The clothes a person wears may express his ______ or social position.A. curiosityB. statusC. determinationD. significance

Oceanography has been defined as "The application of all sciences to the study of the sea"． Before the nineteenth century， scientists with an interest in the sea were few and far between． Certainly Newton considered some theoretical aspects of it in his writings， but he was unwilling to go to sea to further his work． For most people the sea was remote， and with the exception of early intercontinental travelers or others who earned a living from the sea， there was little reason to ask many questions about it， let alone to ask what lay beneath the surface． The first time that the question "What is at the bottom of the oceans？" had to be answered with any commercial consequence was when the laying of a telegraph cable（电缆）from Europe to America was proposed． The engineers had to know the depth profile（起伏形状）of the route to estimate the length of cable that had to be made． It was to Maury of the US Navy that the Atlantic Telegraph Company turned， in 1853， for information on this matter． In the 1840s， Maury had been responsible for encouraging voyages during which soundings（测深）were taken to investigate the depths of the North Atlantic and Pacific Oceans． Later， some of his findings aroused much popular interest in his book ---The Physical Geography of the Sea．The cable was laid， but not until 1866 was the connection made permanent and reliable． At the early attempts， the cable failed and when it was taken out for repairs it was found to be covered in living growths， a fact which defied contemporary scientific opinion that there was no life in the deeper parts of the sea．Within a few years oceanography was under way． In 1872 Thomson led a scientific expedition， which lasted for four years and brought home thousands of samples from the sea． Their classification and analysis occupied scientists for years and led to a five-volume report， the last volume being published in 1895．（1）The passage implies that the telegraph cable was built mainly ____ ．A．for oceanographic studiesB．for military purposesC．for business considerationsD．for investigating the depths of the oceans（2）The aim of voyages Maury encouraged in the 1840s was ____ ．A．to make some sound experiments in the oceansB．to collect samples of sea plants and animalsC．to estimate the length of cable that was to be madeD．to measure the depths of the two oceans（3）The underlined word "defied" in the 4th paragraph probably means ____ ．A．doubtedB．challengedC．gave proof toD．agreed to（4）The theme of this passage is about ____ ．A．the beginnings of oceanographyB．the laying of the first undersea cableC．the investigation of ocean depthsD．the early intercontinental communications

All classes of fires can be safely combated using .A.foamA. foamB. CO2C. low velocity water fogD. high velocity water fog

It is the world’s fourth-most-important food crop, after maize, wheat and rice. It provides more calories, more quickly, using less land and in a wider range of climates than any other plant. It is, of course, the potato. The United Nations has hoped that greater awareness of the merits of potatoes will contribute to the achievement of its Millennium Development Goals, by helping to reduce poverty and promote economic development. The potato promoted economic development by supporting the Industrial Revolution in England in the 19th century. It provided a cheap source of calories and was easy to cultivate, so it liberated workers from the land. Potatoes became popular in the north of England, as people there specialized in livestock farming and domestic industry, while farmers in the south concentrated on wheat production. By a happy accident, the concentrated industrial activity in the regions where coal was readily available, and a potato-driven population boom provided ample workers for the new factories. Friedrich Engels even declared that the potato was the equal of iron for its "historically revolutionary role". In the form of French fries, served alongside burgers and Coca-Cola, potatoes are now a symbol of globalization. This is quite a change given the skepticism which first greeted them on their arrival in the Old World in the 16th century. They were variously thought to be fit only for animals, to be associated with the devil or to be poisonous. They took hold in 18th- century Europe only when war and famine meant there was nothing else to eat; people then realized just how useful and reliable they were. As Adam Smith, one of the potato’s many admirers, observed at the time, "The very general use which is made of potatoes in these kingdoms as food for man is a convincing proof that the prejudices of a nation, with regard to diet, however deeply rooted, are by no means unconquerable." Mashed, fried, boiled and roast, a humble potato changed the world, and people everywhere should celebrate it.What Adam Smith said could be used to demonstrate the potato’s ().A. general useB. main featuresC. success storyD. bright future

Dear Mr . Wang Gang. Thank you for your recent application for the vacancy of___1 _ . I am pleased to ___ 2 _ you that we have decided to invite you for an interview at ___3 _ at 10 a . m . next Sunday __ 4 _ 2023 . Looking __5 _ to meeting you . Yours sin cerely Li Ming 请选择对应的匹配项 ( a ) inform ( b ) 123 White - Avenue ( c ) sales manager ( d ) August 14 th ( e ) forward

The phrase "progressive education" is one, if not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of contrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging and directing what goes on in schools.　　It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what actually takes place when education really occurs. And before we can formulate a philosophy of education we must know how human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about the operations through which basic raw materials are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philosophy of education.　　What then is education when we find actual satisfactory specimens of it in existence In the first place, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the person who has the power to go on and get more education.　　In any case, development, growth, involve change, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance, towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles. The philosophy of education is supposed A. to result from real understanding of actual schooling.B. to lead to overall prescription of practical education.C. to have happened when education came into existence.D. to be the basis on which practical education is formulated.

She cannot buy daily necessities, ______ luxuries.A. no less thanB. many moreC. much lessD. less than

It is not always right to judge a person on the __ of the first impression.A. basicB. basisC. baseD. basement

Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find."Schools have always been in a society where practical is more important than intellectual, " says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's latest book, Left Back. A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris "We will become a second-rate country. We will have a less civil society.""Intellect is resented as a form. Of power or privilege, " writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise".What do American parents expect their children to acquire in school? A.The habit of thinking independently.B.Profound knowledge of the world.C.Practical abilities for future career.D.The confidence in intellectual pursuits.We can learn from the text that Americans have a history of .A.undervaluing intellectB.favoring intellectualismC.supporting school reformD.suppressing native intelligenceThe views of Ravish and Emerson on schooling are .plementaryD.oppositeEmerson, according to the text, is probably .A.a pioneer of education reformB.an opponent of intellectualismC.a scholar in favor of intellectD.an advocate of regular schoolingWhat does the author think of intellect? A.It is second to intelligence.B.It evolves from common sense.C.It is to be pursued.D.It underlies power.

Here is a piece of good _(2)__for you . The Russian National Ballet Troupe will give a performance in the Beijing Grand Theater tomorrow evening . I am sure that you will be happy to watch it . The performance will begin at_ (3)__ . I will wait for you at the ( 4 )___ . Please let me know whether you can come as soon as possible.26、（10分）A AliceB news C trulyD entranceE 7 p.m.