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Education begins with teachers. Yet teaching seems to be losing its appeal for many of the best and brightest college students: in high school, many of the best students decide that they want to be teachers, but their relatives and friends soon convince them to change their minds.(1)According to several recent reports on the shortcomings of American public schooling, teaching's lack of appeal for the brightest college students is one of the teaching profession's most worrisome problems.Many articles on teaching, currently popular in newspapers, magazines, and professional education journals, concentrate on the negative aspects of teaching; the expression "teacher burnout" is commonly ascribed to thousands of thoughtful and dedicated teachers who are leaving the profession.(2)Teacher burnout is caused by such problems as violence in the classroom,vandalism(肆意破坏行为)inadequate salaries,involuntary transfers, interfering parents, oversized classes, and excessive paperwork. Even the best teachers cannot solve a child's problems, but many of them believe the public expects them to, and they give up teaching in despair.(3)Despite the more limited financial prospects, the deterioration of the American public's attitude toward teachers, and the problems caused by disruptive students,many of the best students conclude that they want to pursue careers in the classroom after all. They usually discover that they want personal fulfillment from their life's work more than they want material rewards. Each eventually chose to become a teacher. However, a growing body of evidence shows that such students are exceptions, rather than the rule, in America's more than 1,200 teacher-training programs. Many teacher-training schools are beginning to look at ways to recruit the kind of people who would be inclined toward the positive aspects of teaching. The teaching profession has to become more attractive to good students.(4)Prospective teachers will see increased emphasis by national teacher organizations,state certification agencies,and local districts on improving the status of the profession, as well as on improving teacher salaries. Continued efforts to eliminate jobs teachers do that are not teacher's—such as policing the restrooms, hallways, and cafeterias—are important for upgrading the profession.While teaching is not a wise career choice for all, teaching is a noble and rewarding profession for those who indeed seek personal fulfillment from their life's work.(4)Though the first year of teaching is frequently the most frustrating year in a teacher's life, the experience of solving problems that deal with instruction, students, parents, administrators, and fellow teachers is of immeasurable value for future success.

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America has the best system of higher education in the world. The Institute of Higher Education at Shanghai Jiao Tong University ranks the world’s universities on a series of objective(1)such as the number of Nobel prizes and articles on prestigious journals. 17 of the top 20 universities in that list are American. American universities(2)employ 70% of the world’s Nobel prize-winners. They produce about 30% of the world’s(3)of articles on science and engineering, according to a survey(4)in 2001,and 44% of the most frequently cited articles.Why is America so successful? Wealth clearly has something to do with it. America spends more than twice as much(5)student as the OECD(经合组织)average,and alumni and philanthropists(慈善家)routinely shower universities(6)gold. History also plays a part. Americans have always had a(7)for higher education. The Puritans established Harvard College in 1636, just two(8)after they first arrived in New England.The main reason for America’s success, however, lies in organization. The first principle is that the federal government plays a(9)part. America does not have a central plan for its universities. It does not treat its(10)as civil servants, as(11)France and Germany. Instead, universities have a wide(12)of patrons. The academic landscape has been(13)by rich benefactors such as Ezra Cornell, Cornelius Vanderbilt, Johns Hopkins and John D. Rockefeller.The second principle is competition. Universities compete for(14), from students to professors to basketball, stars. Professors compete for federal research(15). Students compete for college scholarships or research fellowships. This means that successful institutions cannot(16)on their laurels(成就).The third principle is that it is all right to be useful. America has always(17)universities as more than ivory towers. This(18)on “paying dividends” remains a(19)feature of academic culture. American has(20)the art of forging links between academia and industry. American universities earn more than $1 billion a year in royalties and license fees, and dozens operate their own venture funds.

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Space is a dangerous place, not only because of meteors(流星)but also because of rays from the sun and other stars. The atmosphere again acts as our protective blanket on earth. Light gets through, and this is essential for plants to make the food which we eat. Heat, too3 makes our environment endurable. Various kinds of rays come through the air from outer space, but enormous quantities of radiation from the sun are screened off. As soon as men leave the atmosphere they are exposed to this radiation but their spacesuits or the walls of their spacecraft, if they are inside, do prevent a lot of radiation damage.Radiation is the greatest known danger to explorers in space. The unit of radiation is called “rem”. Scientists have reason to think that a man can put up with far more radiation than 0.1 rem without being damaged; the figure of 60 rems has been agreed on. The trouble is that it is extremely difficult to be sure about radiation damage a person may feel perfectly well, but the cells of his or her sex organs may be damaged, and this will not be discovered until the birth of deformed children or even grandchildren.Missions of the Apollo flights have had to cross belts of high amount of rems. So far, no dangerous amounts of radiation have been reported, but the Apollo missions have been quite short. We simply do not know yet how men are going to get on when they spend weeks and months outside the protection of the atmosphere, working in a space laboratory. Drugs might help to decrease the damage done by radiation, but no really effective ones have been found, so far.1. According to the first paragraph, the atmosphere is essential to man in that( ).2. We know from the passage that( ).3. The harm radiation, has clone to the Apollo crew members( ).4. It can be inferred from the passage that( ).5. The best title for this passage would be( ).

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A detailed and thorough research project undertaken by the Open University recently reported that their evidence appears to show that competition between nearby schools does not significantly improve academic standards. Indeed, their report inclines to the opposite outcome; the exam results may actually decline where competition is fiercest.When the further education sector was " privatized" a few years ago, competition between colleges became truly fierce, at least in urban areas where potential students could choose between several of them. Colleges appointed highly paid marketing directors and gave them large budgets; some even "bribed." interested students with promises of hundreds of pounds if they completed certain courses satisfactorily.Fully competitive markets being a philosophical foundation of Britain's recent governments, it was no surprise to hear claims that many educational developments of the 1990s would move us towards a free market in secondary education---giving youngsters and their parents a free choice of where to study. However, the secondary sector did not become particularly competitive while, admittedly, the consumers have been given more information, which is one aspect of a truly free market. It is very rare that two nearby schools with at least some empty places are similar enough to be comparable yet different enough to be rankable; only where that occurs can there be true competition.The Open University research was probably not flawed---but its conclusions are. This is because the team did not really compare areas having true competition(as just defineD. with areas that do not.But, let us all breathe a sigh of relief. Secondary schools had started of late to move in the marketing direction——considering allocating scarce resources of staff and money to persuading the pupils that their schools are the best in the area. No schools could afford to do that properly, so it is a relief to realize this research tells us we don't have to.Competition? We haven't got time for it! Let's spend our small budget in teaching and learning, not in competing and marketing.1. It is indicated in the passage that competition between schools results in( ).2. Real competition can happen only when( ).3. According to the passage, the free market in secondary education( ).4. The author of the passage feels relieved that( ).5. What might be the author's attitude towards competitions between nearby schools?

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There are many ways of defining success. It is accurate to say that each of us has our own concept of success to the extent that each of us is responsible for setting our own goals and determining whether we have met these goals satisfactorily. Because each of us possesses unique differences in genetic ability and favorable environments in which to express these abilities, it is necessarily true that we must define success broadly.For some people, simply being able to live their life with a minimum of misery and suffering is considered a success, Think of the peace of mind of the poor shepherd who tends his sheep, enjoys his frugal life with his family in the beauty of nature, and who is respected because he does a good job of achieving the goals expected of and accepted by him and his society. On the other hand, it seems that even though some people appear to be rich in material possessions, many of them seem to be miserable and consider themselves unsuccessful when judged by their own goals of success. Because not all ventures can be successful, one should not set unrealistic goals for achieving success, but if one has self-confidence it would be unfortunate to set one’s goals at too low a level of achievement.A wise counselor once said to a young man who was experiencing frustration with his own professional success: “You do not have to set your goal to reach the moon in order to have success in traveling. Sometimes one can be very successful merely by taking a walk in the park, or riding the subway downtown,” The counselor added, “You have not really failed and spoiled your chances for success until you have been unsuccessful at something you really like, and to which you have given your best effort.’’1. In the first paragraph, the author implies that( )are essential in achieving success.2. The word “frugal’’(Line 2, Para. 2)means( ).3. Some rich people consider themselves unsuccessful because( ).4. The last paragraph implies that( ).5. This passage mainly talks about( ).

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Lead deposits, which accumulated in soil and snow during the 1960's and 70's, were primarily the result of leaded gasoline emissions originating in the United States. In the twenty years that the Clean Air Act has mandated unleaded gas use in the United States, the lead accumulation world-wide has decreased significantly.A study published recently in the journal Nature shows that air-borne leaded gas emissions from the United States were the leading contributor to the high concentration of lead in the snow in Greenland. The new study is a result of the continued research led by Dr. Charles Boutron, an expert on the impact of heavy metals on the environment at the National Center for Scientific Research in France. A study by Dr. Boutron published in 1991 showed that lead levels in arctic snow were declining.In his new study, Dr. Boutron found the ratios of the different forms of lead in the leaded gasoline used in the United States were different from the ratios of European, Asian and Canadian gasoline and thus enabled scientists to differentiate the lead sources. The dominant lead ratio found in Greenland snow matched that found in gasoline from the United States.In a study published in the journal Ambio, scientists found that lead levels in soil in the North-eastern United States had decreased markedly since the introduction of unleaded gasoline.Many scientists had believed that the lead would stay in soil and snow for a longer period.The authors of the Ambio study examined samples of the upper layers of soil taken from the same sites of 30 forest floors in New England, New York and Pennsylvania in 1980 and in 1990.The forest environment processed and redistributed the lead faster than the scientists had expected.Scientists say both studies demonstrate that certain parts of the ecosystem respond rapidly to reductions in atmospheric pollution, but that these findings should not be used as a license to pollute.1. The study published in the journal. Nature indicates that( ).2. Lead accumulation worldwide decreased significantly after the use of unleaded gas in the US( ).3. How did scientists discover the source of lead pollution in Greenland?4. The authors of the Ambio study have found that( ).5. It can be inferred, from the last paragraph that scientists( ).

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If you want to teach your children how to say sorry, you must be good at saying it yourself, especially to your own children. But how you say it can be quite tricky.If you say to your children "I'm sorry I got angry with you, but ..." what follows that "but" can render the apology ineffective: "I had a bad day" or "your noise was giving me a headache " leaves the person who has been injured feeling that he should- be apologizing for his bad behavior in expecting an apology.Another method by which people appear to apologize without actually doing so is to say "I'm sorry you're upset"; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done.Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. Saying "I'm useless as a parent" does not commit a person to any specific improvement.These pseudo-apologies are used by people who believe saying sorry shows weakness. Parents who wish to teach their children to apologize should see it as a sign of strength, and therefore not resort to these pseudo-apologies.But even when presented with examples of genuine contrition, children still need help to become aware of the complexities of saying sorry. A three-year-old might need help in understanding that other children, feel pain just as he does, and that hitting a playmate over the head with a heavy toy requires an apology. A six-year-old might need reminding that spoiling other children's expectations can require an apology. A 12-year-olcl might need to be shown that raiding the biscuit tin without asking permission is acceptable, but that borrowing a parent's clothes without permission is not. 1. If a mother adds "but" to an apology,( ).2. According to the author, saying "I'm sorry you're upset" most probably means( ).3. It is not advisable to use the general, all-covering apology because( ).4. We learn from the last paragraph that in teaching children to say sorry( ).5. It can be inferred from the passage that apologizing properly is( ).

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 Together with other activities(1)ritualistic in origin but have come to be designated as artistic(such as music or dance), painting was one of the earliest ways in which man(2)to express his own personality and his(3)understanding of an existence beyond the material world.(4)music and dance, however, examples of early forms of painting have survived to the present day. The modern eye can derive aesthetic as well as antiquarian satisfaction(5)the 15,000-year-old cave murals of Lascaux —— some examples(6)to the considerable powers of draftsmanship of these early artists. And painting, like other arts, exhibits universal qualities that(7)for viewers of all nations and civilizations to understand and appreciate.  The major(8)examples of early painting anywhere in the world are found in Western Europe and the Soviet Union. But some 5,000 years ago, the areas in which important paintings were executed(9)to the eastern Mediterranean Sea and neighboring regions.(10),Western shared a European cultural tradition —— the Middle East and Mediterranean Basin and, later, the countries of the New World.  Western painting is in general distinguished by its concentration(11)the representation of the human(12), whether in the heroic context of antiquity or the religious context of the early Christian and medieval world. The Renaissance(13)this tradition through a(14)examination of the natural world and an investigation of balance, harmony, and perspective in the visible world, linking painting(15)the developing sciences of anatomy and optics. The first real(16)from figurative painting came with the growth of landscape painting in the 17th and 18th centuries. The landscape and figurative traditions developed together in the 19th century in an atmosphere that was increasingly(17)“painterly” qualities of the(18)of light and color and the expressive qualities of paint handling. In the 20th century these interests(19)to the development of a third major tradition in Western painting, abstract painting, which sought to(20)and express the true nature of paint and painting through action and form.

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We can distinguish three different realms of matter, three levels on the quantum ladder. The first is the atomic realm, which includes the world of atoms, their interactions, and the structures that are formed by them, such as molecules, liquids and solids, and gases and plasmas. This realm includes all the phenomena of atomic physics, chemistry, and, in a certain sense, biology. The energy exchanges taking place in this realm are of a relatively low order. If these exchanges are below one electron volt, such as in the collisions between molecules of the air in a room, then atoms and molecules can be regarded as elementary particles. That is, they have “conditional elementarity” because they keep their identity and do not change in any collisions or in other processes at these low energy exchanges. If one goes to higher energy exchanges, say 104 electron volts, then atoms and molecules will decompose into nuclei and electrons; at this level, the latter particles must be considered as elementary. We find examples of structures and processes of this first rung of the quantum ladder on Earth, on planets, and on the surfaces of stars.The next rung is the nuclear realm. Here the energy exchanges are much higher, on the order of millions of electron volts. As long as we are dealing with phenomena in the atomic realm, such amounts of energy are unavailable, and most nuclei are inert: they do not change. However, if one applies energies of millions of electron volts, nuclear reactions, fission and fusion, and the processes of radioactivity occur; our elementary particles then are protons, neutrons, and electrons. In addition, nuclear processes produce neutrinos, particles that have no detectable mass or charge. In the universe, energies at this level are available in the centers of stars and in star explosions. Indeed, the energy radiated by the stars is produced by nuclear reactions. The natural radioactivity we find on Earth is the long-lived remnant of the time when now-earthly matter was expelled into space by a major stellar explosion.The third rung of the quantum ladder is the subnuclear realm. Here we are dealing with energy exchanges of many billions of electron volts. We encounter excited nucleons, new types of particles such as mesons, heavy electrons, quarks, and gluons, and also antimatter in large quantities. The gluons are the quanta, or smallest units, of the force(the strong force)that keeps the quarks together. As long as we are dealing with the atomic or nuclear realm, these new types of particles do not occur and the nucleons remain inert. But at subnuclear energy levels, the nucleons and mesons appear to be composed of quarks, so that the quarks and gluons figure as elementary particles.1. The primary topic of the passage is( ).2. According to the passage, radioactivity that occurs naturally on Earth is the result of( ).3. According to the passage, which of the following can be found in the atomic realm?4. According to the author, gluons are not( ).5. The passage speaks of particles as having conditional elementarity if they( ).

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In the idealized version of how science is done, facts about the world are waiting to be observed and collected by objective researchers who use the scientific method to carry out their work. But in the everyday practice of science, discovery frequently follows an ambiguous and complicated route. We aim to be objective, but we cannot escape the context of our unique life experience. Prior knowledge and interest influence what we experience, what we think our experiences mean, and the subsequent actions we take. Opportunities for misinterpretation, error, and self-deception abound.Consequently, discovery claims should be thought of as protoscience. Similar to newly staked mining claims, they are full of potential. But it takes collective scrutiny and acceptance to transform a discovery claim into a mature discovery. This is the credibility process, through which the individual researcher5s me, here, now becomes the community’s anyone, anywhere, anytime. Objective knowledge is the goal, not the starting point.Once a discovery claim becomes public, the discoverer receives intellectual credit. But, unlike with mining claims, the community takes control of what happens next. Within the complex social structure of the scientific community, researchers make discoveries; editors and reviewers act as gatekeepers by controlling the publication process; other scientists use the new finding to suit their own purposes; and finally, the public(including other scientists)receives the new discovery and possibly accompanying technology. As a discovery claim works it through the community, the interaction and confrontation between shared and competing beliefs about the science and the technology involved transforms an individual’s discovery claim into the community’s credible discovery.Two paradoxes exist throughout this credibility process. First, scientific work tends to focus on some aspect of prevailing Knowledge that is viewed as incomplete or incorrect. Little reward accompanies duplication and confirmation of what is already known and believed. The goal is new-search,not re-search. Not surprisingly, newly published discovery claims and credible discoveries that appear to be important and convincing will always be open to challenge and potential modification or refutation by future researchers. Second,novelty itself frequently provokes disbelief. Nobel Laureate and physiologist Albert Azent-Gyorgyi once described discovery as “seeing what everybody has seen and thinking what nobody has thought.” But thinking what nobody else has thought and telling others what they have missed may not change their views. Sometimes years are required for truly novel discovery claims to be accepted and appreciated.In the end, credibility “happens” to a discovery claim - a process that corresponds to what philosopher Annette Baier has described as the commons of the mind. “We reason together, challenge, revise, and complete each, other’s reasoning and each other’s conceptions of reason.”1. According to the first paragraph, the process of discovery is characterized by its( ).2. It can be inferred from Paragraph 2 that credibility process requires( ).3. Paragraph 3 shows that a discovery claim becomes credible after it( ).4. Albert Szent-Gyorgyi would most likely agree that( ).5. Which of the following would be the best title of the test?

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Of all the components of a good night's sleep, dreams seem to be least within our control. In dreams, a window opens into a world where logic is suspended and dead people speak. A century ago, Freud formulated his revolutionary theory that dreams were the disguised shadows of our unconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just “mental noise”-- the random byproducts of the neural-repair work that goes on during sleep. Now researchers suspect that dreams are part of the mind's emotional thermostat, regulating moods while the brain is “off-line”. And one leading authority says that these intensely powerful mental events can be not only harnessed but actually brought under conscious control, to help us sleep and feel better. “It's your dream,” says Rosalind Cartwright, chair of psychology at Chicago's Medical Center. “If you don't like it, change it.”Evidence from brain, imaging supports this view. The brain is as active during REM(rapid eye movement)sleep -- when most vivid dreams occur — as it is when fully awake, says Dr. Eric Nofzinger at the University of Pittsburgh. But not all parts of the brain are equally involved; the limbic system(the “emotional brain”)is especially active, while the prefrontal cortex(the center of intellect and reasoning)is relatively quiet. “We wake up from dreams happy or depressed, and those feelings can stay with us all day,” says Stanford sleep researcher Dr. William Dement.The link between dreams and emotions shows up among the patients in Cartwright’s clinic. Most people seem to have more bad dreams early in the night, progressing toward happier ones before awakening, suggesting that they are working through negative feelings generated during the day. Because our conscious mind is occupied with daily life, we don’t always think about the emotional significance of the day’s events until, it appears, we begin to dream.And this process need not be left to the unconscious. Cartwright believes one can exercise conscious control over recurring bad dreams. As soon as you awaken, identify what is upsetting about the dream. Visualize how you would like it to end instead; the next time it occurs, try to wake up just enough to control its course. With much practice people can learn to, literally, do it in their sleep.At the end of the day, there's probably little reason to pay attention to our dreams at all unless they keep us from sleeping or “we wake up in a panic,” Cartwright says. Terrorism, economic uncertainties and general feelings of insecurity have increased people's anxiety. Those suffering from persistent nightmares should seek help from a therapist. For the rest of us, the brain has its ways of working through bad feelings. Sleep—or rather dream — on it and you'll feel better in the morning.1. Researchers have come to believe that dreams( ).2. By referring to the limbic system, the author intends to show( ).3. The negative feelings generated during the day tend to( ).4. Cartwright seems to suggest that( ).5. What advice might Cartwright give to those who sometimes have bad dreams?

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Good sense is the most equitably distributed thing in the world, for each man considers himself so well provided with it that even those who are most difficult to satisfy in everything else do not usually wish to have more of it than they have already. It is not likely that everyone is mistaken in this; it shows, rather, that the ability to judge rightly and separate the true from the false, which is essentially what is called good sense or reason, is by nature equal in all men, and thus that our opinions differ not because some men are better endowed with reason than others, but only because we direct our thoughts along different paths, and do not consider the same things, for it is not enough to have a good mind: what is most important is to apply it rightly. The greatest souls are capable of the greatest vices; and those who walk very slowly can advance much further, if they always keep to the direct road, than those who run and go astray.For my part, I have never presumed my mind to be more perfect than average in any way. I have, in fact, often wished that my thoughts were as quick, or my imagination as precise and distinct, or my memory as capacious or prompt, as those of some other men. And I know of no other qualities than these which make for the perfection of the mind; for as to reason, or good sense, in as much as it alone makes us men and distinguishes us from the beasts, I am quite willing to believe that it is whole and entire in each of us, and to follow in the common opinion of the philosophers who say that there are differences of more or less only among the accidents, and not among the forms, or natures, of the individuals of-a single-species. 1. According to the author, the three elements that comprise our mind are( ).2. The basic idea of the first paragraph may be stated as follows:( )3. About himself, the author states that ( ).4. The author claims that what sets human beings apart from beasts is( ).5. According to the author the ability to distinguish between the true and the false is( ).

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