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Title: SCHOOL ACTIVITIESWord limit: 160-200 wordsTime limit: 40 minutesYou are required to develop your essay according to the given topic sentence of each paragraph.Outline:1. The school activities announcements on the campus.2. The first group takes part in these activities actively for various reasons.3. The second group spends their time differently.4. Your preference.
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技术商品化，是指把技术转化为商品，技术作为一种特殊的商品已进入贸易市场，同其他商品一样，具有使用价值和价值。 根据上述定义，下列情形中不属于技术商品化的是：
On his fifty-fifth birthday the president decided to (1)_____ some prisoners of the (2)_____ age as a gesture of good will Not too many, but one, say, from each of the twenty of thirty (3)_____ prisons in the small state. They would have to be carefully selected (4)_____ not to give trouble once they were out. Men perhaps had been so (5)_____ in prison that they had ceased to have and real contact with the outside world. None of them was to be told a (6)_____ of his (7)_____ liberty. Mario was therefore (8)_____ when he was called to the Governor"s office one morning and told he was to be set (9)_____ next day. He had spent almost three quarters of. his life in (10)_____ working out a life sentence (11)_____ stabbing a policeman to death. He was a dull-witted man with no relations (12)_____ and no friends except his prison mates. The following morning was clear and bright. Mario (13)_____ no opportunity to say goodbye to (14)_____ but a guard (15)_____ him to the prison gates and wished him g6dspeed. Alone, he set off up the long white road leading to the town. The traffic, the incessant noise, the absence (16)_____ the secure prison walls terrified him. Presently he "sat down by the side of the road to think (17)_____. After he had thought for a long time, for his brain worked slowly, he (18)_____ a decision. He remained he was, waiting patiently until at last he saw a police car (19)_____ When it was near enough, he darted out into the road, obliging it to stop with a squeal of brakes. He had with him a little knife. When the young police officer got out of the car demanding (20)_____ what was wrong, Mario stabbed him very neatly just behind the right ear.
Some things are doomed to remain imperfect, the United Nations among them. De spite noble aspirations, the organization that more than any other embodies the collective will and wisdom of an imperfect world was created, in the words of one former secretary general, not to take humanity to heaven, but to save it from hell. Is it failing in that task Alarmed at the bitter dispute over the war in Iraq, and at growing threats—from the devastation of AIDS and the danger of failing states to the prospect of terrorists armed with weapons of mass destruction—that the UN"s founding powers hadn"t even had night mares about, last year Kofi Annan, the current secretary-general, asked a group of eminent folk to put on their thinking caps. Their report on how the UN might in future better contribute to international peace and security—mobilising its own and the world"s re sources to prevent crises where possible and to deal with them more resolutely and effectively where necessary—is due for delivery in two weeks" time. Yet the thoughtful debate such proposals deserve risks getting lost in the poisonous war of words between UN-baiters and UN-boosters, and in the fisticuffs over what governments seem to care about most: who will get any extra seats that may be up for grabs on the Security Council. The might-is-always-righter brigade, who brush aside the UN as irrelevant in today"s world, are small in number but can seem troublingly influential. They are also dangerously shortsighted. Like other big powers, and plenty of smaller ones, America fosters the UN when it needs it, and sometimes circumvents it when it doesn"t. But wiser heads recognize that being the world"s most powerful country and top gun has its problems. With global interests and global reach, America is most often called on to right the world"s wrongs. It should have been interest in a rules-based system which keeps that burden to a minimum and finds ways for others, including the UN, to share it. What is more, as China, India, Japan and others put on economic and military muscle, having agreed rules for all to play by as much as possible makes strategic sense too. Yet the not-without-UN-approval school can be equally off the mark. For the system of international rules, treaties and laws is still a hodge-podge. Some, like the UN charter itself, are deemed universal, though they may at time be hotly disputed and sometimes ignored. Others, such as the prohibitions against proliferation of nuclear, chemical or bio logical weapons, are accepted by many, but not all. Some disputes can be settled in court—boundary disputes by the International Court of Justice, for example, accusations of war crimes or genocide by the International Criminal Court—but only where governments give the nod. For the rest, the UN Security Council is where most serious disputes end up. And there trouble can start. The council is not the moral conscience of the world. It is a collection of states pursuing divergent interests, albeit—one hopes—with a sense of responsibility. Where it can agree, consensus lends legitimacy to action. But should action always stop where consensus ends There was nothing high-minded about Russia"s refusal to countenance intervention in Kosovo in 1999 to end the Serb army"s ethnic cleansing there; it was simply protecting a friend. Might, concluded NATO governments in acting without council approval, is not always wrong. Over Iraq, it is debatable what did more damage: America"s failure to win support from the council before going to war anyway, or the hypocrisy that had allowed Iraq to flout all previous council resolutions with impunity. The term "fisticuffs" (Paragraph 2) probably means
Education is compulsory in Britain, whether at school "or otherwise"; and "other wise" is becoming more popular. In 1999, only 12,000 children were listed as being home-schooled. Now that figure is 20,000, according to Mike Fortune-Wood, an educational researcher. But he thinks that, as most home-taught children never go near a school and are therefore invisible to officialdom, the total is probably nearer 50,000. As usual, Britain lies between Europe and America. In Germany, home teaching is illegal. In America, it"s huge: over 1 million children are home-schooled, mainly by religious parents. There are a small minority among British home-educators, who consist mainly of two types: hippyish middle-class parents who dislike schools on principle, and those whose children are unhappy at school. The growth is overwhelmingly in this second category, says Roland Meighan, a home-education expert and publisher. One reason is that technology has made home-education easier. The internet allows parents to know as much as teachers. It is also a way of organizing get-togethers, sharing tips and outwitting official hassles. That supplements e vents such as the annual home-education festival last week, where 1,600 parents and children enjoyed Egyptian dancing and labyrinth-building on a muddy hillside in Devon. But a bigger reason for the growth is changing attitudes. Centralisation, government targets and a focus on exams have made state schools less customer friendly and more boring. Classes are still based strictly on age groups, which is hard for children who differ sharply from the average. Mr. Fortune-Wood notes that the National Health Service is now far more accommodating of patients" wishes about timing, venue and treatment. "It"s happened in health. Why can"t it happen in education" he asks. Perhaps because other businesses tend to make more effort to satisfy individual needs, parents are getting increasingly picky. In the past, if their child was bullied, not coping or bored, they tended to put up with it. Now they complain, and if that doesn"t work they vote with their (children"s) feet. Some educationalists worry that home-schooling may hurt children"s psychological and educational development. Home educators cite statistics showing that it helps both educational attainment and the course of grown-up life. Labour"s latest big idea in education is "personalisation", which is intended to al low much more flexible timing and choice of subjects. In theory, that might stem the drift to home—schooling. Many home-educators would like to be able to use school facilities occasionally—in science lessons, say, or to sit exams. But for now, schools, and the officials who regulate them, like the near-monopoly created by the rule of "all or nothing". It is implied in the text that the parents" change can be attributed to
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