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Passage OneQuestions 26 to 28 are based on the passage you have just heard.
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Questions 52 to 56 are based on the following passage. The state of Hawaii turns 50 this year. People there should be happy. But it’s hard. The economy is really bad. The housing market and construction industry are in deep slumps. Tourism has been hammered by the recession and swine flu. Unemployment is double what it was a year ago. To close a $688 million budget gap, the governor announced the most drastic holiday program in the country. She’s closing state offices three days a month, for two years. Aloha Fri day, where people go to work in aloha shirts and muumuus, is going to be Holiday Friday, where they stay home in pajamas and look for jobs on the Internet. And now, a communist dictator supposedly wants to blow up Hawaii. A Japanese newspaper, The Yomiuri Shimbun, reported this week that North Korea planned to launch a ballistic missile in Hawaii’s direction around the Fourth of July. You can take the threat for what it’s worth. Hawaii isn’t panicking. But then, while no one wants to think of extinction, the word is far less abstract in Hawaii than in other places. The islands have seen the disappearance of the Hawaiian kingdom, the killing of its people and the extinction of its language. Today, Hawaii is the world’s hottest hot spot for threatened and endangered species. As the only island state, it’s the only one that faces an existential threat from global warming and rising oceans. For years, financially squeezed Hawaii residents have been leaving in droves, setting up colonies in places they can afford, like the moonscapes of the Las Vegas suburbs. They’re exiles from paradise. Many people assume Hawaiian music is sweet and happy. Actually, much of it is solemn and melancholy. To hear Bla Pahinui sing his version of "Waimanalo Blues"—"the beaches they sell, to build their hotels," is to glimpse the depths of the Hawaiian sense of loss. Visitors go to Hawaii to get happy and tan, and they carry home with them vast measures of good will, peacefulness and memories of joy. Maybe it’s time to give some of that back to the suffering 50th state. How Maybe by telling your representatives in Congress to support the A kaka Bill, to give Native Hawaiians a measure of lost sovereignty, and right some old injustices. There’s a great July Fourth parade in Kailua, on Oahu’s windward side. It’s normally followed by fireworks, but they were canceled this year: too expensive. Since 1948, people have sat on the warm sands of Kailua Beach, oohing and aahing as fireworks burst over black water. Now they can’t, in their state’s golden anniversary year. Could anything be sadder than that What does the author imply by saying "…is far less abstract in Hawaii than in other places" (Line 2, Para. 4)
1968年，美国著名的心理学家罗森塔尔做了一个实验。他从小学每个年级抽出部分学生，进行所谓的“预测未来发展”的测试，学生名单交给任课教师。实际上，罗森塔尔并未做任何真正实际的测验，只是随意抽取部分学生的名字，在这些学生中，有的是教师意料到的，有的不是。过了一学期后重测，发现那些被随意抽出的学生各方面都获得了较大的进步，成绩明显提高。 这一事例说明了什么问题在教育、教学中使你受到哪些启发
在数据库中，与查询有关的是 (1) ：与规范化方法有关的是 (2) ：与完整性有关的是 (3) ；与安全性有关的是 (4) ；与并发性有关的是 (5) 。
It would be interesting to discover how many young people go to university without any clear idea of what they are going to do afterwards. If one considers the enormous variety of courses 62 , it is not hard to see how difficult it is for a student to select the course most suited to his 63 and abilities. If a student goes to university to acquire a broader 64 of life, to enlarge his ideas and to learn to think for himself, he will 65 benefit. Schools often have too restricting an atmosphere, with its time tables and 66 , to allow him much time for independent 67 of the work he is asked to do. Most students would, I believe, 68 by a year of such exploration of different academic studies, especially those "all rounders" with no 69 interest. They should have longer time to decide in what subject they want to take their degrees, so 70 in later life, they do not look 71 and say, "I should like to have been an archaeologist. 72 I hadn’t taken a degree in Modern Languages, I shouldn’t have ended up as a(n) 73 , but it’s too late now. I couldn’t go back and begin all over again." There is, of course, another side to the question of how to make the best 74 of one’s time at university. This is the case of the student who excels in a particular branch of learning. He is immediately 75 by the University of his choice, and spends his three or four years becoming a specialist, emerging with a first-class Honour Degree and very 76 knowledge of what the rest of the world is all about. it 77 becomes more and more important that. If students are not to waste their 78 , there will have to be much more 79 information about courses and more advice. Only in this way can we be sure that we are not to have, on the one hand. a hand of specialists 80 of anything outside of their own subject, and on the other hand, an ever increasing number of graduates 81 in subjects for which there is little or no demand in the working world.
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