单选题In 1954, Ernest Hemingway was awarded the Nobel Prize for literature for his novel ______.

单选题The author elaborates on all of the following forms of malnutrition EXCEPT ______.

单选题Now, listen to Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.

单选题The centenary of the birth of William Faulkner, one of the great modern novelists, was celebrated in September, 1997. Faulkner wrote about the southern states of the United States of America where he grew up, and where his family had an important part to play in the history of that region. His work became a touchstone for insights into the troubled issues of southern American identity, race relations, and the family interrelation- ships of the old-time southern gentry. Faulkner was born in New Albany, Mississippi on September 25, 1897. Despite his interest in writing, he left Oxford High School, Mississippi, without graduating. After World War I, he entered the University of Mississippi as a special student, a right to study which was granted to war veterans, although Faulkner had training with the Air Force in Canada, he did not enter combat. Faulkner began to write poems, a verse play, short stories and finished his first novel Satoris in 1928. His fiction was centered for 14 of the 19 novels published during his lifetime a fictional region called Yoknapatawpha County. The name is said to be stem from the India Chickasaw word meaning split land. In December 1950, Faulkner was awarded the Nobel Prize for Literature. When he accepted it in Stockholm, his speech emphasized that he wished to continue writing, but in a positive way that affirmed the power of humanity to prevail over adverse circumstances. As he said in his speech, he still felt that, despite the threat of nuclear war then hanging over the world, the central concern of the writer should be, the problems of the human heart in conflict with itself". He wanted the tension and problems that he had cast the spotlight on in the southern states of America to be resolved by the life-affirming attitudes and actions of his characters. Like playwright Tennessee Williams, Faulkner was a major voice who spoke for the troubled heart of the southern states of America. His achievement is all the more remarkable because, as a schoolboy, he was not only a frequent truant but also reportedly failed to reach pass grades in English class. His collected short stories, novels, poems, allegorical stories and other writings which form a legacy of literature which casts profound illumination on the special culture of the South, a culture, which developed from a history and social circumstances that were often tumultuous and always unique. From the focus on a fictional county, and by remaining true to his view of a close-knit but authentic society that reflected the greater world around him, Faulkner in the end fashioned a saga of the Deep South that is one of the major achievements of 20th-century literature, (451)

单选题The leader of the House of Lords in Britain is ______.A. The SpeakerB. The MonarchC. The Upper HouseD. The Cabinet

单选题GeneralBanKi-moonisurgingtheBurmesegovernmenttoA.holdtheconstitutionalreferendum.B.allowinforeignsearchandrescueteams.C.acceptinternationalaidrightaway.D.adoptJohnHolmes'suggestions.

单选题The author suggests that all of the following are true of human nature EXCEPT that

单选题According to Mark Zandi,chief economist at Moody's Analytics, A. low mortgage rates can help cure the depressed economy. B. ailing economy has made interest rates record low. C. refinance applications have made their highest level of the year. D. home sales are expected to suffer from a coming hit.

单选题Adelaide, the capital of South Australia, is internationally known for its[A] wine.[B] beautiful scenery.[C] valuable minerals.[D] arts festival.

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单选题Which of the following universities has the longest history? A. Yale. B. Oxford. C. Harvard. D. Stanford.

单选题Imagine a chart that begins when man first appeared on the planet and tracks the economic growth of societies from then forward. It would be a long, flat line until the late 16th or early 17th century, when it would start trending upward. For most of humankind life was as the English philosopher Thomas Hobbes famously described it in 1651—"solitary, poor, nasty, brutish, and short." But as Hobbes was writing those words, the world around him was changing. Put simply, human beings were getting smarter. People have always sought knowledge. The scientific revolution, followed by the Enlightenment, marked a fundamental shift. Humans were no longer searching for ways simply to fit into a natural or divine order; but they were seeking to change it. Once people found ways to harness energy—using steam engines—they were able to build machines that harnessed far more power than any human or horse could ever do. And people could work without ever getting tired. The rise of these machines drove the Industrial Revolution, and created a whole new system of life. Today the search for knowledge continues to produce an ongoing revolution in the health and wealth of humankind. If the rise of science marks the first great trend in this story, the second is its diffusion. What was happening in Britain during the Industrial Revolution was not an isolated phenomenon. A succession of visitors to Britain would go back to report to their countries on the technological and commercial innovations they saw there. Sometimes societies were able to learn extremely fast, as in the United States. Others, like Germany, was benefited from starting late, leapfrogging the long-drawn-out process that Britain went through. This diffusion of knowledge accelerated dramatically in recent decades. Over the last 30 years we have watched countries like Japan, Singapore, South Korea and now China grow at a pace that is three times that of Britain or the United States at the peak of the Industrial Revolution. They have been able to do this because of their energies and exertions, of course, but also because they cleverly and perhaps luckily adopted certain ideas about development that had worked in the West—reasonably free markets, open trade, a focus on science and technology, among them. The diffusion of knowledge is the dominant trend of our time and goes well beyond the purely scientific. Consider the cases of Turkey and Brazil. If you had asked an economist 20 years ago how to think about these two countries, he would have explained that they were classic basket-case, Third World economies, with triple-digit inflation, soaring debt burdens, a weak private sector and snail's-pace growth. Today they are both remarkably well managed, with inflation in single digits and growth above 5 percent. And this shift is happening around the world. From Thailand to South Africa to Slovakia to Mexico, countries are far better managed economically than they have ever been. Even in cases where political constraints make it difficult to push far-reaching reforms, as in Brazil, Mexico or India, governments still manage their affairs sensibly, observing the Hippocratic oath not to do any harm. We are sometimes reluctant to believe in progress. But the evidence is unmistakable. The management of major economies has gotten markedly better in the last few years. Careful monetary policy has tempered the boom-and-bust economic cycles of the industrial world, producing milder recessions and fewer shocks. Every day one reads of a new study comparing nations in everything from Internet penetration to inflation. All these studies and lists are symbols of a learning process that is accelerating, reinforcing the lessons of success and failure. Call it a best-practice world. I realize that the world I am describing is the world of the winners. There are billions of people, locked outside global markets, whose lives are still accurately described by Hobbes's cruel phrase. But even here, there is change. The recognition of global inequalities is more marked today than ever before, and this learning is forcing action. There is more money being spent on vaccines and cures for diseases in Africa and Asia today than ever before in history. Foreign-aid programs face constant scrutiny and analysis. When things don't work, we learn that, too, and it puts a focus either on the aid program or on local governments to improve. This may sound overly optimistic. There are losers in every race, but let not the worries over who is winning and losing the knowledge race obscure the more powerful underlying dynamic: knowledge is liberating. It creates the possibility for change and improvement everywhere. It can create amazing devices and techniques, save lives, improve living standards and spread information. Some will do well on one measure, others on another. But on the whole, a knowledge-based world will be a healthier and richer world. The caveat I would make is not about one or another country's paucity of engineers or computers. These problems can be solved. But knowledge is not the same thing as wisdom. Knowledge can produce equally powerful ways to destroy life, intentionally and unintentionally. It can produce hate and seek destruction. Knowledge does not by itself bring any answer to the ancient Greek question "What is a Good Life?" It does not produce good sense, courage, generosity and tolerance. And most crucially, it does not produce the farsightedness that will allow us all to live together—and grow together—on this world without causing war, chaos and catastrophe. For that we need wisdom.

单选题Which of the following is mentioned in tile passage?

单选题(1) In trying to understand and control youth gangs, investigators and scholars have assembled what amounts to anthropological studies of gang characteristics. Police files record everything from the face that the Crips in Los Angeles wear blue while rival Bloods wear red to intricate details of the Satanic rituals and grave desecrations committed by white gangs known as "atones" or "heavy metalers." These and other rituals make it clear that youth gangs ate fat more than mere social clubs or business organizations--they are highly developed subcultures. (2) The key determinant of gang's culture is the neighborhood, known bu blacks and Hispanic gangs members as "the' hood." Hispanic gangs, especially, identify strong with their "barrios," swatches of land often sandwiched between freeways and railroad tracks in which the same gang might have lived and fought for several generations. (3) The nature of the hood can make a difference in how police approach gang crime. Hispanic gangs that sell drugs ate more likely to consummate deals with friends and acquaintances inside selected shops, restaurants, or apartments, according to San Francisco gang researcher Dan Waldorf. Doing business this way requires police to have insider knowledge -- to know a gang's secret hand signals, for example. Black gangs, by contrast, usually make sales out in the open, often to strange, in front of housing projects or small stores. (4) A gang's name also reveals much. Names are often designed to inspire gear (as in New York's Savage Nomads), to boast about a gang's modus operandi (Miami's Mazda Boys steal Mazda cars) or to celebrate the gang's street or housing project (as in the Main Street Crips or the 11-Dwuce Hoovers in the neighborhood of 112th and Hoover Streets in Los Angles). In many cities, police seek to avoid publicizing the names of gangs because, as Boston police spokesman Scott Gillis said, "it gives them undue notoriety." (5) The dress codes and colors provide further evidence that gangs are determined to thrive in their own cultures -- gang members persist in wearing their distinctive colors even though it helps police keep track of them. Today's gang members frequently wear baggy Khaki pants riding low on the hips, patterns shaved into their heads, a single glove or earring, and shoelaces laced to one side or the other. They also have sport bandannas and colored rags hanging from their back pockets. Many have cigarette burns on their hands to signify courage, while other display knife cuts. Tattoos are popular with black gangs. Some members wear rapper-style sunglasses and "cake cutter" combs with sharp metal tines. (6) Quite often they wear expensive sneakers (the BK on British Knights means "Blood Killer" to the Crips) Hats and jackets with the names of rival professional football teams have been known to provoke fights between gangs. Asian gangs ate known to color and spray their hair in bizarre styles, a disguise that can be altered quickly by the wind as their speeding car leaves the scene of crime. (7) Graffiti is thought to be the essence of gang membership, the essence of gang fear. For many gangs, the act of marketing graffiti is a declaration of control of a neighborhood. Defacing a rival gang's graffiti can provoke deadly retaliation. Common images in graffiti include pitchforks, guns, dollars signs, Profanity, and sometimes the name of a targeted shooting victim. Hispanic graffiti is characterized by stylized, three-dimensional or block lettering with serifs. Black graffiti, L. A. police say, has fewer flourishes. (8) Gang cultures can be highly ceremonial. Many gangs have daunting initiation rites that require an aspiring member to steal car, fight the gang's leaders, or participate in a drive-by shooting. Gang marriage ceremonies have also been recorded; one in New York City involved the sharing of blood from knife cuts and the pouring of a can of beer over the couple's heads. At gang funerals, a booklet with photos and a rhyming tribute to the deceased is often distributed. (9) Though the vast majority of gang members are male, many. gangs have female associates, and there are some all-female gangs. (Los Angeles often gang is said to have 20-30female gangs.) Female members often hide and protect male members, or carry concealed weapons or narcotics for them, police say, because they are less likely to be searched. They also cater gang parties. Gang girls are often the objects of fights between jealous rival gangs. They are sometimes used as sexual lures, and are often expected to provide sex to multiple gang members. (10) Female gang members are often teen mothers with drug problems who, faced with the alternative of prostitution, use gangs to support themselves. Though they are increasingly as prone to fighting as male gang members, female continue to play a secondary role in most gangs. As a 19-year-old Hispanic gang member form Santa Ana said: "We're the ones who take care of the' hood; we protect them. They ain't got nothing to say./

单选题{{B}}TEXT D{{/B}} Anyone who trains animals recognizes that human and animal perceptual capacities are different. For most humans, seeing is believing, although we do occasionally brood about whether we can believe our eyes. The other senses are largely ancillary; most of us do not know how we might go about either doubting or believing our noses. But for dogs, scenting is believing. A dog's nose is to ours as the wrinkled surface of our complex brain is to the surface of an egg. A dog who did comparative psychology might easily worry about our consciousness or lack thereof, just as we worry about the consciousness of a squid. We who take sight for granted can draw pictures of scent, but we have no language for doing it the other way about, no way to represent something visually familiar by means of actual scent. Most humans cannot know, with their limited noses, what they can imagine about being deaf, blind, mute, or paralyzed. The sighted can, for example, speak if a blind person a "in the darkness," but there is no corollary expression for what it is that we are in relationship to scent. If we tried to coin words, we might come up with something like "scent-blind." But what would it mean? It couldn't have the sort of meaning that "color-blind" and "tone-deaf' do, because most of us have experienced what "tone" and "color" mean in those expressions "scent-blind." Scent for many of us can be only a theoretical, technical expression that we use because our grammar requires that we have a noun to go in the sentences we are prompted to utter about animals' tracking. We don't have a sense of scent. What we do have is a sense of smell-for Thanksgiving dinner and skunks and a number of things we call chemicals. So if Fido and sitting on the terrace, admiring the view, we inhabit worlds with radically different principles of phenomenology. Say that the wind is to our backs. Our world lies all before us, within a 180 degree angle. The dog's-well, we don't know, do we? He sees roughly the same things that I see but he believes the scents of the garden behind us. He marks the path of the black-and-white cat as she moves among the roses in search of the bits of chicken sandwich I let fall as I walked from the house to our picnic spot. T can show that Fido is alert to the kitty, but not how, for my picture-making modes of thought too easily supply falsifyingly literal representations of the cat and the garden and their modes of being hidden from or revealed to me.

单选题The state which has the largest land area of all the states in the United States is A. Texas. B. California. C. Alaska. D. Utah.

单选题Which of the following historic events is of little significance to America?A. World War ⅡB. The Glorious Revolution.C. Boston Tea Party.D. The Vietnam War.

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单选题It was said by Sir George Bernard Shaw that "England and America are two countries separated by the same language." My first personal experience of this was when I worked as a camp counselor for two months in 2000 in Summer Camp run by the Boy Scouts of America, as part of an international leader exchange scheme. Before I went, all the participants in the scheme were given a short list of words that are in common use in the UK which Americans would either be confused by or would even offend them. I memorized the words and thought "I’ll cope". When I finally arrived in the States three months later, I realized that perhaps a lifetime of watching American television was not adequate preparation for appreciating and coping with the differences between American and British speech. In the first hour of arriving at the camp I was exposed to High School American English, Black American English and American English spoken by Joe Public, all every different to each other. Needless to say, I did cope in the end. The Americans I met were very welcoming and helpful, and I found they were patient with me when I made a social faux pas when I used an inappropriate word or phrase. Upon my return I began to wonder whether anyone had documented the differences between American and British English. I found several books on the subject but often these were written in a dry and academic way. I felt that I could do better and use my sense of humor and personal experiences to help people from both sides of Atlantic to communicate more effectively when they meet. My research into the subject led me to several conclusions. Firstly, American English and British English are coveting, thanks to increased transatlantic travel and the media. The movement of slang words is mostly eastwards, though a few words from the UK have been adopted by the Ivy League fraternities, This convergent trend is a recent one dating from the emergence of Hollywood as the predominant film making center in the world and also from the Second World War when large numbers of American GIs were stationed in the UK. This trend was consolidated by the advent of television. Before then, it was thought that American English and British English would diverge as the two languages evolved. In 1789, Noah Webster stated that: "Numerous local causes, such as a new country, new associations of people, new combinations of ideas in the arts and some intercourse with tribes wholly unknown in Europe will introduce new words into the American tongue." He was right, but his next statement has since been proved to be incorrect. "These causes will produce in the course of time a language in North America as different from the modern Dutch, Danish and Swedish are from the German or from one another." Webster had underrated the mount of social intercourse between England and her former colony. Even before Webster had started to compile his dictionary, words and expressions from the America had already infiltrated the British language, for example "canoe" and "hatchet". Secondly, there are some generalizations that can be made about American and British English which can reveal the nature of the two nations and their peoples. British speech tends to be less general, and directed more, in nuances of meaning, attendant murmurings and pauses, carries a wealth of shared assumptions and attitudes. In other words, the British are preoccupied with their social status within society and speak and act accordingly to fit into the social class they aspire to. This is particularly evident when talking to someone from "the middle class" when he points out that he is "upper middle class" rather than "middle class" or "lower middle class". John Major (the former UK Prime Minister) may have said that we are now living in a "classless society" but the class system still prevails. At that moment both he and the Leader of the Opposition, Tony Blair, were talking about capturing the "middle England", " middle class vote" as the key to winning the next general election. American speech tends to be influenced by the over-heated language of much of the media, which is designed to attach an impression of exciting activity to passive, if sometimes insignificant events. Yet, curiously, really violent activity and life-changing events are hidden in blind antiseptic tones that serve to disguise the reality. Two examples come readily to mind—the US Military with their "friendly fire" and "collateral damages" and the business world with their "downsizing". British people tend to understatement whereas Americans towards hyperbole. A Briton might respond to a suggestion with a word such as "Terrific!" only if he is expressing rapturous enthusiasm, whereas an American might use the word merely to signify polite assent. Thirdly, The American language has less regard than the British for grammatical form, and will happily bulldoze its way across distinctions rather than steer a path between them. American English will casually use one form of a word for another, for example turning nouns into verbs or verbs and nouns into adjectives.

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