单选集
单选集
There has arisen during this twentieth century (as it arose before, in ages which we like to call dark) a pronounced anti intellectualism, a feeling that both studies and literature are not merely vain, but also (1) untrustworthy. With people swayed by this wrong (2) that there is little use in arguing, either for history or literature, or for poetry or music, or for the arts (3) .
With others, there is still faith that any civilization worthy of the name must be (4) in a ceaseless pursuit of truth. Whether truth is (5) through study or through the arts makes no difference. Any pursuit of truth is not only (6) ; it is the foundation stone of civilization.
The (7) for and reading of history is one of those approaches to truth. It is only ones all the arts and sciences are such (8) . All have their place; all are good; and each (9) with the other. They are not airtight compartments. It is only in a few institutions, subjected to (10) misinformation, that events like the Industrial Revolution are (11) entirely to the historians, the social scientists, or the physical scientists. Only within the past hundred years have historians (12) that what people have done in literature and art is a part of their history. Books like Uncle Tom’s Cabin have themselves helped to (13) history.
Even at the moment, when scientific (14) becomes more and more specialized and the historian concentrates more and more fiercely on periods and (15) , it is becoming more (16) to the layman that all this is part of one whole. Even on a (n) (17) when textbooks are being written to introduce to the theoretical physicist his colleagues who are working as chemists or engineers on perhaps the same problem, the layman is far enough (18) from all this specialization to see the whole, possibly even more clearly than do the (19) . Between history, biography, the arts and sciences, and even journalism, who could draw airtight (20) Not laymen. Is not yesterday’s newspaper history, and may it not become literature
A:intervals B:spans C:episodes D:gaps
The gap between those who have access to computers and the Internet and those who don’ t could spell trouble not only for classroom learning today, but in turn for producing the kind of students who are ready to compete for the jobs of tomorrow. By the year 2000,60 percent of all jobs will require high-tech computer skills. Over the next seven years, according to Bureau of Labor statistics, computer and technology related jobs will grow by an astounding 70 percent. "We as a nation are missing the opportunity of a lifetime," insists Riley. "The ability of all students to learn at the highest levels with the greatest resources and have the promise of a future of real opportunity-this is the potential of technology."
Riley proposes dosing the gaps in technology access by providing discounted services for schools and libraries. The 1996 Telecommunications Act called for providing all K-12 public and nonprofit private schools, as well as libraries, with discounts-an Education Rate, or E-Rate-’-for telecommunication services, in May 1997, the Federal Communications Commission unanimously voted to provide $2.25 billion a year in discounts ranging from 20 to 90 percent on a sliding scale, with the biggest discounts for the poorest schools. (The E-Rate covers Internet access and internal school connections, but not computers or software.) The first round of applications for the discounts ended in April 1998 with more than 30,000 received, in time for the beginning of the school year. With the E-Rate in place, it was hoped that most U. S. classrooms would be connected to the Internet (up from 44 percent now), including almost every classroom in the nation’s 50 largest school districts. However, criticism from Congress and the telecommunications industry led the FCC in Jurm to reduce the amount available for 1998 to ＄1.3 billion.
Still, the importance of connecting our schools to this vast and potentially powerful learning tool called the Internet is taking hold. In a June commencement address at MIT, the first by a sitting president to be broadcast on the Internet, President Clinton firmly emphasized the need to eliminate the digital divide.
"Until every child has a computer in the classroom and the skills to use it... until every student can tap the enormous resources of the Internet... until every high tech company can find skilled workers to fill its high-tech jobs... America will miss the full promise of the Information Age," he noted. "The choice," he said, "is simple. We can extend opportunity today to all Americans or leave me behind. We can erase lines of inequity or etch them indelibly. We can accelerate the most powerful engine of growth and prosperity the world has ever known, or allow the engine to stall./
Which of the following is the best title for the passage
A:The Digital Divide B:The Necessity of Eliminating the Digital Divide C:How to Close the Gaps in Technology D:Discounted Services
All men are created equal, or so reckoned Thomas Jefferson as he drafted America’s Declaration of Independence in 1776. Subsequent Americans have had reason to question the founding father. So too have people in the land from which the new nation gained its freedom. America and Britain are among the most unequal countries in the rich world and Britain, at any rate, is more unequal now than it was a generation ago. That is the conclusion of a study commissioned by Harriet Harman, the equalities minister.
Class and money have always strongly affected how people do in life in Britain, with well-heeled families breeding affluent children just as the offspring of the desperately poor tend to remain poor. All that was supposed to have ceased at the end of the Second World War, with the birth of a welfare state designed to meet basic needs and promote social mobility. But despite devoting much thought and more money to improving the lot of the poor, governments have failed to boost those at the bottom of the pile as much as those at the top have boosted themselves.
The new study, led by John Hills of the London School of Economics, found, for example, that the richest tenth of households received income more than four times that of the poorest tenth; just a generation ago, it was three times as much. Internationally, only six of the 30 members of the OECD, a club of mainly rich countries, show greater inequality. Wealth is distributed far more unequally than income, with the richest tenth in Britain holding assets worth almost 100 times those of the poorest.
Although the study found that some of the widest gaps between social groups have diminished over time, deep-seated differences between haves and have-nots persist, mining the life chances of the less fortunate. Politicians of all stripes talk up equality of opportunity, arguing that it makes for a fairer and more mobile society, and a more prosperous one. The goal of greater equality of outcomes also has its boosters. In "The Spirit Level", epidemic disease experts Kate Pickett and Richard Wilkinson claim that more equal societies are healthier than unequal ones, as well as happier. Not all agree, but in a country where the National Health Service accounts for almost a fifth of public spending, it is worth considering.
The difficulty arises in putting these notions into practice, through severe tax increases for the middleclass and wealthy, or expanding government intervention. These have not recently been vote-winning propositions, but the recession that Britain is now limping away from may have changed things.
John Hills’ study has found that
A:the richest receive income four times more than the poorest. B:Britain is a OECD member with the highest rate of inequality. C:wealth distribution is more unequal than income distribution. D:most gaps between social groups have disappeared over tim
Section Ⅰ Use of English Directions: Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C, or D on ANSWER SHEET 1. There has arisen during this twentieth century (as it arose before, in ages which we like to call dark) a pronounced anti intellectualism, a feeling that both studies and literature are not merely vain, but also (1) untrustworthy. With people swayed by this wrong (2) that there is little use in arguing, either for history or literature, or for poetry or music, or for the arts (3) . With others, there is still faith that any civilization worthy of the name must be (4) in a ceaseless pursuit of truth. Whether truth is (5) through study or through the arts makes no difference. Any pursuit of truth is not only (6) ; it is the foundation stone of civilization. The (7) for and reading of history is one of those approaches to truth. It is only ones all the arts and sciences are such (8) . All have their place; all are good; and each (9) with the other. They are not airtight compartments. It is only in a few institutions, subjected to (10) misinformation, that events like the Industrial Revolution are (11) entirely to the historians, the social scientists, or the physical scientists. Only within the past hundred years have historians (12) that what people have done in literature and art is a part of their history. Books like Uncle Tom’s Cabin have themselves helped to (13) history. Even at the moment, when scientific (14) becomes more and more specialized and the historian concentrates more and more fiercely on periods and (15) , it is becoming more (16) to the layman that all this is part of one whole. Even on a (n) (17) when textbooks are being written to introduce to the theoretical physicist his colleagues who are working as chemists or engineers on perhaps the same problem, the layman is far enough (18) from all this specialization to see the whole, possibly even more clearly than do the (19) . Between history, biography, the arts and sciences, and even journalism, who could draw airtight (20) Not laymen. Is not yesterday’s newspaper history, and may it not become literature
Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.6（）A:intervals B:spans C:episodes D:gaps
The gap between those who have access to computers and the Internet and those who don’ t could spell trouble not only for classroom learning today, but in turn for producing the kind of students who are ready to compete for the jobs of tomorrow. By the year 2000,60 percent of all jobs will require high-tech computer skills. Over the next seven years, according to Bureau of Labor statistics, computer and technology related jobs will grow by an astounding 70 percent. "We as a nation are missing the opportunity of a lifetime," insists Riley. "The ability of all students to learn at the highest levels with the greatest resources and have the promise of a future of real opportunity-this is the potential of technology."
Riley proposes dosing the gaps in technology access by providing discounted services for schools and libraries. The 1996 Telecommunications Act called for providing all K-12 public and nonprofit private schools, as well as libraries, with discounts-an Education Rate, or E-Rate-’-for telecommunication services, in May 1997, the Federal Communications Commission unanimously voted to provide $2.25 billion a year in discounts ranging from 20 to 90 percent on a sliding scale, with the biggest discounts for the poorest schools. (The E-Rate covers Internet access and internal school connections, but not computers or software.) The first round of applications for the discounts ended in April 1998 with more than 30,000 received, in time for the beginning of the school year. With the E-Rate in place, it was hoped that most U. S. classrooms would be connected to the Internet (up from 44 percent now), including almost every classroom in the nation’s 50 largest school districts. However, criticism from Congress and the telecommunications industry led the FCC in Jurm to reduce the amount available for 1998 to ＄1.3 billion.
Still, the importance of connecting our schools to this vast and potentially powerful learning tool called the Internet is taking hold. In a June commencement address at MIT, the first by a sitting president to be broadcast on the Internet, President Clinton firmly emphasized the need to eliminate the digital divide.
"Until every child has a computer in the classroom and the skills to use it... until every student can tap the enormous resources of the Internet... until every high tech company can find skilled workers to fill its high-tech jobs... America will miss the full promise of the Information Age," he noted. "The choice," he said, "is simple. We can extend opportunity today to all Americans or leave me behind. We can erase lines of inequity or etch them indelibly. We can accelerate the most powerful engine of growth and prosperity the world has ever known, or allow the engine to stall."
A:The Digital Divide B:The Necessity of Eliminating the Digital Divide C:How to Close the Gaps in Technology D:Discounted Services
Students or teachers can participate in excursions to lovely beaches around the island at regular （ ）
A:gaps B:rate C:length D:intervals
Students or teachers can participate in excursions to lovely beaches around the island at regular ______.
A:gaps B:rate C:length D:intervals
The earthquake left huge gaps in the city's streets.
A:debris B:crevices C:buildings D:electric lines
A:fences B:barriers C:gaps D:stones
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