单选题The term "ubiquitous" ( Line 5, Paragraph 5) most probably means

单选题The author writes of the experiences of Jim Clark to demonstrate

单选题At present, the U.S. East Coast is at potential hazard to be triggered by

单选题You would think that people with a history of being discriminated against in the workplace might give those whom they resemble a break. But a growing body of research confirms exactly the opposite: women are just as likely as men to show, sexism toward women in hiring practices, salaries and professional mentorship. Overt displays of sexism are largely passe in the American workplace. What remains, unfortunately, is a set of subtler and more ingrained cognitive biases deeply rooted in our evolutionary and cultural past. Getting rid of them will require an honest reckoning with the inalienable fact that humans are inclined to make implicit errors in perception and even good people who actively avoid bias may nonetheless harbor subtle yet damaging stereotypes of which they are unaware. In one of the latest studies, a psychology experiment published in the Proceedings of the National Academy of Sciences, senior science faculty across the U.S. were presented with identical resumes for a lab-manager job (a position that can often lead to graduate study) that differed only in the gender of the hypothetical applicant. The resume raters were statistically more likely to rate the male candidate higher on competence and hirability and were also more likely to offer the male candidate a bigger salary and greater professional mentorship. By contrast, the hypothetical female applicants were rated more likable but less hirable. Female scientists were just as likely to favor male candidates as potential hires as male scientists were. There are countless examples of bias against women by both sexes in nonscience fields, including, famously, the increase in women who were hired for orchestras when musicians auditioned behind a blind screen. It's hard to imagine why this kind of cognitive bias persists in the 21st century, especially when the achievement gaps between males and females arc closing rapidly. But this only seems puzzling because we tend to think that bias is an evil word, infected with uglyisms and the deliberate diminishing of certain kinds of people. Current research is showing that all human beings have unconscious cognitive biases—what Harvard professor Mahzarin Banaji calls "mind bugs. "These biases may have been adaptive thousands of years ago, when people lived in small, homogeneous communities and in-group favoritism might have made the difference between life and death. But they are problematic in our global 21st century world. The pervasiveness of cognitive bias is depressing. It's more comfortable to think of sexism or racism or ageism as a symptom of a few rotten apples than as a fundamental human trait. But if we're all doing it, even to ourselves ,how on earth can we move beyond the stereotypes? If we want to eliminate the perception that women are less competent than men for certain jobs held by both sexes, it's not enough to hire more women for traditionally male-dominated jobs. A more fundamental problem is that cognitive bias is rooted not only in our primitive past but also in our contemporary culture. We can't be surprised by unconscious stereotypes about women when we still embrace a culture infected with sexism in everything from popular movies to recent congressional debates.

单选题{{B}}Text 2{{/B}} Every year New Zealanders living in London can be seen loading up {{U}}Kombi{{/U}} vans and heading off to experience the "classic European holiday". The trip usually starts in the north of France, after crossing the channel from Dover in England to Calais, driving down through France, over the Pyrenees into Spain, west into Portugal and then across the Continent to Italy and often beyond. There are numerous reasons young New Zealanders take this rite of passage—as well as seeing all the fantastic sights and tasting the delights of Europe's food and wine, it's relatively inexpensive. The Kombi is transport and accommodation all in one, cutting down significantly on costs. There is just one problem. As the Kombis become "antique", these trips are usually punctuated with numerous roadside sessions as the van sits idle, in no hurry to start, while you swelter in the hot sun. But do not let this deter you. Travelling Europe in your own vehicle means no public transport schedules to cramp your style, the ability to explore the quaint, off-the- beaten-track villages where the "real" locals live, freedom to not have to book accommodation in advance—you can nearly always get a campsite and can load your vehicle with cheap, fantastic regional wines and souvenirs. With these bonuses in mind, here are some suggestions for planning the great Europe road adventure. The key to a pleasurable driving experience is a good navigator and a driver with a cool head. If you do not feel relaxed driving' around New Zealand's cities and highways, then you probably will not enjoy driving around Europe. As co-pilot to the driver, you need to read (and understand) maps, look out for turn-offs--and keep the music playing. Language is not a big problem once a few essential terms are mastered. The biggest challenge is in the cities, where traffic can be chaotic and elaborate one-way systems and narrow, cobbled alleyways can make finding your destination hard work. It can be easier to leave the vehicle on the outskirts of town or in a camping ground and use public transport. This also avoids paying for costly parking.

单选题According to paragraph 4, Burke's great concern about the current system is that

单选题It is hard to get any agreement on the precise meaning of the term "social class" In everyday life, people tend to have a different approach to those they consider their equals from that which they assume with people they consider higher or lower than themselves in the social scale. The criteria we use to place a new acquaintance, however, are a complex mixture of factors. Dress, way of speaking, area of residence in a given city or province, education and manners all play a part. In the eighteenth-century one of the first modern economists, Adam Smith, thought that the "whole annual produce of the land and labor of every country' provided revenue to "three different orders of people: Those who live by rent, those who live by wages, those who live by profit" . Each successive stage of the industrial revolution, however, made the social structure more complicated. Many intermediate groups grew up during the nineteenth-century between the upper middle class and the working class. There were small-scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups. During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person's social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than their working-class parents. But they lacked the social training of the upper class, who despised them as the "new rich" . They often sent their sons and daughters to special schools to acquire social training. Here their children mixed with the children of the upper classes were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever enough himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move into a white-collar' occupation, carrying with it a higher salary and move up in the social scale. In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige. Many people today are hostile towards class distinctions and privileges and hope to achieve a classless society. The trouble is that as one inequality is removed, another tends to take its place, and the best that has as far been attempted is a society in which distinctions are elastic and in which every member has fair opportunities for making the best of his abilities.

单选题 In general, our society is becoming one of the giant enterprises directed by a bureaucratic management in which man becomes {{U}}a small well-oiled cog in the machinery{{/U}}. The oiling is done with higher wages, well-ventilated factories and piped music, and by psychologists and "human relations" experts; yet all this oiling does not aver the fact that man has become powerless, that he is bored with it. In fact, the blue-collar and the white-collar workers have become economic puppets who dance to the tune of automated machines and bureaucratic management. The. worker and employee are anxious not only because they might find themselves out of a job, they are anxious also because they are unable to acquire any real satisfaction of interest in life. They live and die without ever having confronted the fundamental realities of human existence as emotionally and intellectually independent and productive human beings. Those higher up on the social ladder are no less anxious. Their lives are no less empty than those of their subordinates. They are even more insecure in some respects. They are in a highly competitive race. To be promoted or to fall behind is not a matter of salary but even more a matter of self-respect. When they apply for their first job, they are tested for intelligence as well as for the right mixture of submissiveness and independence. From that moment on then are tested again and again by the psychologists, for whom testing is a big business, and by their superiors, who judge their behavior,soeia bitity, capacity to get along, etc. This constant need to prove that one is as good as or better than one's fellow competitor ereates constant anxiety and stress, the very causes of unhappiness and illness. Am I suggesting that we should return to the pre-industrial mode of production or to nineteenth century "free enterprise" capitalism? Certainly not. Problems are never solved by returning to a stage which one has already outgrown. I suggest transforming our social system from a bureaucratically-man-aged industrialism in which maximal production and eonsumption are ends in themselves into a humanist industrialism in which man and full development of his potentialities—those of all love and of reason-are the aims of social arrangements. Production and consumption should serve only as means to this end, and should be prevented from ruling man.

单选题Of all the areas of learning the most important is the development of attitudes: emotional reactions as well as logical thought processes affect the behavior of most people. "The burnt child fears the fire" is one instance; another is the rise of despots like Hitler. Both these examples also point up the fact that attitudes come from experience. In the one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were influenced largely by the speeches they heard and the books they read. The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose words are highly regarded by them. Another reason it is true is that pupils often devote their time to a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico his teacher's method of handling such a unit would greatly affect his attitude toward Mexicans. The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions. However, when children go to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences. To illustrate, first-grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips. Finally, a teacher must constantly evaluate her own attitudes, because her influence can be negative if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decision as a result of objective analysis of all the facts. (377 words)Notes: point up (= emphasize) 强调，突出。touch upon 触及。creed 信条，教义。inculcation 谆谆教诲。cajoling 哄骗。

单选题The history of responses to the work of the artist Sandro Botticelli (1444 ～1510) suggests that widespread appreciation by critics is a relatively recent phenomenon. Writing in 1550, Vasari expressed an unease with Botticelli's work, admitting that the artist fitted awkwardly into his evolutionary scheme of the history of art. Over the next two centuries, academic art historians defamed Botticelli in favor of his fellows Florentine, Michelangelo. Even when anti-academic art historians of the early nineteenth century rejected many of the standards of evaluation adopted by their predecessors, Botticelli's work remained outside of accepted taste, pleasing neither amateur observers nor connoisseurs. (Many of his best paintings, however, remained hidden away in obscure churches and private homes.) The primary reason for Botticelli's unpopularity is not difficult to understand: most observers, up until the midnineteenth century, did not consider him to be noteworthy, because his work, for the most part, did not seem to these observers to exhibit the traditional characteristics of fifteenth-century Florentine art. For example, Botticelli rarely employed the technique of strict perspective and, unlike Michelangelo, never used chiaroscuro. Another reason for Botticelli's unpopularity may have been that his attitude toward the style of classical art was very different from that of his contemporaries. Although he was thoroughly exposed to classical art, he showed little interest in borrowing from the classical style. Indeed, it is paradoxical that a painter of large-scale classical subjects adopted a style that was only slightly similar to that of classical art. In any ease, when viewers began to examine more closely the relationship of Botticelli's work to the tradition of fifteenth-century Florentine art, his reputation began to grow. Analyses and assessments of Botticelli made between 1850 and 1870 by the artists of the Pre-Raphaelite movement, as well as by the writer Pater (although he, unfortunately, based his assessment on an incorrect analysis of Botticelli's personality), inspired a new appreciation of Botticelli throughout the English-speaking world. Yet Botticelli's work, especially the Sistine frescoes, did not generate worldwide attention until it was finally subjected to a comprehensive and scrupulous analysis by Home in 1908. Home rightly demonstrated that the frescoes shared important features with paintings by other fifteenth-century Florentines-- features such as skillful representation of anatomical proportions, and of the human figure in motion. However, Home argued that Botticelli did not treat these qualities as ends in themselves--rather, that he emphasized clear depletion of a story, a unique achievement and one that made the traditional Florentine qualities less central. Because of Home's emphasis crucial to any study of art, the twentieth century has come to appreciate Bottieelli's achievements.