单选题As most new buyers soon learn, it is not that easy for a novice to use, particularly when the manuals contain instructions like this______from Apple; "This character prevents script from terminating the currently forming output line when it encounters the script command in the input stream. "

单选题Visual impairment (视觉障碍) carries with it a reduced or restricted ability to travel through one"s physical and social environment until adequate orientation and mobility skills have been established. Because observational skills are more limited, self-control within the immediate surroundings is limited. The visually impaired person is less able to anticipate hazardous situations or obstacles to avoid. Orientation (定方向) refers to the mental map one has of one"s surroundings and to the relationship between self and that environment. The mental map is best generated by moving through the environment and piecing together relationships, object by object, in an organized approach. With little or no visual feedback to reinforce this mental map, a visually impaired person must rely on memory for key landmarks and other clues. Landmarks and clues enable visually impaired persons to affirm their position in space. Mobility (移动), on the other hand, is the ability to travel safely and efficiently from one point to another within one"s physical and social environment. Good orientation skills are necessary to good mobility skills. Once visually impaired students learn to travel safely as pedestrians (行人) they also need to learn to use public transportation to become as independent as possible. To meet the expanding needs and demands of the visually impaired person, there is a sequence of instruction that begins during the preschool years and may continue after high school. Many visually impaired children lack adequate concepts regarding time and space or objects and events in their environment. During the early years much attention is focused on the development of some fundamental concepts, such as inside or outside, in front of or behind, fast or slow, movement of traffic, the variety or intersections, elevators or escalators, and so on. These concepts are essential to safe, efficient travel through familiar and unfamiliar settings, first within buildings, then in residential neighborhoods, and finally in business communities.

单选题Most people who travel long distance complain of jetlag. Jetlag makes business travelers less productive and more prone【C1】______making mistakes. It is actually caused by【C2】______of your "body clock" —a small cluster of brain cells that controls the timing of biological【C3】______. The body clock is designed for a【C4】______rhythm of daylight and darkness, so that it is thrown out of balance when it【C5】______daylight and darkness at the "wrong" times in a new time zone. The【C6】______of jetlag often persist for days【C7】______the internal body clock slowly adjusts to the new time zone. Now a new anti-jetlag system is【C8】______that is based on proven【C9】______pioneering scientific research. Dr. Martin Mooreede had【C10】______a practical strategy to adjust the body clock much sooner to the new time zone【C11】______controlled exposure to bright light. The time zone shift is easy to accomplish and eliminates【C12】______of the discomfort of jetlag. A successful time zone shift depends on knowing the exact times to either【C13】______or avoid bright light. Exposure to light at the wrong time can actually make jetlag worse. The proper schedule【C14】______light exposure depends a great deal on【C15】______travel plans.

单选题Auctions are public sales of goods, conducted by an officially approved auctioneer. He asked the crowd to gather in the auction room to bid for various items on sale. He encourages buyers to bid higher figures and finally names the highest bidder as the buyer of the goods. This is called "knocking down" the goods, for the bidding ends when the auctioneer bangs a small hammer on a raised platform. The ancient Romans probably invented sales by auction and the English word comes from the Latin "autic", meaning "increase". The Romans usually sold in this way the spoils taken in war, these sales were called "sub hasta", meaning "under the spear", a spear being stuck in the ground as a signal for a crowd to gather. In England in the eighteenth and nineteenth centuries goods were often sold "by the candle"; a short candle was lit by the auctioneer and bids could be made while it was burning. Practically all goods can be sold by auction. Among these are coffee, skins, wool, tea, cocoa, furs, fruit, vegetables and wines. Auction sales are also usual for land and property, antique furniture, pictures, rare books, old china and works of art. The auction rooms at Chritie"s and Sotheby"s in London and New York are world famous. An auction is usually advertised beforehand with full particulars of the articles to be sold and where and when they can be viewed by the buyers. If the advertisement cannot give full details, catalogues are printed, and each group of goods to be sold together, called a "lot", is usually given a number. The auctioneer need not begin with lot one and continue the numerical order; he may wait until he notices the fact that certain buyers are in the room and then produce the lots they are likely to be interested in. The auctioneer"s services are paid for in the form of a percentage of the price the goods are sold for. The auctioneer therefore has a direct interest in pushing up the bidding.

单选题The English vocabulary is known for a(an) ______ of words which are comparatively seldom used in ordinary conversations.

单选题Americans today don"t place a very high value on intellect. Our heroes are athletes, entertaihners, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren"t difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch"s latest book, Left Back: A Century of Failed School Reforms , traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy; "Continuing along this path," says writer Earl Shorris. "We will become a second-rate country. We will have a less civil society." "Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life , a Pulitzer-Prize winning book on the roots of anti-intellectualism in U.S. politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain"s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country"s educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise".

单选题A number of researchers have examined the variables/strategies that affect students' learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted. What makes a "good" language learner "good", and what makes a "poor" language learner "poor"? What does this imply for the teaching of language in the Hong Kong context? These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either "good" or "poor". Learner variables and strategies have been the focus of a number of research projects, (O'Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research. In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation. Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students.

单选题Being able to move gives animals many advantages, but it also generates its own demands. For any animal, ______ movement can be unhelpful or even dangerous.

单选题Having discovered the shadiness in which her employers were involved, she immediately ______ her connection with them.

单选题______ schools are a microcosm of society at large, it is important to examine the ways in which educational environments may foster and perpetuate a tolerance of gender based stereotyping and violence. A. In that B. As long as C. For that D. Even though

单选题Having reached the top of the hill, we were appalled to find the path ______ precipitously.

单选题How well a person ______ depends just as much on whether they're self-confident as it does on particular skills and expertise.

单选题Forget football. At many high schools, the fiercest competition is between Coke and Pepsi over exclusive "pouring rights" to sell on campus. But last week Jeffrey Dunn, president of Coca-Cola Americas, called a timeout: Coke's machines will now also stock water, juice, and other healthful options--even rival brands and their facades will feature school scenes and other "noncommercial graphics" instead of Coke's vivid red logo. "the pendulum needs to swing back" on school-based marketing, said Dunn. Coke's about-face--particularly the call to end the exclusive deals that bottlers make with school districts--comes amid rising concern over kids' health: American children are growing ever more obese and developing weight-related diseases usually found in adults. While inactivity and huge helpings factor heavily, a recent study in the Lancet fingered soda pop as a likely culprit. Communities--and legislators--are already on the case. Last year, for instance, parents in Philadelphia detailed a proposed contract with Coca-Cola that would have netted the school system $ 43 million over 10 years. And in a searing' report to congress last month, the U. S. Department of Agriculture recommended that all snacks sold in schools meet federal nutrition standards (the requirements are loose enough that Snickers bars qualify). Spare change? Activists hope Coke's capitulation will help curb commercialism in schools altogether. From ads on Channel One, which broadcasts current-affairs programs on classroom TV, to middle-school math texts that cite Nike and other bran-name products in their word problems, to company-sponsored scoreboards on football fields, American pupils are bombarded. But Andrew Hagelshaw, executive director of the Oakland, Calif.-based Center for Commercial-Free Public Education, views Coca-Cola's policy shift as a "partial victory". Schools sign contracts with local bottlers; the parent company can only urge them to back off. Moreover, Coke's machines will remain in place, although with healthier options. And don't expect teenagers to suddenly swear off the stuff--or school districts to give up the revenue. At Wheeler High School in Marietta, Ga., where students arrive before 7 a.m. and stay as late as 11 o'clock at night, they rely on the machines. And the $ 50,000 in annual vending revenues have enabled Principal Joe Boland to refinish the gym floor, in- stall a new high-jump pit, and pay $ 7,000 for two buses. "If someone made an offer to me to take the machines out, I'd consider it," says Boland. "But nobody's offering me any money./

单选题General acceptance of 3-D films may prove hard to come by as the experience of three decades ago indicated.

单选题The Greek's lofty attitude toward scientific research—and the scientists' contempt of utility—was a long time dying. For a millennium after Archimedes, this separation of mechanics from geometry inhibited fundamental technological progress and in some areas repressed it altogether. But there was a still greater obstacle to change until the very end of the middle ages: the organization of society. The social system of fixed class relationships that prevailed through the Middle Ages (and in some areas much longer) itself hampered improvement. Under this system, the laboring masses, in exchange for the bare necessities of life, did all the productive work, while the privileged few—priests, nobles, and kings—concerned themselves only with ownership and maintenance of their own position. In the interest of their privileges they did achieve considerable progress in defense, in warmaking, in government, in trader in the arts of leisure, and in the extraction of labor from their dependents, but they had no familiarity with the process of production. On the other hand, the laborers, who were familiar with manufacturing techniques, had no incentive to improve or increase production to the advantage of their masters. Thus, with one class possessing the requisite knowledge and experience, but lacking incentive and leisure, and the other class lacking the knowledge and experience, there was no means by which technical progress could be achieved. The whole ancient world was built upon this relationship—a relationship as sterile as it was inhuman. The availability of slaves nullified the need for more efficient machinery. In many of the conmonplace fields of human endeavor, actual stagnation prevailed for thousands of years. Not all the glory that was Greece and the grandeur that was Rome could develop the windmill or contrive so simple an instrument as the wheelbarrow—products of the tenth and thirteenth centuries respectively. For about twenty-five centuries, two-thirds of the power of the horse was lost because he wasn't shod, and much of the strength of the ox was wasted because his harness wasn't modified to fit his shoulders. For more than five thousand years, sailors were confined to rivers and coasts by a primitive steering mechanism which required remarkably little alteration (in the thirteenth century) to become a rudder. With any ingenuity at all, the ancient plough could have been put on wheels and the ploughshare shaped to bite and turn the sod instead of merely scratching it—but the ingenuity wasn't forthcoming. And the villager of the Middle Ages, like the men who first had fire, had a smoke hole in the center of the straw and reed thatched roof of his one-room dwelling (which he shared with his animals), while the medieval charcoal burner (like his Stone Age ancestor) made himself a hut of small branches.

单选题In Ancient Greece, at special feast, doves were soaked in perfume and sent flying over the heads of guests to ______ those below.

单选题I was introduced to the concept of literacy animator in Oladumi Arigbede's (1994) article on high illiteracy rates among women and school dropout rates among girls. According to Arigbede, literacy animators view their role as assisting in the self-liberating development of people in the world who are struggling for a more meaningful life. Animators are a family of deeply concerned and committed people whose gut-level rejection of mass human pauperizafion compels them to intervene on the side of the marginalized. Their motivation is not derived from a love of literacy as merely another technical life skill, and they accept that literacy is never culturally or ideologically neutral. Arigbede writes from her experiences as an animator working with women and men in Nigeria. She believes that literacy animators have to make a clear choice about whose culture and whose ideology will be fostered among those with whom they work. Do literacy educators in the United States consider whether the instruction they pursue conflicts with their students' traditional cultures or community, or fosters illiteracies in learners' first or home languages or dialects and in their orality? Some approaches to literacy instruction represent an ideology of individualism, control, and competition. Consider, for example, the difference in values conveyed and represented when students engage in choral reading versus the practice of having one student read out loud to the group. To identify as a literacy animator is to choose the ideology of "sharing, solidarity, love, equity, co-operation with and respect of both nature and other human beings". Literacy pedagogy that matches the animator ideology works on maintaining the languages and cultures of millions of minority children who at present are being forced to accept the language and culture of the dominant group. It might lead to assessment that examines the performance outcomes of a community of literacy learners and the social significance of their uses of literacy, as opposed to measuring what an individual can do as a reader and writer on a standardized test. Shor(1993) describes literacy animators as problem-posing, community-based, dialogic educators. Do our teacher-education textbooks on reading and language arts promote the idea that teachers should explore problems from a community-based dialogic perspective?

单选题Since his injury was serious, the doctor suggested that he ______ in the game.

单选题Most speakers are not using the second language alongside the first A one on a daily basis —instead, the influence on the second language "trickles down" from the elite class to B the masses . In cases like this, C what trickles down most easily are isolated words, rather than the things that are harder to pick up from a foreign language. Such as word order and endings, D that require the hang of.