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For centuries, the nature of the brain was shrouded in mystery. Aristotle is said to have 1 it was a cold sponge, whose main task was to 2 the blood. Later, Leonardo da Vinci 3 the brain as a curious void filled by three tiny bulbous structures 4 in a straight line 5 the eyeball. Not all early theories were quite so misguided, 6 . From the first studies 7 language deficits, it was 8 that the brain played some direct part in language use. In 1836, an 9 French country doctor, Max Dax, claimed that, in forty aphasic (患失语症的) patients he had seen, 10 of language ability always 11 with damage to the left half of the brain. Thirty years later, this claim was 12 proved by the French surgeon Paul Broca. He had studied aphasic 13 in patients who were found to have brain damage 14 the left frontal lobe. Broca was struck by the contrast with right hemisphere damage, 15 seemed to have little effect on speech. The area Broca isolated and the aphasia associated with it now 16 his name, "Broca’’s aphasia." Ten years after Broca’’s 17 , Karl Wernicke, a young researcher in Germany, made another startling 18 , which ultimately 19 him to propose not just a new language area, but an overall theory of 20 language is handled in the brain. Read the following text. Choose the best word (s) for each numbered blank and mark A, B,C or D on ANSWER SHEET 1.13（）
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For more than 40 years, a controlling insight in my educational philosophy has been the recognition that no one has ever been—no one can be—educated in school or college.46) That would be the case if our schools and colleges were at their very best, which they certainly are not, and even if the students were among the best and the brightest as well as conscientious in the application of their powers.The reason is simply that youth itself—immaturity—is an unconquerable obstacle to becoming educated. Schooling is for the young. Education comes later, usually much later. 47) The very best thing for our schools to do is to prepare the young for continued learning in later life by giving them the skills of learning and the love of it. Our schools and colleges are not doing that now, but that is what they should be doing.48) To speak of an educated young person or of a wise young person, rich in the understanding of basic ideas and issues, is as much a contradiction in terms as to speak of a round square. The young can be prepared for education in the years to come, but only mature men and women can become educated, beginning the process of their 40s and 50s and reaching some amount of genuine insight, sound judgment and practical wisdom after they have turned 60.This is what no high school or college graduates know or can understand. As a matter of fact, most of their teachers do not seem to know it. 49) In their obsession with covering ground and in the way in which they test or examine their students, they certainly do not act as if they understood that they were only preparing their students for education in later life rather than trying to complete it within the realms of their institutions.There is, of course, some truth in the ancient insight that awareness of ignorance is the beginning of wisdom. But, remember, it is just the beginning. From there on one has to do something about it. 50) And to do it intelligently one must know something of its causes and cures—why adults need education and what, if anything, they can do about it. 48
对劳动合同的无效或者部分无效有争议的，由劳动争议仲裁机构或者人民法院确认。( )
患者男性，38岁。持续性高热20日，伴腹胀、腹泻，于8月15日收入院。进食牛奶3小时后突然出现右下腹疼痛，脉搏细数，肝浊音界消失，血常规白细胞2.3×109/L．N0..83，L0.17。最可能的诊断是( )
Justice in society must include both a fair trial to the accused and the selection of an appropriate punishment for those proven guilty. Because justice is regarded as one form of equality ,we find in its earlier expressions the idea of a punishment equal to the crime. Recorded in the Bible is the expression "an eye for an eye, and a tooth for a tooth." That is, the individual who has done wrong has committed an offense against society. 46 ) To make repayment for this offense ,society must get equally balanced, which can be done only imposing an equal injury upon him. 47) This conception of deserved-punishment justice is reflected in many parts of the legal codes and procedures of modern times, which is illustrated when we demand the death penalty for a person who has committed murder. This philosophy of punishment was supported by the German idealist Hegel, who believed that society owed it to the criminal to put into operation a punishment equal to the crime he had committed. 48) The criminal had by his own actions denied his true self and it is necessary to do something that will eliminate this denial and restore the self that has been denied. To the murderer nothing less than giving up his own life will pay his debt. The demand for the death penalty is a right the state owes the criminal and it should not deny him what he deserves. Modern jurists have tried to replace deserved-punishment justice with the notion of corrective justice. The aim of the latter is not to abandon the concept of equality but to find a more adequate way to express it. It tries to preserve the idea of equal opportunity for each individual to realize the best that is in him. 49) The criminal is regarded as being socially ill and in need of treatment that will enable him to become a normal member of society. Before a treatment can be put into operation ,the cause of his antisocial behavior must be found. If the cause can be removed, provisions must be made to have this done. Only those criminals who are incurable should be permanently separated from the rest of society. This does not mean that criminals will escape punishment or be quickly returned to take up careers of crime. It means that justice is to heal the individual, not simply to get even with him. If severe punishment is the only adequate means for accomplishing this, it should be administered. 50) However, the individual should be given every opportunity to assume a normal place in society and his conviction of crime must not deprive him of the opportunity to make his way in the society of which he is a part. However, the individual should be given every opportunity to assume a normal place in society and his conviction of crime must not deprive him of the opportunity to make his way in the society of which he is a part.
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