题目内容
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The case history of the twins appears to support the conclusion that ______.
A. individuals with identical brains seldom test at the same level
B. an individual's intelligence is determined solely by his environment
C. children reared under average conditions possess average intelligence
D. lack of opportunity hinders the growth of intelligence
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The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster (收养) homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's IQ was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.
This selection can be titled ______.
A．Measuring Your Intelligence
B．Intelligence and Environment
C．The Case of Peter and Mark
D．how the Brain Influences Intelligence
The history of responses to the work of the artist Sandro Botticelli (1444-1510) suggests gests 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 fellow 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 out side 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 mid-nineteenth 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 case, 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 Botticelli's achievements.
Which of the following would be the best title for the text？
A．The Role of Standard Art Analyses and Appraisals.
B．Sandro Botticelli: From Rejection to Appreciation.
C．The History of Critics' Responses to Art Works.
D．Botticelli and Florentine: A Comparative Study.
(1)加里对轿车的式样和型号之间的区别知道得很少。他如何利用市场信号、声誉或标准化来进行比较？
(2)你是一家银行的贷款员。在选好了一辆车之后，加里到你这里来寻求贷款。由于他毕业不久，没有较长的信贷史。尽管如此，该银行具有为新毕业生融资买车的悠久历史。这一信息在加里的例子中是否有用？如果是的，怎样有用？
Cary is a recent college graduate. After six months at his new job, he has finally saved enough to buy his first car,
a. Gary knows very little about the differences between makes and models of cars. How could he use market signals. reputation , or standardization to make comparisons？
b. You are a loan officer in a bank. After selecting a car, Gary comes to you seeking a loan.Since he has only recently graduated, he does not have a long credit history. Despite this, the bank has a long history of financing cars of recent college graduate. Is this information useful in Gary's case？ If so , how？
The patterns within DNA are unique to each individual, except identical twins, who share the same pattern. The ability to identify these patterns has been used to convict murderers and to clear people who are wrongly accused. It is also used to identify the victims of war and settle disputes over who is the father of a child.
Jeffrey said he and his colleagues made the discovery by accident while tracking genetic variations. But, within six months of the discovery, genetic fingerprinting had been used in an immigration case, to prove that an African boy really was his parents' son. In 1986, it was used for the first time in a British criminal case: It cleared one suspect after being accused of two rapes and murders and helped convict another man.
DNA testing is now very common. In Britain, a national criminal database established in 1995 now contains 2.5 million DNA samples(样本). The U.S. and Canada are developing similar systems. But there are fears about the stored DNA samples and how they could be used to harm a person's privacy. That includes a person's medical history, racial origin or psychological profile. "There is the long-term risk that people can get into these samples and start getting additional information about a person's paternity or risk of disease," Jeffrey said.
DNA testing is not an unfailing proof of identity. Till, it is considered a reasonably reliable system for determining the things it is used for. Jeffrey's estimates(估计) the probability of two individuals' DNA profiles matching in the most commonly used tests at between one in a billion or one in a trillion.
The passage is mainly about ______.
A．the discovery of fingerprinting by Jeffery
B．the practice of fingerprinting in court
C．the fingerprinting in the present situation
D．the merits and demerits of fingerprinting
The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.
In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form. of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.
According to the passage, the founders of the Republic regarded education primarily as ______.
A．a religious obligation
B．a private matter
C．a matter of individual choice
D．a political necessity
California has asked the justices to refrain from a sweeping ruling particularly one that upsets the old assumption that authorities may search through the possessions of suspects at the time of their arrest. It is hard, the state argues, for judges to assess the implications of new and rapidly changing technologies. The court would be recklessly modest if it followed California’s advice. Enough of the implications are discernable, even obvious, so that the justices can and should provide updated guidelines to police, lawyers and defendants.
They should start by discarding California’s lame argument that exploring the contents of a smart phone — a vast storehouse of digital information — is similar to, say, rifling through a suspect’s purse. The court has ruled that police don’t violate the Fourth Amendment when they sift through the wallet or pocketbook of an arrestee without a warrant. But exploring one’s smart phone is more like entering his or her home. A smart phone may contain an arrestee’s reading history, financial history, medical history and comprehensive records of recent correspondence. The development of “cloud computing,” meanwhile, has made that exploration so much the easier.
Americans should take steps to protect their digital privacy. But keeping sensitive information on these devices is increasingly a requirement of normal life. Citizens still have a right to expect private documents to remain private and protected by the Constitution’s prohibition on unreasonable searches.
As so often is the case, stating that principle doesn’t ease the challenge of line-drawing. In many cases, it would not be overly onerous for authorities to obtain a warrant to search through phone contents. They could still invalidate Fourth Amendment protections when facing severe, urgent circumstances, and they could take reasonable measures to ensure that phone data are not erased or altered while a warrant is pending. The court, though, may want to allow room for police to cite situations where they are entitled to more freedom.
But the justices should not swallow California’s argument whole. New, disruptive technology sometimes demands novel applications of the Constitution’s protections. Orin Kerr, a law professor, compares the explosion and accessibility of digital information in the 21st century with the establishment of automobile use as a virtual necessity of life in the 20th: The justices had to specify novel rules for the new personal domain of the passenger car then; they must sort out how the Fourth Amendment applies to digital information now.
26. The Supreme Court will work out whether, during an arrest, it is legitimate to
A.prevent suspects from deleting their phone contents.
B.search for suspects’ mobile phones without a warrant.
C.check suspects’ phone contents without being authorized.
D.prohibit suspects from using their mobile phones.
The author’s attitude toward California’s argument is one ofA.disapproval
B.indifference
C.tolerance
D.cautiousness
The author believes that exploring one’s phone contents is comparable toA.principles are hard to be clearly expressed
B.the court is giving police less room for action
C.citizens’ privacy is not effectively protected
D.phones are used to store sensitive information
Orin Kerr’s comparison is quoted to indicate thatA.the Constitution should be implemented flexibly
B.new technology requires reinterpretation of the Constitution
C.California’s argument violates principles of the Constitution.
D.principles of the Constitution should never be altered
The author believes that exploring one’s phone contents is comparable toA.getting into one’s residence
B.handling one’s historical records
C.scanning one’s correspondences
D.going through one’s wallet
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Student participation (参与)in tike classroom is not only accepted but also expected of the student in many courses. Some professors base part of the final grade on the student’ s oral participation. Although there are formal lectures during which the student has a passive role(i. e. , listening and taking notes) , many courses are organized around classroom discussions, student questions, and informal lectures. In graduate discussions the profess or has a “manager”role and the students make presentations and lead discussions. The students do the actual teaching in these discussions.
A professor’ s teaching method is another factor (因素)that determines the degree and type of student participation. Some professors prefer to control discussion while others prefer to guide the class without controlling it. Many professors encourage students to question their ideas. Students who object to the professor’ s point of view should be prepared to prove their positions.
In the teaching of science and mathematics, the controlling mode of instruction is generally traditional, with teachers presenting formal lectures and students taking notes. However,new educational trends have turned up in the humanities and social sciences in the past twenty years. Students in education,society, and history classes, for example, are often required to solve problems in groups, design projects, make presentations, and examine case studies. Since some college or university courses are“practical” rather than theoretical，they pay more attention to “doing” for themselves.
“Participation in the classroom is not only accepted but also expected of the student” in many courses except in____.
A.science and mathematics
B.the humanities and social sciences
C.informal lecture courses
D.discussion courses
From the passage we know that education in the humanities and society____.A.has not changed much
B.pay attention to students’ studying instead of teachers’ teaching
C.is much more important than that of science and mathematics
D.has become more practical than theoretical
The reason why some professors ask students to make presentations and lead discussions is that____.
A.these professors are often not well prepared before class
B.these professors want to stress “doing”
C.these professors want to test the students’ abilities
D.these professors are not willing to teach theory
Which of the following sentences is true according to the passage？A.Student participation is not common in the classroom in many courses like society.
B.Some professors want to control the classroom discussion.
C.Some professors usually want the students to take part in the teaching of science and mathematics.
D.New educational trends have turned up in teaching of natural sciences such as chemistry.
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These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be "self care'.
Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only S percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.
The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.
"We have a huge mismatch between the school calendar and realities of family life," says Dr. Ernest Boyer, head of the Carnegie Foundation for the Advancement of Teaching.
Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. "School, whether we like it or not, is educational. It always has been."
His is not a popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives？
It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids' lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn't produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.
The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.
Which of the following is an opinion of the author's？
A．The kids are hanging out.
B．They are school children without school.
C．These kids are not old enough for jobs.
D．The calendar called the school year ran out on them a few weeks ago.
History is a record of mankind; different historians, ______ , interpret it differently.
A．therefore
B．on the contrary
C．however
D．consequently
