单选题Du Bois was a sociological and educational pioneer who challenged the established system of education that tended to restrict rather than to advance the progress of black Americans. He challenged what is called the "Tuskegee machine" of Booker T. Washington, the leading educational spokesperson of the blacks in the U. S.. A sociologist and historian, Du Bois called for a more determined and activist leadership than Washington provided. Unlike Washington, whose roots were is southern black agriculture, Du Bois"s career spanned both sides of the Mason-Dixon Line. He was a native of Massachusetts, received his undergraduate education from Fisk University in Nashville, did his graduate study at Harvard University, and directed the Atlanta University Studies of Black American Life in the South. Du Bois approached the problem of racial relations in the United States from two dimensions: as a scholarly researcher and as an activist for civil rights. Among his works was the famous empirical sociological study, The Philadelphia Negro: A Social Study , in which he examined that city"s black population and made recommendations for the school system. Du Bois"s Philadelphia study was the pioneer work on urban blacks in America. Du Bois had a long and active career as a leader in the civil rights movement. He helped to organize the Niagara Movement in 1905, which led to the National Association for the Advancement of Colored People (NAACP), established in 1909. From 1910 until 1934, Du Bois edited The Crisis , the major journal of the NAACP. In terms of its educational policy, the NAACP position was that all American children and youth should have genuine equality of educational opportunity. This policy, which Du Bois helped to formulate, stressed the following themes: (1) public schooling should be free and compulsory for all American children; (2) secondary schooling should be provided for all youth; (3) higher education should not be monopolized by any special class or race. As a leader in education, Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist ideology of Booker T. Washington. The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order, whereas Du Bois demanded immediate change. Du Bois believed in educated leadership for blacks, and he developed a concept referred to as the "talented tenth," according to which 10 percent of the black population would receive a traditional college education in preparation for leadership.

单选题Which is the best title of the passage?

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单选题The "cut-off point for the survey" in part. 1 refers to______.

单选题Certain animals have an intuitive awareness of quantities, They know without analysis the difference between a number of objects and a smaller number. In his book The Natural History of Selbourne (1786), the naturalist Gilbert White tells how he surreptitiously removed one egg a day from a plover's nest, and how the mother laid another egg each day to make up for the missing one. He noted that other species of birds ignore the absence of a single egg but abandon their nests if more than one egg has been removed. It has also been noted by naturalists that a certain type of wasp always provides five — never four, never six — caterpillars for each of their eggs so that their young have something to eat when the eggs hatch. Research has also shown that both mice and pigeons can be taught to distinguish between odd and even numbers of food pieces. These and similar accounts have led some people to infer that creatures other than human can actually count. They also point to dogs that have been taught to respond to numerical questions with the correct number of barks, or to horses that seem to solve arithmetic problems by stomping their hooves the proper number of times. Animals respond to quantities only when they are connected to survival as a species — as in the case of the eggs — or survive as individuals — as in the case of food. There is no transfer to other situations or from concrete reality to the abstract notion of numbers. Animals can "count" only when the objects are present and only when the numbers involved are small — no more than seven or eight. In lab experiments, animals trained to "count" one kind of object were unable to count any other type. The objects, not the numbers, are what interest them. Animals' admittedly remarkable achievements simply do not amount to evidence of counting, nor do they reveal more than innate instincts, refined by the genes of successive generations, or the results of clever, careful conditioning by trainers.

单选题It can be inferred from the passage that the author was ______.

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单选题Overcrowding in cities, towns and villages is another problem caused by over-development of tourism, an outcome of which is ______.

单选题What is the high-I. Q. people's life like?

单选题Which one is wrong according to the passage?

单选题Children in the UK are not reading enough at home, favouring television and computer games instead, according to new research. The survey conducted earlier this month by Nestlé Box Tops for Books, which asked parents about their children's reading habits, found that half of UK children spend less than two hours reading per week. A further one in 10 had not read a book in the past month, and of those who do read regularly, one in four avoid non- fiction titles. More than half of the parents surveyed believed their children should read more non-fiction books. "It is essential that young children read at least one book a week and, in particular, educational books," said family counsellor Jenni Trent Hughes. But others believe such a stern approach to reading may not help children. "We can turn children off it by simply saying it's something they must be doing," said Amelia Foster, who runs Reading Connects for the National Literacy Trust, an organisation that encourages reading for pleasure to enhance classroom achievement. Ms Foster said the survey results might not give children enough credit. Previous studies have found that 75% of 11 to 18-year-olds enjoyed reading, and 83% read in their spare time. Past reading surveys have found distinct differences in the reading habits of boys and girls. Girls tend to be more enthusiastic about reading in general, but particularly fiction (perhaps helping to explain why Jacqueline Wilson, author of Sleepovers and Bad Girls, is the most borrowed author from public libraries), while boys are drawn to books about a place, subject, or hobby that interests them. Nicola Davies, author of Poo: A Natural History of the Unmentionable, said while working with underachieving boys she found they responded to non-fiction better than fiction. "You can get them to write poetry but they won't read it," she said. Ms Davies would like to see children's non-fiction take off in the way adult non-fiction has in recent years, thanks largely to titles like Longitude that employ strong narratives. This may encourage boys to read more, she said. "There's a lot of really crap non-fiction out there. It's absolute 'paint by numbers, pile them high, and sell them cheap'. But it's not really addressing the issue. Non-fiction as it is cutting off a whole route into reading, especially for boys," added Ms Davies. But the consequences of these trends may run deeper. Some worry that steering clear of non-fiction may effect the development of a child's imagination, even going so far as to impact their future career choices. Nicola Jones credits her choice of studying zoology at university to her childhood Encyclopedia Britannica. "There was this fantastic bit in the back on transparencies of human bodies, and it absolutely fired my imagination about the workings of the human body. Children's imagination needs all sorts of fuel. And that's what's going to drive them, give them intrinsic motivation. It's what makes your intellectual cars go." For this reason Ms Jones is planning a conference next year that will address how non-fiction can be transformed into something more children will want to read.

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单选题{{B}}Part A{{/B}} Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.{{B}}Text 1{{/B}} Very early in the morning, before daybreak for the greater part of the year, the men would throw on their clothes, breakfast on bread and fat, snatch the dinner baskets which had been packed for them overnight, and hurry off across the fields to the farm. Getting the boys off was a more difficult matter. Mothers would have to call and shake and sometimes pull boys of eleven or twelve out of their warm beds on a winter morning. Most of the young and those in the prime of life were thickset, red-faced men of good medium height and enormous strength, who prided themselves on the weights they could carry and boasted of never having had "an ache nor a pain" in their lives. The elders stooped, had gnarled and swollen hands and, walked badly, for they felt the effects of a life spent out of doors in all weathers and of the rheumatism which tried most of them. They still spoke the dialect, in which the words were not only broadened, but in many words doubled. Boy was "boo-oy", cola "coo-al" and so on. In other words, syllables were slurred and words were run together, as "brenbu'er" for bread and butter. They had hundreds of proverbs and sayings and their talk was stiff with smile. Nothing was ever simply hot, cold or colored; it was "as hot as hell", "as cold as ice", "as green as grass" or "as yellow as a guinea". To be nervy was to be "like a cat on hot bricks"; to be angry, "mad as a bull", or any one might be "poor as a rat", "sick as a dog", "as ugly as sin", "full of the milk of human kindness", or "stinking with pride". The men's incomes were the same to a penny (ten shillings a week); their circumstances, pleasures, and their daily field work were shared in common but in themselves they differed, as other men of their day differed, in country and town. Some were intelligent, others slow in the uptake, some were kind and helpful, others selfish. A stranger would not have found the dry humor of the Scottish peasant, or the racy wit and wisdom of Thomas Hardy's Wessex. These men's minds were cast in a heavier mould and moved more slowly. Yet there were occasional gleams of quiet fun. When Edmund was crying because his pet magpie had flown away one may told him to go and tell Mrs. Andrews about it (she was the village gossip) "and you'll soon know where she's been seen". Their favorite virtue was endurance. Not to flinch from pain or hardship was their ideal. A young woman would say to the midwife after her first confinement, "I didn't flinch, did I? Oh, I do hope I didn't flinch," and a man would tell how he had taken a piece of fence to fight off a charging bull, and not he but the bull had "flinched."