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[主观题]
When confronted with such an urgency, my mind goes______, and I can hardly remember my own
date of birth.
A．dim
B．blank
C．faint
D．vain
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A．dim
B．blank
C．faint
D．vain
如果结果不匹配，请 联系老师 获取答案
更多“When confronted with such an u…”相关的问题
A.paradox
B.prejudice
C.dilemma
D.conflict
In certain cases, a woman could draw upon the folk wisdom and remedies she had learned back home; Western mosquitoes, for example, proved to be as repelled by a paste of vinegar and salt as were their Eastern cousins. More often, however, a woman was guided only by her own ingenuity in concocting (调制的) tonics (补药), powders, poisons, and polishes from whatever she had at land: salt made a passable toothpaste, gunpowder was applied to wants, and turpentine to open cuts, goose grease, skunk oil, and the ever present lard were basic liniments; medicinal teas and tonics were brewed from sunflower seeds and roots.
Which of the following statements best expresses the main idea of the passage？ ()
A．Many people who went West were doctors.
B．Medicine and the people who sold it were not reliable.
C．Many pioneer women died from bites inflicted by snakes and mosquitoes.
D．Pioneer women had to invent their own remedies when they moved West.
You should never lose your heart when______with temporary difficulties.
A．confronting
B．you confronted
C．having confronted
D．confronted
A Filipino maid was executed after being ______of murder.
A. convinced
B. convicted
C. conducted
D. confronted
Why do governments show special concern for agriculture？
A．Because farm prices go up and down constantly.
B．Because farmers usually earn less than other income groups.
C．Because there is not much arable farmland left.
D．Because farmers are confronted with fiercer competition.
Anders Moberg’s pay package—and the timing of its disclosure at a shareholder meeting last week—has confronted Ahold with a new credibility crisis as it struggles to restore confidence after the C=970m ($1 bn) scandal.
The dispute-evident in a sea of critical media comment in the Netherlands at the weekend threatens to divert management from its recovery strategy, built on significant divestments and a likely rights issue to reduce C=11bn in net debt. Units deemed unable to attain first or second position in food retail within three to five years will immediately be put up for sale.
The board’s position appears all the more delicate following comments made by Mr. Moberg to the Financial Times, in which he criticized non-executive directors for ignoring his advice to disclose his salary in May, when he agreed his contract.
Instead Ahold waited more than four months to make the announcement, on the day share-holders were asked to approve Mr. Moberg’s appointment.
“I was the one who said I liked transparency, and I had hoped ［the supervisory board］ had shown ［the salary package］ in May to avoid a situation like this,” Mr. Moberg told the FT.
As the row prompted the left-leaning Dutch Daily to call for a boycott of Ahold’s Dutch Albert Heijn supermarket chain where only last week Ahold announced 440 redundancies—it was clear the supervisory board had badly misjudged the reaction.
While Henny de Ruiter, supervisory board chairman, said the salary was a fair reflection of what a company in Ahold’s unfavorable circumstances had to pay to attract a top manager,furious investors accused it of pushing through the package regardless of investor opinion.
Furthermore, Dutch media commentators noted that the scandal at Ahold had been the trigger for the Dutch government to appoint a commission to strengthen corporate governance.
That commission has recommended a limit on executive bonuses, far below the potential two-and-a-half times annual salary that Mr. Moberg could earn.
Meanwhile, Mr. Moberg is trying to distance himself from the row and focus on strategy. He told the FT that measures had already been taken to raise its stake in the ICA-Ahold joint venture in Scandinavia.
Ahold had included in its forecasts an amount necessary to buy the shares of either of its joint venture partners, who should exercise a “put option” and sell their stake from April 2004.
第36题：The decision on Anders Moberg’s pay package has _____.
［A］ incurred much criticism from the shareholders
［B］ helped restore public confidence in Ahold
［C］ saved the supervisory board from another crisis
［D］ put pressure on the new chief executive
B)People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn？ One answer, I soon discovered, lay in people’s beliefs about why they had failed.
C)In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior. that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
D)Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set (思维模式).” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn Students with such a growth mind-set were destined (注定)for greater academic success and were quite likely to outperform. their counterparts.
E)We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students, mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
F)As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
G)Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
H)A fixed mind-set can also hinder communication and progress in the workplace and discourage, or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
I)How do we transmit a growth mind-set to our children？ One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
J) In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
K) Research is converging (汇聚)on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
36.The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
37.Focusing on effort is effective in helping children overcome frustration and achieve success.
38.We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
39.Students’ belief about the cause of their failure explains their attitude toward setbacks.
40.In the author’s experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.
41.The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
42.After failing again and again, most animals give up hope.
43.Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
44.People with a fixed mind-set believe that one’s intelligence is unchangeable.
45.In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
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So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births; but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of "college" imaginable. Among the people whom we like to call savages all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.
It is the ideal condition of the "equal start" which only our most progressive forms of modem education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"--if the term can be applied to people without a script--while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that 'all our children could share in the knowledge accumulated by the "happy few" during the past centuries.
Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents, therefore the jungles and the grasslands know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children and no father is confronted with his inability to "buy" an education for his child.
The word "interest" in the first paragraph most probably means ______.
A．pleasure
B．returns
C．share
D．knowledge
