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Passage Two Nowadays there is a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. Right now we’re aiming too low. Competency in reading and math — the focus of so much No Child Left Behind (NCLB) testing – is the meager minimum. Scientific and technical skills are, likewise: utterly necessary but insufficient. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s what they are: Knowing more about the world. Kids are global citizens now, even in small-town America, and they must learn to act that way. Mike Eskew, CEO of UPS, talks about needing workers who are“global trade literate, sensitive to foreign cultures, conversant in different languages” — not exactly strong points in the U.S., where fewer than half of high school students are enrolled in a foreign-language class and where the social-studies curriculum tends to fixate on U.S. history. Thinking outside the box. Jobs in the new economy — the ones that won’t get outsourced or automated – “put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos,” says Marc Tucker, an author of the skills-commission report and president of the National Center on Education and the Economy. Traditionally that’s been an American strength, but schools have become less daring in the back-to-basics climate of NCLB. Kids also must learn to think across disciplines, since that’s where most new breakthroughs are made. It’s interdisciplinary combinations — design and technology, mathematics and art – “that produce YouTube and Google,” says Thomas Friedman, the best-selling author of The World Is Flat.Becoming smarter about new sources of information. In an age of overflowing information and proliferating media, kids need to rapidly process what’s coming at them and distinguish between what’s reliable and what isn’t. “It’s important that students know how to manage it, interpret it, validate it, and how to act on it,” says Dell executive Karen Bruett, who serves on the board of the Partnership for 21st Century Skills, a group of corporate and education leaders focused on upgrading American education. Developing good people skills. EQ, or emotional intelligence, is as important as IQ for success in today’s work place.‘‘Most innovations today involve large teams of people,” says former Lockheed Martin CEO Norman Augustine. “We have to emphasize communication skills, the ability to work in teams and with people from different cultures.”Questions 6-10 are based on Passage Two. What should a student in an age of exploding information do with new sources of information
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思想政治工作的“__________________”作用，是指思想政治工作的__________________作用。
Passage two Almost every day the media discovers an African community fighting some form of environmental threat from land fills. Garbage dumps, petrochemical plants, refineries, bus depots, and the list go on. For years, residents watched helplessly as their communities became dumping grounds. But citizens didn't remain silent for long. Local activists have been organizing under the mantle of environmental justice since as far back as 1968. More than three decades ago, the concept of environmental justice h ad not registered on the radar screens of many environmental or civil rights groups. But environmental justice fits squarely under the civil rights umbrella. It should not be forgotten that Dr. Martin Luther King Jr. went to Memphis on an environmental and economic justice mission in 1968, seeking support for striking garbage workers who were underpaid and whose basic duties exposed them to environmentally hazardous conditions. In 1979 landmark environmental discrimination lawsuit filed in Houston. Followed by similar litigation efforts in the 1980s, rallied activists to stand up to corporations and demand government intervention. In 1991, a new breed of environmental activists gathered in Washington, D.C., to bring national attention to pollution problems threatening low-income and minority communities Leaders introduced the concept of environmental justice, protesting that Black, poor and working-class communities often received less environmental protection than White or more affluent communities. The first National People of Color Environmental Leadership Summit effectively broadened what "the environment" was understood to mean. It expanded the definition to include where we live, work, play, worship and go to school, as well as the physical and natural world. In the process, the environmental justice movement changed the way environmentalism is practiced in the United States and, ultimately, worldwide. Because many issues identified at the inaugural summit remain unaddressed, the second National People of Color Environmental Leadership Summit was convened in Washington, D.C., this past October. The second summit was planned for 500 delegates; but more than 1,400 people attended the four-day gathering. "We are pleased that the Summit II was able to attract a record number of grassroots activists, academicians, students, researchers, government officials We proved to the world that our planners, policy analysts and movement is alive and well, and growing," says Beverly Wright, chair of the summit. The meeting produced two dozen policy papers that show environmental and health disparities between people of color and Whites. With respect to getting environmental justice, Summit II aimed for （）
Passage FourJan Hendrik Schon's success seemed too good to be true, and it was. In only four years as a physicist at Bell Laborites, Schon, 32, had co-authored 90 scientific papers--one every 16 days--dealing new discoveries in superconductivity, lasers, nanotechnology and quantum physics. This output astonished his colleagues, and made them suspicious. When one co-worker noticed that the same table of data appeared in two separate papers--which also happened to appear in the two most prestigious scientific journals in the world, Science and Nature-the jig was up. In October 2002 a Bell Labs investigation found that: Schon had falsified and fabricated data. His career as a scientist was finished .Scientific scandals, witch are as old as science itself, tend to follow similar patterns of presumption and due reward.In recent years, of course, the pressure on scientists to publish in the top journals has increased, making the journals much more crucial to career success. The questions are whether Nature and Science have become to too powerful as arbiters of what science reach to the public, and whether the journals are up to their task as gatekeepers.Each scientific specialty has its own set of journals. Physicists have Physical Review Letters; neuroscientists have Neuron, and so forth. Science and Nature, though, are the only two major journals that cover the gamut of scientific disciplines, from meteorology and zoology to quantum physics and chemistry. As a result, journalists look to them each week for the cream of the crop of new science papers. And scientists look to the journals in part to reach journalists. Why do they care? Competition for grants has gotten so fierce that scientists have sought popular renown to gain an edge over their rivals. Publication in specialized journals will win the acclaims from academics and satisfy the publish-or-perish imperative, but Science and Nature come with the added bonus of potentially getting your paper written up in The New York Times and other publications.Scientists tend to pay more attention to the big two than to other journals. When more scientists know about a particular paper, they're more apt to cite it in their own papers. Being oft-cited will increase a scientist's "Impact Factor," a measure of how often papers are cited by peers. Funding agencies use the "Impact Factor" as a rough measure of the influence of scientists they're considering supporting. The expression "the cream of the crop" in Paragraph 3 likely means （）
B.根据课文的内容在每个空白处填入一个恰当的词。 This is 61 of the techniques of mankind. It is also true of mankind’s spiritual 62. Most of these resources, both technical and spiritual, are stored in books. 63 you have read a book, you have 64 to your human experience. Read Homer and your mind 65 a piece of Homer’s mind. Through books you can acquire at least fragments of the mind and 66 of Virgil, Dante, Shakespeare---the list is 67 . For a great book is necessarily a 68 ; it offers you a life you have not time to live yourself, and it takes you into a 69 you have not the time to travel in literal time. A 70 mind is one that contains many such lives and many such worlds. 65()
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