单选题America is changing its eating habits. Though medical evidence mounts that we are 1 what we eat, consuming a healthier diet has become almost a national passion in the United States. The food-for- fitness phenomenon began in the late 70"s when a U.S. Senate committee 2 the conclusion that six out of ten leading causes of death such as heart disease and cancer might 3 diet. The government issued dietary guidelines 4 Americans to eat a variety of food, maintain proper weight, and limit intake of fat, salt, and sugar. For most Americans, what to eat is a matter of personal choice, 5 one of supply. An excellent nationwide food distribution system assures that fresh 6 is readily available in all parts of the country, 7 the season. Taking advantage of this abundance, many people are forsaking traditional meat-and- potatoes fare 8 lighter meals of salads, fruits, and vegetables. One of the most significant trends in the American way of eating is the healthful change in restaurant food. One of 9 two meals in the United States is eaten outside the home. Restaurants are making special efforts to provide low-fat, low-salt, and low-calorie items. Saladbars, 10 with fresh greens and raw fruits and vegetables, are found everywhere.

单选题The author mentions that English literature "was not part of any academic curriculum" in the early 19th century in order to______.

单选题The word "pristine" in paragraph 2 is closest in meaning to ______.

单选题When I became president of the University of Michigan, affirmative action in higher education was under siege. Buoyed by a successful lawsuit against the University of Texas law school's admission policy and by ballot initiatives such as California's Proposition 209, which outlawed race as a factor in college admissions, the opponents set their sights on affirmative-action programs at college across the country. The rumor that Michigan would be the next target in this campaign turned out to be correct. I believed strongly that we had no choice but to mount the best legal defense ever for diversity in higher education and take special efforts to explain this complex issue, in simple and direct language, to the American public. There are many mispereeptions about how race and ethnieity are considered in college admissions. Competitive colleges and universities are always looking for a mix of students with different experiences and backgrounds — academic, geographic, international, socioeconomic, athletic, public-service oriented, and, yes, racial and ethnic. It is true that in sorting the initial rush of applications, large universities will give "points" for various factors in the selection process in order to ensure fairness as various officers review applicants. Opponents of Michigan's undergraduate system complain that an applicant is assigned more points for being black, Hispanic, or Native American than for having a perfect SAT score. This is true, but it trivializes the real issue: whether, in principle, race and ethnicity are appropriate considerations. The simple fact about the Michigan undergraduate policy is that it gives overwhelming weight to traditional academic factors — some 110 out of a total of 150 points. After that, there are some 40 points left for other factors, of which 20 can be allocated for race or socioeconomic status. Race has been a defining element of the American experience. The historic Brown v. Board of Education decision is almost 50 years old, yet metropolitan Detroit is more segregated now than it was in 1960. The majority of students who each year arrive on a campus like Michigan graduated from virtually all-white or all-black high schools. The campus is their first experience living in an integrated environment. Diversity is not merely a desirable addition to a well-rounded education. It is as essential as the study of the Middle Ages, of international politics, and of Shakespeare. For our students to better understand the diverse country and world they inhabit, they must be immersed in a campus culture that allows them to study with, argue with, and become friends with students who may be different from them. It broadens the mind, and the intellect-essential goals of education. Reasonable people can disagree about affirmative action. But it is important that we do not lose the sense of history, the compassion and the largeness of vision that defined the best of the civil-rights era, which has given rise to so much of what is good about America today.

单选题I was entrusted to______to a newspaper article making predictions for the New Year. A. contribute B. detract C. convert D. entail

单选题Many of these writers used to study in writing clinics .

单选题The little girl caught her______ as she saw the man fall from the tree.

单选题The arguments that cloning will have harmful effects ______.

单选题Scientific evidence from different {{U}}disciplines{{/U}} demonstrates that in most humans the left half of the brain controls language.

单选题I arrive at nine o'clock, teach until twelve thirty and then have a meal; that is my morning ______.

单选题Mrs. Mary wore a string of {{U}}beads{{/U}} around her neck.

单选题Such ______ as self-respect and industriousness merit the full backing of an employer.

单选题______before we leave the day after tomorrow, we should have a wonderful time together.(北京大学2007年试题)

单选题He had always been______the way Ruth looked, and had never once paid her a compliment.

单选题The boy was not ______ to leave class without an adequate reason. A. emitted B. admitted C. permitted D. remitted

单选题The poor mother lacked her husband's capacity for discipline, and found herself ______her headstrong son.

单选题The trainees were given copies of a finished manual to see whether they could themselves begin to ______ the inflexible, though tacit, rules for composing more of such instructional materials. A. design B. revise C. disrupt D. derive

单选题In this way people will get themselves ______ talking about certain issues.