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在人类社会的发展史上，经历了三次科技革命，其标志为蒸汽机的发明、电力的运用、电子计算机的发明和原子能的发明和运用。( )
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"Intelligence" at best is an assumptive construct--the meaning of the word has never been clear. (61)There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them. But it is generally agreed that a person of high intelligence is one who can grasp ideas readily, make distinctions, reason logically, and make use of verbal and mathematical symbols in solving problems. An intelligence test is a rough measure of a child’s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is not supposed to-it was not designed for such purposes. (62)To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.(63) Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a "valid" or "fair" comparison. It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one’s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it. (64) The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made. In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the little child will do better or worse than other children of his age at tasks which we think require" general intelligence". (65)On the whole such a conclusion can be draw with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the other with whom he is being compared, and only if he was not punished by lack of relevant information which they possess. The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made.
公民下落不明满四年，利害关系人可向法院申请宣告他死亡。( )
Text 2 Years of watching and comparing bright children and those not bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier between him and life. The dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in worlds of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim that there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a good deal of urging to get him to try even once; if that try fails, he is through. The bright child is patient. He can tolerate uncertainty and failure, and will keep trying until he gets an answer. When all his experiments fail, he can even admit to himself and others that for the time being he is not going to get an answer. This may annoy him, but he can wait. Very often, he does not want to be told how to do the problem or solve the puzzle he has struggled with, because he does not want to be cheated out of the chance to figure it out for himself in the future. Not so the dull child. He cannot stand uncertainty or failure. To him, an unanswered question is not a challenge or an opportunity, but a threat. If he can’t find the answer quickly, it must be given to him, and quickly; and he must have answers for everything. Such are the children of whom a second-grade teacher once said, "But my children like to have questions for which there is only one answer." They did; and by a mysterious coincidence, so did she. The bright child is willing to go ahead on the basis of incomplete understanding and information. He will take risks, sail uncharted seas, explore when the landscape is dim, the landmarks few, the light poor. To give only one example, he will often read books he does not understand in the hope that after a while enough understanding will emerge to make it worthwhile to go on. In this spirit some of my fifth graders tried to read Moby Dick. But the dull child will go ahead only when he thinks he knows exactly where he stands and exactly what is ahead of him. If he does not feel he knows exactly what an experience will be like, and if it will not be exactly like other experiences he already knows, he wants no part of it. For while the bright child feels that the universe is, on the whole, a sensible, reasonable, and trustworthy place, the dull child feels that it is senseless, unpredictable, and treacherous. He feels that he can never tell what may happen, particularly in a new situation, except that it will probably be bad. According to the author, the reason why some fifth grade students want to read "Moby Dick" is probably that ______ .
Hello. It’s been another warm and fine day for most of us. Temperatures in south-east England reached twenty-six degrees Centigrade by mid-afternoon, and Brighton had fifteen hours of lovely sunshine. But the weather is already beginning to change. I’m afraid, and during the night showers will slowly move in from the Atlantic to reach south-west England and the southern coast of Wales by early morning.The rest of the country will have a very mild, dry night with minimum temperatures no lower than fifteen degrees in the south, a little cooler--eleven degrees or so -- in the north. Any remaining showers in northwest Scotland will pass quickly, to leave a mild, dry night there too.And now, the outlook for Friday and the weekend. Well, southern Europe will once again get the best of the weekend weather, and if your holiday starts this weekend, then southern Spain is the place to go, with temperatures of thirty-four degrees along the Mediterranean coast. You can expect uninterrupted sunshine and temperatures of up to thirty-two degrees Centigrade in Greece and south-east Italy, but further north the weather’s not so settled. Much of France, Belgium and the Netherlands will be cloudy with occasional rain and maximum temperatures will be around twenty-two degrees -- very disappointing for this time of the year.Scotland and Northern Ireland will have heavy rain for much of the weekend and temperatures will drop to seventeen degrees. Across most of England the weather will be cloudy but mainly dry with sunny periods. And when the sun does come out temperatures could rise to a maximum of twenty-degrees.When will showers reach south-west England and the southern coast of Wales ______ 6What will the minimum temperature be in the south during the night ______ 7On what day of the week do you think this weather forecast was given ______ 8What will be the general feeling about the weekend in the Netherlands ______ 9What part of England will be cloudy and dry over the weekend ______ 10 10().
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