单选题One reaction to all the concern about tropical deforestation is a blank stare that asks the question, "Since I don"t live in the tropics, what does it have to do with me?" The answer is that your way of life, wherever you live in the world, is tied to the tropics in many ways. If you live in a house, wash your hair, eat fruit and vegetables, drink soda, or drive a car, you can be certain that you are affected by the loss of tropical forests. Biologically, we are losing the richest regions on earth when, each minute, a piece of tropical forest the size of ten city blocks vanishes. As many as five million species of plants, animals and insects, 40 to 50 percent of all living things, live there, and are being irrevocably lost faster than they can be found and described. Their loss is incalculable. Take medicine, for example. Fewer than one percent of tropical forest plants have been examined for their chemical compounds. Nonetheless, scientists have integrated a wealth of important plants into our everyday lives. The West African Calabar bean is used to treat glaucoma, while the sankerfoot plant of India yields reserpine, essential for treating hypertension. A West African vine provides the basis for stroplantus, a heart medicine. Quinine, an alkaloid derived from boiling the bark of the cinchona tree, is used to prevent and treat malaria. In fact, of the 3 000 plants in the world known to contain anti-cancer properties, 2100 are from the tropical rain forest. Then there is rubber. For many uses, only natural rubber from trees will do, synthetics are not good enough. Today, over half of the world"s commercial rubber is produced in Malaysia and Indonesia, while the Amazon"s rubber industry produces much of the world"s four million tons. Adding ammonia to rubber produces latex which is used for surgical gloves, balloons, adhesives, and foam rubber. Latex, plus a weak mixture of acid results in sheet rubber used for footwear and many sporting goods. Literally thousands of tropical plants are valuable for their industrial uses. Many provide fiber and canes for furniture, soundproofing and insulation. Palm oil, a product of the tropics, brings to your table margarine, cooking oil, bakery products, and candles. The sap from Amazonian copaila trees, poured straight into a fuel tank, can power a truck. At present, 20 percent of Brazil"s diesel fuel comes from this tree. An expanded use of this might reduce our dependency on irreplaceable fossil fuels. Many scientists assert that deforestation contributes to the greenhouse effect. As we destroy forest, we lose their ability to convert carbon dioxide into oxygen. Carbon dioxide level could double within the next half-century warming the earth by as much as 4.5 degrees. The result? A partial meltdown of the polar ice caps, raising sea levels as much as 24 feet. A rise of 15 feet would threaten anyone living within 35 miles of the coast. Far-fetched? Perhaps, but scientists warn that by the time we realize the severe effects of tropical deforestation, it will be 20 years too late. Can tropical deforestation affect our everyday lives? We only have to look at the catalogued tropical forests and the abundance of wondrous products from which we benefit every day to know the answer. After all, the next discovery could be a cure for cancer or the common cold, or the answer to feeding the hungry, or fuelling our world for centuries to come.

单选题Despite the fact that they were ______when they married, alter 30 years they live together harmoniously.

单选题Is it proper for the government to______public opinion through self-serving, one-sided joumalism?

单选题The Bay filled the middle distance, stretching out of sight on both sides, and one"s eye naturally traveled in a great sight-seeing arc: skimming along the busy Shoreline Freeway, swerving out across the Bay via the long Esseph Bridge to the city"s dramatic skyline, dark downtown skyscrapers posed against white residential hills, from which it leapt across the graceful curves of the Silver Span suspension bridge, gateway to the Pacific, to alight on the green slopes of Miranda County. This vast panorama was agitated, even early in the morning, by every known form of transportation—ships, yachts, cars, trucks, trains, planes, helicopters and hovercrafts—all in simultaneous motion, reminding Philip of the brightly illustrated cover of a children"s book. It was indeed, he thought, a perfect marriage of Nature and Civilization, this view, where one might take in at a glance the consummation of man"s technological skill and the finest splendours of the natural world. The harmony he perceived in the scene was, he knew, illusory. Just out of sight to his left a cloud of smoke hung over the great military and industrial port of Ashland, and to his right the oil refineries of St Gabriel fumed into the limpid air. The Bay, which winked so prettily in the morning sun, was, people said, poisoned by industrial waste and untreated effluent. For all that, Philip thought, almost guiltily, framed by his living-room window and seen at this distance, the view still looked very good indeed. Morris Zapp was less entranced with his view—a vista of dank back gardens, rotting sheds and dripping laundry, huge ill-looking trees, grimy roofs, factory chimneys and church spires—but he had discarded this criterion at a very early stage of looking for accommodation in an English industrial town. You were lucky, he had quickly discovered, if you could find a place that could be kept at a temperature appropriate to human organisms, equipped with the more rudimentary amenities of civilized life, and decorated in a combination of colours and patterns that didn"t make you want to vomit on sight. He had taken an apartment on the top floor of a huge old house owned by an Irish doctor and his extensive family. Dr O"shea had converted the attic with his own hands for the use of an aged mother, and it was to the recent death of this relative, the doctor impressed upon him, that Morris owed the good fortune of finding such enviable accommodation vacant. Morris didn"t see this as a selling point himself, but O"shea seemed to think that the apartment"s sentimental associations were worth at least an extra five dollars a week to an American torn from the bosom of his own family.

单选题[此试题无题干]

单选题"Do you want to see my driver's license or my passport?" "Oh______."

单选题John was not selected ______; he was chosen for the job because he had the most experience.

单选题 Children loam almost nothing from television, and the more they watch, the less they remember. They regard television purely{{U}} (71) {{/U}}entertainment, resent programs that put{{U}} (72) {{/U}}on them and are surprised that anybody should{{U}} (73) {{/U}}the medium seriously. Far from being over-excited by programs, they are mildly{{U}} (74) {{/U}}with the whole thing. These are the main conclusions from a new study of children and television. The author, Cardiac Cullingford, {{U}}(75) {{/U}}that the modem child is a{{U}} (76) {{/U}}viewer. The study suggests that there is little{{U}} (77) {{/U}}in the later hours. All 11-year-olds have watched programs after midnight. Apart from the obvious waste of time{{U}} (78) {{/U}}, it seems that all this viewing has little effect. Cullingford says that children can recall few details. They can remember exactly which programs they have seen but they can{{U}} (79) {{/U}}explain the elements of a particular plot. Recall was in "{{U}} (80) {{/U}}proportion to the amount they had watched. "It is precisely because television, {{U}}(81) {{/U}}a teacher, demands so little attention and response{{U}} (82) {{/U}}children like it, argues Cullingford. Programs seeking to{{U}} (83) {{/U}}serious messages are strongly disliked. {{U}}(84) {{/U}}people who frequently talk on screen. What children like most are the advertisements. They see them as short programs{{U}} (85) {{/U}}their own right and particularly enjoy humorous presentation. But again, they{{U}} (86) {{/U}}strongly against high-pressure advertisements that attempt openly to{{U}} (87) {{/U}}them. In addition, children are not{{U}} (88) {{/U}}involved in the programs. If they admire the stars, it is because the actors lead glamorous lives and earn a lot of money, {{U}}(89) {{/U}}their fictional skills with fast cars and shooting villains, children are perfectly{{U}} (90) {{/U}}the functions of advertisements. And says Cullingford, educational television is probably least successful of an in imparting attitudes or information.

单选题They are looking for a ______ experienced secretary who is capable of organizing a busy sales office.

单选题All of us communicate with one another non-verbally, as well as with words. Most of the time we're not aware that we're doing it. We gesture with eyebrows or a hand, meet someone else's eyes and look away, shift positions in a chair. These actions we assume are random and incidental. But researchers have discovered in recent years that there is a sys- tem to them almost as consistent and comprehensible as language. Every culture has its own body language, and children absorb its nuances along with spoken language. A Frenchman talks and moves in French. The way an Englishman crosses his legs is nothing like the way a male American does it. In talking, Americans are apt to end a statement with a droop of the head or hand, a lowering of the eyelids. They wind up a question with a lift of the hand, a lift of the chin or a widening of the eyes. With a future-tense verb they often gesture with a forward movement. There are regional idioms too. An expert can sometimes pick out a native of Wisconsin just by the way he uses his eyebrows during conversation. Your sex, ethnic background, social class and personal style all influence your body language. Nevertheless, you move and gesture within the American idiom. The person who is truly bilingual is also bilingual in body language. New York's famous mayor, Fiorello La Guardia, politicked in English, Italian and Yiddish. When films of his speeches are run without sound, it's not too difficult to identify from his gestures the language he was speaking. One of the reasons English-dubbed foreign films often seem flat is that the gestures don't match the language. Usually, the wordless communication acts to qualify the words. What the nonverbal elements express very often, and very efficiently, is the emotional side of the message. When a person feels liked or disliked, often it's a case of "not what he said but the way he said it." Psychologist Albert Mehrabian has devised this formula, total impact of a message=7 percent verbal+38 percent vocal+55 percent facial. The importance of the voice can be seen when you consider that even the words "I hate you" can be made to sound sexy. Experts in kinetics--the study of communication through body movement--are not prepared to spell out a precise vocabulary of gestures. When an American rubs his nose, it may mean he is disagreeing with someone or rejecting something: But there are other possible interpretations, too. Another example; When a strident in conversation with a professor holds the older man's eyes a little longer than is usual, it can be a sign of respect and affection; it can be a subtle challenge to the professor's authority; or it can be something else entirely. The expert looks for patterns in the context, not for an isolated meaningful gesture.

单选题 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 Englander, 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 (one out of many used on the Great Seal of the U.S. and on several U. S. coins) 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. In 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I think I'd like to stay home this evening ______ going out as it is raining so heavily. A. better than B. other than C. rather than D. sooner than

单选题Under the influence of drug-friendly pop music, what might the youth think of the death of some pop stars caused by overdose?

单选题It is impossible for parents to shield their children from every danger. A. protect B. relieve C. conserve D. free

单选题Father does not like ______ meat.

单选题On the first day when a pupil enters school, he is asked to ______ to the school rules.(2003年上海交通大学考博试题)

单选题I think I'm safe in saying that he will ______me as full Director.

单选题Railway services are not yet sound enough economically without government {{U}}subsidy{{/U}}.