在英语中，问题一般有两种表达方式：question和problem；科学研究要解决的问题是（）。

A:question B:problem C:question和problem D:都不是

In analyzing a problem we should do all the following except ______.

A:recognize and define the problem B:look for information to make the problem clearer C:have suggestions for a possible solution D:find a solution by trial or mistake

According to the text, the servant problem is to the ruling class what

A:the political problem to the ruler. B:the embarrassment to the home secretary. C:the chronic ailment to the patient. D:the government' s request to the economist.

CORNELL’S SUICIDE PROBLEM. That’s the description that broadcasted across the bottom of CNN during this morning’s segment about the university installing fences to prevent people from jumping into the gap. Actually, CNN, it’s not a suicide problem so much as a media problem—a problem stemming from outlets like yours that are quick to spread the myth that Cornell is the "suicide school".
The New York Times is guilty, too. After the third Cornell suicide in less than a month, the Times ran a front-page story that said the university was on "high alert about the mental health of its students" and that the recent deaths "have cast a golly atmosphere over the university and renewed talk of Cornell’s reputation—unsup-ported, say officials—as a high-stress ’suicide school’". But it’s not until deep into the jump, on April 25th, that the article addresses the actual statistics, which indicate that Cornell’s rate of suicides is no higher than the national average for a university of that size (about two a year). Other high-pressure colleges have more troubling numbers to contend with. MIT’s suicide rate since 1964, when the university started keeping track, is about 14.6 per 100,000 students, according to an article in MIT’s student newspaper, The Tech, compared to about 4.3 per 100,000 over the same time period at Cornell. And although the recent concentration of Cornell suicides is tragic and remarkable, it comes on the heels of four years without a single one. But the suicide-free years don’t make headlines; jumpers do.
Granted, I’m a proud Cornell alumna, so I’m particularly sensitive about these misconceptions. But I like to think I’m relatively objective about my alma mater. Cornell suicides, when they occur, tend to be dramatic. They get national media attention with frightening images like the ones CNN was flashing today of guys in uniforms watching the campus bridges. The idea of a stressed-out undergraduate throwing himself into a deep gap—it’s frightening, and it stays with you. So much so that you probably remember it as more exaggerated a problem than it actually is. Individuals can’t be faulted for that—our brains do funny things with unreliable evidence. But media outlets are different, and should be found at fault when they fan these misconceptions.
According to the first paragraph, the suicide problem in Cornell University is ______.

A:a psychological problem of the students B:a management problem of the university C:a social problem caused by the government D:a man-made problem exaggerated by the media

Many people want to know how to analyze problems they meet. There are six stages in analyzing a problem.
First the person must recognize that there is a problem. For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle.
Next the thinker must define the problem. Before Sam can repair his bicycle, he must find the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific.
Now the person must look for information that will make the problem clearer and lead to possible solutions. For instance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop.
After studying the problem, the person should have several suggestions for a possible solution. Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels.
Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way. Sam, for example, suddenly sees that there is a piece of chewing gum between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels.
Finally the solution is tested. Sam cleans the gear wheels and finds that afterwards his bicycle works perfectly. In short, he has solved the problem.

A:Six Stages for Repairing Sam’s Bicycle. B:Possible Steps of Problem-solving. C:Necessities of Problem Analysis. D:Importance of Analyzing a Problem.

Many people want to know how to analyze problems they meet. There are six stages in analyzing a problem.
First the person must recognize that there is a problem. For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle.
Next the thinker must define the problem. Before Sam can repair his bicycle, he must find the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific.
Now the person must look for information that will make the problem clearer and lead to possible solutions. For instance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop.
After studying the problem, the person should have several suggestions for a possible solution. Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels.
Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way. Sam, for example, suddenly sees that there is a piece of chewing gum between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels.
Finally the solution is tested. Sam cleans the gear wheels and finds that afterwards his bicycle works perfectly. In short, he has solved the problem.
What is the best title for this passage

A:Six Stages for Repairing Sam’s Bicycle. B:Possible Steps of Problem-solving. C:Necessities of Problem Analysis. D:Importance of Analyzing a Problem.

Many people want to know how to analyze problems they meet. There are six stages in analyzing a problem.
First the person must recognize that there is a problem. For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle.
Next the thinker must define the problem. Before Sam can repair his bicycle, he must find the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific.
Now the person must look for information that will make the problem clearer and lead to possible solutions. For instance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop.
After studying the problem, the person should have several suggestions for a possible solution. Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels.
Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way. Sam, for example, suddenly sees that there is a piece of chewing gum between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels.
Finally the solution is tested. Sam cleans the gear wheels and finds that afterwards his bicycle works perfectly. In short, he has solved the problem.
What is the best title for this passage

A:Six Stages for Repairing Sam’s Bicycle. B:Possible Steps of Problem-solving. C:Necessities of Problem Analysis. D:Importance of Analyzing a Problem

Passage Four

A:Six Stages for Repairing Sam’s Bicycle. B:Possible Steps of Problem-solving. C:Necessities of Problem Analysis. D:Importance of Analyzing a Problem.