Love is a wondrous state, deep, tender, and rewarding. Because of its intimate and personal nature, it is regarded by some as an improper topic for experimental research. But, whatever our personal feelings may be, our assigned mission as psychologists is to analyze all facets (方面) of human and animal behavior into their component variables. So far as love or affection is concerned, psychologists have failed in this mission. The little we know about love does not transcend simple observation, and the little we write about it has been written better by poets and novelists. But of greater concern is the fact that psychologists tend to give progressively less attention to a motive which pervades our entire lives. Psychologists, at least psychologists who write textbooks, not only show no interest in the origin and development of love or affection, but they seem to be unaware of its very existence.
The apparent repression of love by modern psychologists stands in sharp contrast with the attitude taken by many famous and normal people. The word "love" has the highest reference frequency of any word cited in Bartlett’s Book of Familiar Quotations. It would appear that this emotion has long had a vast interest and fascination for human beings, regardless of the attitude taken by psychologists; but the quotations cited, even by famous and normal people, have a mundane redundancy. These authors and authorities have stolen love from the child and infant and made it the exclusive property of the adolescent and adult.

The best statement of the main idea for the passage is（　）

A:Bartlett’s book publishes quotations about love B:love is a wondrous state, deep, tender and rewarding C:psychologists write terrible textbooks because they ignore love D:psychologist must study all aspects of human behavior, including love

I must get down (to) (write) the composition. (There) is only 20 minutes (left)

A:to B:write C:There D:left

John stopped (to write) his letter (because) he had to (leave) (for the hospital).

A:to write B:because C:leave D:for the hospital

One friend once said to me, "Do you know that most college students can’t even put semi-colons(分号) in the right place" Emphatic voices like his have recently made writing courses popular, strangely popular because of their hard-nosed attitude toward correct writing. Most administrators and teachers extend this medicinal metaphor (隐喻), they agree that students are suffering from a serious disease. Many tests identify increasing numbers of student writers as skills cripples(跛子), and they need treatment. Remedial courses are given every- where. More writing labs are appearing and expanding.
Many students are wining to believe that there is really something wrong with them. More students than ever before tell me and my colleagues that they are indeed bad writers and need lots of help with grammar and punctuation. I feel like a doctor, my job is to diagnose (诊断) the disease and prescribe cures whenever I read student writing. It would be easy enough for me to circle spelling errors, cross out unnecessary commas, line out wordy sentences. And knowing that this sort of marking can sting, I would of course write, onto the end of the paper, some- thing about how I know the student really tried hard, something about his rich imagination or his clear potential for doing well.
But I wonder whether all these well-intentioned scrawls (潦草写几句话) would do little more than confirm my student’s fears about how crippled he is.
Which of the following is TRUE of teacher’s correction of his student’s writing errors

A:It is good to correct all the errors B:A teacher should write something on the papers to encourage his students C:A teacher’ s handwriting must be tidy and clear D:A teacher had better point out the way for each student to improve his writing

The two things, snow and mountains, which are needed for a ski area are the two things that cause avalanches, large mass of snow and ice crushing down the side of a mountain, often called "White Death."
It was the threat of the avalanche and its record as a killer of man in the western mountains that created the snow ranger. He first started on avalanche control work in the winter of 1937, 38 at Alta, Utah, in Wasatch National Forest.
This mountain valley was becoming well known to skiers. It was dangerous. In fact, more than 120 persons had lost their lives in 1936 and another 200 died in 1937 as a result of avalanches before it became a major ski area.
Thus, development of Alta and other major ski resorts in the west was dependent upon controlling the avalanche. The Forest Service set out to do it, and did with its corps of snow rangers.
It takes many things to make a snow ranger. The snow ranger must be in excellent physical condition. He must be a good skier and a skilled mountain climber. He should have at least a high school education, and the more college courses in geology, physics, and related fields he has, the better.
He studies snow, terrain, wind, and weather. He learns the conditions that produce avalanches. He learns to forecast avalanches and to bring them roaring on down the mountainsides to reduce their killing strength. The snow ranger learns to do this by using artillery, by blasting with TNT, and by the difficult and skillful art of skiing avalanches down.
The snow ranger, dressed in a green parka which has a bright yellow shoulder patch, means safety for people on ski slopes. He pulls the trigger on a 75 mm. Recoilless rifle, skis waist deep in powder testing snow stability, or talks with the ski area’s operator as he goes about his work to protect the public from the hazards of deep snow on steep mountain slopes.
The passage implies that a snow ranger______.

A:knows how to use a pistol. B:must write lengthy reports on his work. C:may travel many miles when he is on duty. D:has a long working day.

{{B}}第三篇{{/B}}

The passage implies that a snow ranger ______.

A:knows how to use a pistol B:must write lengthy reports on his work C:may travel many miles when he is on duty D:has a long working day

The two things—snow and mountains—which are needed for a ski area are the two things that cause avalanches, large mass of snow and ice crushing down the side of a mountain—often called White Death.
It was the threat of the avalanche and its record as a killer of man in the western mountains that created the snow ranger. He first started on avalanche control work in the winter of 1937—1938 at Aha, Utah, in Wasatch National Forest.
This mountain valley was becoming well known to skiers. It was dangerous. In fact, more than 120 persons had lost their lives in 1936 and another 200 died in 1937 as a result of avalanches before it became a major ski area.
Thus, development of Aha and other major ski resorts in the west was dependent upon controlling the avalanche. The Forest Service set out to do it, and did, with its corps of snow rangers.
It takes many things to make a snow ranger. The snow ranger must be in excellent physical condition. He must be a good skier and a skilled mountain climber. He should have at least a high school education, and the more college courses in geology, physics, and related fields he has, the better.
He studies snow, terrain, wind and weather. He learns the conditions that produce avalanches. He learns to forecast avalanches and to bring them roaring on down the mountainsides to reduce their killing strength. The snow ranger learns to do this by using artillery, by blasting with TNT, and by the difficult and skillful art of skiing avalanches down.
The snow ranger, dressed in a green parka which has a bright yellow shoulder patch, means safety for people on ski slopes. He pulls the trigger on a 75 mm. Recoilless rifle, skis waist deep in powder testing snow stability, or talks with the ski area’s operator as he goes about his work to protect the public from the hazards of deep snow on steep mountain slopes.
The passage implies that a snow ranger______.

A:knows how to use a pistol B:must write lengthy reports on his work C:may travel many miles when he is on duty D:has a long working day