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

Normally a student must attend a certain number of courses in order to graduate, and each course which he attends gives him a credit which he may count towards a degree. In many American universities the total work for a degree consists of thirty-six courses each lasting for one semester. A typical course consists of three classes per week for fifteen weeks; while attending a university a student will probably attend four or five courses during each semester. Normally a student would expect to take four years attending two semesters each year. It is possible to spread the period of work for the degree over a longer period. It is also possible for a student to move between one university and another during his degree course, though this is not in fact done as a regular practice. For every course that he follows a student is given a grade, which is recorded, and the record is available for the student to show to prospective employers. All this imposes a constant pressure and strain of work, but in spite of this some students still find time for great activity in student affairs. Elections to positions in student organizations arouse much enthusiasm. The effective work of maintaining discipline is usually performed by students who advise the academic authorities. Any student who is thought to have broken the rules, for example, by cheating has to appear before a student court. With the enormous numbers of students, the operation of the system does involve a certain amount of activity. A student who has held one of these positions of authority is much respected and it will be of benefit to him later in his career. 1. Normally a student would at least attend __________classes each week. A) 36 B) 12 C) 20 D) 15 2. According to the first paragraph an American student is allowed _______. A) to live in a different university B) to take a particular course in a different university C) to live at home and drive to classes D) to get two degrees from two different universities 3. American university students are usually under pressure of work because_________. A) their academic performance will affect their future careers B) they are heavily involved in student affairs C) they have to observe university discipline D) they want to run for positions of authority 4.Some students are enthusiastic for positions in student organizations probably because_________. A) they hate the constant pressure and strain of their study B) they will then be able to stay longer in the university C) such positions help them get better jobs D) such positions are usually well paid 5. The student organizations seem to be effective in _________. A) dealing with the academic affairs of the university B) ensuring that the students observe university regulations C) evaluating students’ performance by bringing them before a court D) keeping up the students’ enthusiasm for social activities

ANormally a student must attend a certain number of courses in order to graduate, and each course which he attends gives him a credit which he may count towards a degree. In many American universities the total work for a degree consists of thirty-six courses each lasting for one semester(学期). A typical course consists of three classes per week for fifteen weeks; while attending a university a student will probably attend four or five courses during each semester. Normally a student would expect to take four years attending two semesters each year. It is possible to spread the period of work for the degree over a longer period. It is also possible for a student to move between one university and another during his degree course, though this is not in fact done as a regular practice.For every course that he follows, a student is given a grade, which is recorded and the record is available for the student to show to potential employers. All this imposes (增加) a constant pressure and stress of work, but in spite of this, some students still find time for great activity in student affairs. Elections to positions in student organizations arouse much enthusiasm. The effective work of maintaining discipline is usually performed by students who advise the academic authorities. Any student who is thought to have broken the rules, for example, by cheating, has to appear before a student court. With the enormous numbers of students, the operation of the system does involve a certain amount of activity. A student who has held one of these positions of authority is much respected and it will be of benefit to him later in his career.Normally a student would at least attend classes each week.A.36B.12C.20D.15According to the first paragraph an American student is allowed .A.to live in a different universityB.to change permanently his or her universityC.to live at home and drive to classesD.to take a particular course in a different universityAmerican university students are usually under pressure of work because .A.their academic performance will affect their future careersB.they are heavily involved in student affairsC.they have to obey university rulesD.they want to run for positions of authoritySome students are enthusiastic for positions in student organizations probably because .A.they hate the constant pressure and stress of their studyB.they will then be able to stay longer in the universityC.such positions help them get better jobsD.such positions are usually well paidThe student organizations seem to be effective in .A.dealing with the academic affairs of the universityB.ensuring that the students observe university regulationsC.evaluating students' performance by bringing them before a courtD.keeping up the students' enthusiasm for social activities

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

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 patient screamed in his sleep last night. He ______ a terrible dream.A. must have beenB. must haveC. must beD. must have had

As a result of President Bush's reform, retired people may have________ During the past generation, the American middle-class family that once could count on hard work and fair play to keep itself financially secure had been transformed by economic risk and new realities. Now a pink slip, a bad diagnosis, or a disappearing spouse can reduce a family from solidly middle class to newly poor in a few months. In just one generation, millions of mothers have gone to work, transforming basic family economics. Scholars, policymakers, and critics of all stripes have debated the social implications of these changes, but few have looked at the side effect: family risk has risen as well. Today's families have budgeted to the limits of their new two-paycheck status. As a result, they have lost the parachute they once had in times of financial setback — a back-up earner (usually Mom) who could go into the workforce if the primary earner got laid off or fell sick. This "added-worker effect" could support the safety net offered by unemployment insurance or disability insurance to help families weather bad times. But today, a disruption to family fortunes can no longer be made up with extra income from an otherwise-stay-at-home partner. During the same period, families have been asked to absorb much more risk in their retirement income. Steelworkers, airline employees, and now those in the auto industry are joining millions of families who must worry about interest rates, stock market fluctuation, and the harsh reality that they may outlive their retirement money. For much of the past year, President Bush campaigned to move Social Security to a saving-account model, with retirees trading much or all of their guaranteed payments for payments depending on investment returns. For younger families, the picture is not any better. Both the absolute cost of healthcare and the share of it borne by families have risen — and newly fashionable health-savings plans are spreading from legislative halls to Wal-Mart workers, with much higher deductibles and a large new dose of investment risk for families' future healthcare. Even demographics are working against the middle class family, as the odds of having a weak elderly parent — and all the attendant need for physical and financial assistance — have jumped eightfold in just one generation. From the middle-class family perspective, much of this, understandably, looks far less like an opportunity to exercise more financial responsibility, and a good deal more like a frightening acceleration of the wholesale shift of financial risk onto their already overburdened shoulders. The financial fallout has begun, and the political fallout may not be far behind.A、a higher sense of security.B、less secured payments.C、less chance to invest.D、a guaranteed future.

The winter was very severe, especially at night, so the mom had to put an extra blanket over the baby for fear that .A. he catches a coldB. he be catching a coldC. he caught a coldD. he would catch a cold

Section C-|||-Directions:In this section,you will hear three passages.At the end of each passage,you will hear three or-|||-four questions.Both the passage and the questions will be spoken only once.After you hear a question,you-|||-must choose the best answer from the four choices marked A),B),C)and D).Then mark the-|||-corresponding letter on Answer Sheet 1 with a single line through the centre.-|||-Questions 16 to 18 are based on the passage you have just heard.-|||-16.A)Paying hospital bills for emergency cases.-|||-B)Doing research on ear,nose and throat diseases.-|||-C)Removing objects from patients` noses and ears.-|||-D)Providing routine care for small children.-|||-17.A)Children aged one to four are often more curious than older children.-|||-B)Five-to nine-year-olds are the most likely to put things in their ears.-|||-C)Many children like to put foreign objects in their mouths.-|||-D)Many children like to smell things they find or play with.-|||-18.A)They want to attract attention. C)They are unaware of the potential risks.-|||-B)They tend to act out of impulse. D)They are curious about these body parts.Section C Directions: In this section,you will hear three passages.At the end of each passage,you will hear three or four questions. Both the passage and the questions will be spoken only once.After you hear a question,you must choose the best answer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 16 to 18 are based on the passage you have just heard. 16.A)Paying hospital bills for emergency cases. B)Doing research on ear,nose and throat diseases. C)Removing objects from patients' noses and ears. D)Providing routine care for small children. 17.A)Children aged one to four are often more curious than older children. B)Five- to nine-year-olds are the most likely to put things in their ears. C)Many children like to put foreign objects in their mouths. D)Many children like to smell things they find or play with. 18.A)They want to attract attention. C) They are unaware of the potential risks. B)They tend to act out of impulse. D) They are curious about these body parts.

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.