单选题It is also important that the public should recognize the current debate for what it is: scientists behaving ______, as they should.

单选题In the last few minutes the conversation has become seemingly ______ as if the discussion were of some minor domestic matter and not survival itself.

单选题In order to work here the foreigner needs a work permit, which must be (21) for by his prospective employer. The problem here is that the Department of Employment has the right to (22) or refuse these permits, and there is little that can be (23) about it, it would be extremely unwise (24) a foreign visitor to work without a permit, since anyone doing so is (25) to immediate deportation. There are some (26) to this rule, most notably people from the Common Market countries, who are (27) to work without permits and who are often given (28) residence permits of up to five years. Some (29) people, such as doctors, foreign journalists, authors and others, can work without (30) The problem with the Act is not just that some of its rules are (31) but (32) it is administered, and the people who administer it. An immigration official has the power to stop a visitor (33) these shores coming into the country. If this happens the visitor has the (34) to appeal to the Immigration Appeal Tribunal. (35) the appeals are being considered, the visitor has no choice but to wait sometimes for quite a long time.

单选题To forgive may be divine, but no one ever said it was easy. When someone has deeply hurt you, it can be extremely difficult to let go of your grudge. But forgiveness is possible—and it can be surprisingly beneficial to your physical and mental health. "People who forgive show less depression, anger and stress, and more hopefulness," says Frederic Luskin, Ph. D., author of Forgive for Good (HarperCollins, 2002). "So it can help save on the wear and tear on our organs, reduce the wearing out of the immune system and allow people to feel more vital." So how do you start the healing? Try following these steps: Calm yourself. To defuse your anger, try a simple stress-management technique. "Take a couple of breaths and think of something that gives you pleasure: a beautiful scene in nature, someone you love, "Luskin says. Don't wait for an apology. "Many times the person who hurt you has no intention of apologizing," Luskin says. "They may have wanted to hurt you or they just don't see things the same way. So if you wait for people to apologize, you could be waiting an awfully long time." Keep in mind that forgiveness does not necessarily mean reconciliation with the person who upset you or condoning of his or her action. Take the control away from your offender. Mentally replaying your hurt gives power to the person who caused you pain. "Instead of focusing or, your wounded feelings, learn to look for the love, beauty and kindness around you," Luskin says. Try to see things from the other person's perspective. If you empathize with that person, you may realize that he or she was acting out of ignorance, fear—even love. To gain perspective, you may want to write a letter to yourself from your offender's point of view. Recognize the benefits Of forgiveness, Research has shown that people who forgive report more energy, better appetite and better sleep patterns. Don't forget to forgive yourself. "For people, forgiving themselves is the biggest challenge, "Luskin says. "But it can rob you of your self-confidence if you don't./

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According to Monsanto, the invention of Terminator will NOT ______.

单选题{{B}}Directions:{{/B}} There are 4 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets. Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue to nature, history, and ultimately the cosmos itself. Without denying outright the existence either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self. Therefore, all knowledge begins with self-knowledge. This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the human as universal, freed from the accidents of times, space, birth, and talent. Thus, for Emerson, the "American Scholar" turns out to be simply "Man Thinking". While, for Whitman, the "Song of Myself" merges imperceptibly into a song of all the "children of Adam" where "every atom belonging to me as good belongs to you". Also common to all the five writers is the belief that individual virtue and happiness depend upon self-realization, which, in turn, depends upon the harmonious reconciliation of two universal psychological tendencies. First, the self-asserting impulse of the individual to withdraw, to remain unique and separate, and to be responsible only to himself or herself. Second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, the preservation of the individual's freedom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concepts of equality and fraternity. A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon introspection--their belief that the clue to external nature is to be found in the inner world of individual psychology--and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers' faith in the imagination and in themselves as practitioners of imagination led them to conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

单选题He was______for his years of service to the company with a grand farewell party and several presents.(复旦大学2010年试题)

单选题The boy was not ______ to leave class without an adequate reason.

单选题Conservative scientists who deny that cosmic gulfs can ever be crossed will ______.

单选题It is very strange but I had an ______ that the plane would crash. A. inspiration B. intuition C. imagination D. incentive

单选题To be a successful criminal, one must be ______. A. empirical B. emigrant C. elegant D. elusive

单选题The study shows that laying too much emphasis on exams is likely to ______ students' enthusiasm in learning English.

单选题In the early 1950"s historians who studied pre-industrial Europe (which we may define here as Europe in the period from roughly 1300 to 1800) began, for the first time in large numbers, to investigate more of the pre-industrial European population than the 2 or 3 percent who comprised the political and social elite; the kings, generals, judges, nobles, bishops and local magnates who had hitherto usually filled history books. One difficulty, however, was that few of the remaining 97 percent recorded their thoughts or had them chronicled by contemporaries. Faced with this situation, many historians based their investigations on the only records that seemed to exist: birth, marriage, and death records. As a result, much of the early work on the non-elite was aridly statistical in nature; reducing the vast majority of the population to a set of numbers was hardly more enlightening than ignoring them altogether. Historians still did not know what these people thought or felt. One way out of this dilemma was to turn to the records of legal courts for here the voices of the non-elite can most often be heard, as witnesses, plaintiffs, and defendants. These documents have acted as "a point of entry into the mental world of the poor." Historians such as Le Roy Ladurle have used the documents to extract case histories, which have illuminated the attitudes of different social groups (these attitudes include, but are not confined to, attitudes toward crime and the law) and have revealed how the authorities administered justice. It has been societies that have had a developed police system and practiced Roman law, with its written depositions, whose court records have yielded the most data to historians. In Anglo-Saxon countries hardly any of these benefits obtain, but it has still been possible to glean information from the study of legal documents. The extraction of case histories is not, however, the only use to which court record may be put. Historians who study pre-industrial Europe have used the records to establish a series of categories of crime and to quantify indictments that were issued over a given number of years. This use of records does yield some information about the non-elite, but this information gives us little insight into the mental lives of the non-elite. We also know that the number of indictments in pre-industrial Europe bears little relation to the number of actual criminal acts, and we strongly suspect that the relationship has varied widely over time. In addition, aggregate population estimates are very shaky, which makes it difficult for historians to compare rates of crime per thousand in one decade of the pre-industrial period with rates in another decade. Given these inadequacies, it is clear why the case history use of court records is to be preferred.

单选题We've seen a ______ trend of consumers saying they will spend more, from holiday shopping to 2012 travel plans, and spending plans for Feb 14 are no exception. A. consistent B. persistent C. insistent D. resistant

单选题The troops were in a ______ position, completely exposed to attack from the air.

单选题The another of the book has shown his remarkable keen ______ into human nature.