题目内容
1995～2000年照相机销售量和人均年收入如下表，预计到2005年人均年收入较2000年增加86%，人口增长控制在0.4%。请用收入弹性法预测2005年照相机需求量。某地区1995～2000年照相机消费量和人均年收入年份人均收入/(元/年)人口/万人照相机销售量/万台199528206803.22199636406843.56199746406883.99199859786924.36199975856964.81200091987015.18
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Questions 1 to 5 are based on a interview. At the end of the conversation you will be given 10 seconds to answer each of the following the questions. Now listen to the interview. According to Debbie Miller, the most difficult problem for a teacher is ______.
The process by means of which human beings arbitrarily make certain things stand for other things many be called the symbolic process. Everywhere we turn, we see the symbolic process at work. There are (61) things men do or want to do, possess or want to possess, that have not a symbolic value. Almost all fashionable clothes are (62) symbolic, so is food. We (63) our furniture to serve (64) visible symbols of our taste, wealth, and social position. We often choose our houses (65) the basis of a feeling that it "looks well" to have a "good address. " We trade perfectly good cars in for (66) models not always to get better transportation, but to give (67) to the community that we can (68) it. Such complicated and apparently (69) behavior leads philosophers to ask over and over again, "why can’t human beings (70) simply and naturally. " Often the complexity of human life makes us look enviously at the relative (71) of such lives as dogs and cats. Simply, the fact that symbolic process makes complexity possible is no (72) for wanting to (73) to a cat-and-dog existence. A better solution is to understand the symbolic process (74) instead of being its slaves we become, to some degree at least, its (75) .
真实准确是舆情信息的生命，是对舆情信息工作者最基本的要求。( )
According to a survey, which was based on the responses of over 188,000 students, today’s traditional-age college freshmen are "more materialistic and less altruistic (利他主义的)" than at any time in the 17 years of the poll. Not surprising in these hard times, the students’ major objective " is to be financially well off. Less important than ever is developing a meaningful philosophy of life. " It follows then that today the most popular course is not literature or history but accounting. Interest in teaching, social service and the "altruistic" fields is at a low. On the other hand, enrollment in business programs, engineering and computer science is way up. That’s no surprise either. A friend of mine (a sales representative for a chemical company) was making twice the salary of her college instructors her first year on the job—even before she completed her two-year associate degree. While it’s true that we all need a career, it is equally true that our civilization has accumulated an incredible amount of knowledge in fields far removed from our own and that we are better for our understanding of these other contributions—be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs. Weekly we read of unions who went on strike for higher wages, only to drive their employer out of business. No company; no job. How shortsighted in the long run! But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which shows a group of businessmen looking puzzled as they sit around a conference table; one of them is talking on the intercom (对讲机) :"Miss Baxter," he says, "could you please send in someone who can distinguish right from wrong" From the long-term point of view, that’s what education really ought to be about. By saying "While it’s true that be they scientific or artistic" (Lines 1～4, Par
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