览会”，世界博览会作为经济、科技和文化的盛大交流活动，取得了日益重大的意义。它是一个重要的平台，在此之上，各国展示发展经验，交流创新理念，发扬团队精神，共同展望未来。 中国有着悠久的文明，一直促进国际交流并热爱世界和平。中国赢得2010年世界博览会，靠的是国际社会对中国改革开放的支持和信心。本次博览会将会是第一个在发展中国家举办的世博会，这也寄予了全球人民对中国未来发展的美好期待。 2010年世博会将着重探讨21世纪城市生活的潜力。预计到2010年，将有55%的世界人口居住在城市。未来的城市生活，是全球关注的话题。作为第一个以城市为主题的博览会，2010博览会将会吸引世界各国政府和人民关注“更美好的城市，更美好的生活”的主题。 2010年世博会也将成为一次国际盛会。我们将促使更多国家和人们参与，获得他们的支持和理解，使2010年世博会成为全世界人民的欢乐聚会。

问答题With the powerful central and local authority, high efficiency will be achieved in the Grand opening-up of Northwest. But for the economically laggard northwestern provinces, the two essentials of infrastructure and human resource need to be solved. As for infrastructure,, or the, capital required, the Chinese government has strengthened its investment and stipulated special policies to at tract foreign investment. Not many foreign investors can wait for the long-term return, so this part of capital should be solved by China itself. While the bottleneck of northwest is obvious inferiority in human resource cannot be neglected.

问答题An English newspaper is currently running a discussion on whether young people in China today are(not)more self-centered and unsympathetic than were previous generations. Do you accept this idea? You are required to make comments on this idea in about 200 words. Don't forget to give a title to your comments. Please write your short essay on the ANSWER SHEET .

问答题一个国家的妇女通过她们的生活方式塑造了这个国家的道德、宗教和政治。

问答题Henry Paulson, Treasury Secretary, left Shanghai yesterday, where he made an end of the visit to the three countries in Asia. As the chief economic policy consultant and economic affairs spokesman of the America president, Paulson delivered a keynote address in Shanghai Futures Exchange. And the address was viewed as the latest exposition of the economic policies of the Bush-administration towards China. During the speech, Paulson repeatedly emphasized that China's economic growth has benefit but no threat to the global economic growth. He declared that America welcomes the development of China to become a member of the global economy.

问答题我不知道，通过“心灵之窗”，即眼睛，来深入了解朋友的心是怎么回事。我只能通过我的指尖来“看见”脸部外形。我能够觉察到欢笑，忧伤，以及许多其他的明显的感情。我根据触摸我的朋友的脸的感觉来辨认他们，但是我不能靠触摸来真正地描绘他们的神情。当然，我是通过其他手段，通过他们向我表达的思想，通过他们向我显示的不论什么样的行动，来了解他们的个性的。但是我被剥夺了更深入了解他们的町能，因为我确信，要达到那种更深入的了解，必须要亲眼看到他们，要观察他们对各种所表达的思想以及情况的反应。

问答题{{B}}The Basis for Social Order{{/B}} Man said Aristotle, is a social animal. This sociability requires peaceful congregation, and the history of mankind is mainly a movement through time of human collectivities that range from migrant tribal bands to large and complex civilizations. Survival has been due to the ability to create the means by which men in groups retain their unity and allegiance to one another. Order was caused by the need and desire to survive the challenge of the environment. This orderly condition came to be called the "state", and the rules that maintained it, the "law". With time the partner to this tranquility, man marched across the centuries of his evolution to the brink of exploring the boundaries of his own galaxy. Of all living organisms, only man has the capacity to interpret his own evolution as progress. As social life changed, the worth and rights of each member in the larger group, of which he was a part, increased. As the groups grew from clans to civilizations, the value of the individual did not diminish, but became instead a guide to the rules that govern all men.