题目内容
（请给出正确答案）
Thus ______between the developed and developing countries.
A．arose the division
B．the division arose
C．the division was arising
D．arising the division
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更多“Thus ______between the develop…”相关的问题
What is not so widely known is that this special relationship often acts as brake on twins' intellectual development. As they are partly isolated in their own private world, twins communicate less with adults than do other children. The verbal ability of a four-year-old twin is typically six months behind that of a non-twin. The problem can be particularly severe in a deprived home, a one-parent family for example, where there is little stimulation for children anyway.
Such children, while capable of mutual comprehension in a private language, often remain in comprehensible to outsiders and thus at a severe educational disadvantage. The only solution to the problem, cruel though it may seem, is to separate the twins thus forcing them to acquire ordinary speech helped and guided by sympathetic parents and teachers.
Many people don' t know that ______.
A．twins understand each other very well
B．twins are slow to learn to talk
C．twins are unlikely to do less well at school than other children
D．there exists more communication between twins
According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of an offence. However, in recent research, Keasey found that six-year-old children not only distinguish between accidental and intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage.
Keasey's research raises two key questions for developmental psychologists about children under age seven: do they recognize justifications for harmful actions, and do they make distinctions between harmful acts that are preventable and those acts that have unforeseen harmful consequences？ Studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or not an aggressor's actions was justified by public duty: five year olds reacted very differently to "Bonnie wrecks Ann's pretend house" depending on whether Bonnie did it "so somebody won't fall over it" or because Bonnie wanted "to make Anne feel bad." Thus, a child of five begins to understand that certain harmful actions, though intentional, can be justified: the constraints of moral absolutism no longer solely guide their judgments.
Psychologists have determined that during kindergarten children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the offender cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus demonstrating that they had become morally autonomous.
As to the punishment that children under seven are assigned to wrongdoing, Piaget suggests
A．the punishment is to be administered immediately following the offence.
B．the more immature a child, the more severe the punishment assigned.
C．the punishment for acts of intentional harm is less severe than it is for acts involving accidental harm.
D．the severity of the assigned punishment is primarily determined by the perceived magnitude of negative consequences.
A．Vetoes from some countries blocked Rome III from being put into effect.
B．Citizens in those countries require the government to do so.
C．Rome Ⅲ was just too ambitious to encompass all the issues that may occur in Europe, thus lacking of feasibility in specific cases.
D．Differences between civil law system and common law system force this.
When you have a full tank of gas, park the car downhill. This will prevent any gas from coming out of the tank. Parking in areas of less or no sunlight helps prevent the gas from steaming that would occur if you parked in the hot sun. Your car will stay cooler, too, and that means less gas consuming work for the air conditioner once the engine is started.
Stay away from wide-track tyres if you want top mileage (汽车耗费1加仑油所行驶的路程) . Narrow-track tyres produce less friction and thus less rolling resistance. The same effect is achieved by adding three to five pounds above recommended pressure to each tyre: while this won't noticeably affect you car's sliding quality, it will increase tyre life and gas mileage.
Check tyre pressure often, especially when the weather turns cold. The difference between winter and summer tyre pressure can be as much as eight pounds. This could cost you two miles per gallon.
The main purpose of the passage is to tell us______.
A．how to drive faster
B．how to drive a car properly
C．how to make a car run smoothly
D．how to make your car consume less gas
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.
More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
31. The author holds in paragraph 1 that the important of education in poor countries ___________.
[A] is subject groundless doubts
[B] has fallen victim of bias
[C] is conventional downgraded
[D] has been overestimated
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第31题：The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in Paragraph 1 that the importance of education in poor countries ______.
A．is subject to groundless doubts
B．has fallen victim of bias
C．is conventionally downgraded
D．has been overestimated
Recently I have avoided watching games, not even at a TV live coverage, still less to the match in person. That's because I know I couldn't control myself. When watching a match, I'll inevitably take sides and be emotionally involved, strongly wishing for the triumph of the side over its opponent. As I often side with the "weaker" in a match, watching it will only spell worry and misery for me.
Not long ago when I accompanied my wife to a super world tennis match my horizons broadened as regards sports competition. It seemed to me that wins and losses were relative and transient. What mattered was the ever-higher level achieved through contest. Victory was a result of all the efforts made by both sides. As one of the audience, I should applaud the energetic performance of both to the neglect of the result. Why should I regard the contest as a life-and-death struggle, the winner as survival and the loser as dead？
The basketball team was often defeated because ______.
A．the team members didn't know how to play basketball
B．the team members were students who only know how to study book knowledge
C．there were only one or two members who were qualified for basketball
D．the morale of the team was low
Most physiologists deal with reduction. Phenomena are explained in terms of simpler phenomena. For example, the movement of a muscle is explained in terms of changes in the membrane of muscle cells, entry of particular chemicals, and interactions between protein molecules within these cells. A molecular biologist would "explain" these events in terms of forces that bind various molecules together and cause various parts of these molecules to be attracted to one another.
Like other scientists, physiological psychologists believe that all natural phenomena--including human behavior---are subject to the laws of physics. Thus, the laws of behavior. can be reduced to descriptions of physiological processes.
How does one study the physiology of behavior？ Physiological psychologists cannot simply be reductionists. It is not enough to observe behaviors and correlate them with physiological events that occur at the same time. Identical behaviors, under different conditions, may occur for different reasons, and thus be initiated by different physiological mechanisms. This means that we must understand "psychologically" why a particular behavior. occurs before we can understand what physiological events made it occur.
What does the passage mainly discuss？
A．The difference between "scientific" and "unscientific" explanations.
B．The difference between human and animal behavior.
C．How fear would be explained by the psychologist, physiologist, and molecular biologist.
D．How scientists differ in their approaches to explaining natural phenomena.
But Mr. Keller is right to move away from tipping—and it's worth exploring why just about everyone else in the restaurant world is wrong to stick with the practice.
Customers believe in tipping because they think it makes economic sense. "Waiters know that they won't get paid if they don't do a good job" is how most advocates of the system would put it. To be sure, this is a tempting, apparently rational statement about economic theory, but it appears to have little applicability to the real world of restaurants.
Michael Lynn, an associate professor of consumer behavior. and marketing at Cornell's School of Hotel Administration, has conducted dozens of studies of tipping and has concluded that consumers' assessments of the quality of service correlate weakly to the amount they tip.
Rather, customers are likely to tip more in response to servers touching them lightly and leaning forward next to the table to make conversation than to how often their water glass is refilled—in other words, customers tip more when they like the server, not when the service is good. Mr. Lynn's studies also indicate that male customers increase their tips for female servers while female customers increase their tips for male servers.
What's more, consumers seem to forget that the tip increases as the bill increases. Thus, the tipping system is an open invitation to what restaurant professionals call "upselling": every bottle of imported water, every espresso and every cocktail is extra money in the server's pocket. Aggressive upselling for tips is often rewarded while low-key, quality service often goes unrecognized.
In addition, the practice of tip pooling, which is the norm in fine-dining restaurants and is becoming more common in every kind of restaurant above the level of a greasy spoon, has ruined whatever effect voting with your tip might have had on an individual waiter. In an unreasonable outcome, you are punishing the good waiters in the restaurant by not tipping the bad one. Indeed, there appears to be little connection between tipping and good service.
It may be inferred that a European-style. service ______.
A．is tipping-free
B．charges little tip
C．is the author's initiative
D．is offered at Per Se
