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55 The student said there were a few points in the essay he __ impossible to comprehend.
A has found B was finding C had found D would find
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High technology _76_ the most startling advances in helping the elderly . In _77_ to the well-known artificial heart implantation, there are efforts underway to _78_ artificial lungs , livers , and bones . An electric ear is _ 79_ seventy-five percent effective . The implants will _80_ better medical care by _81_ minute does of drugs into the body continuously .
For the older people ,even the simplest tasks can be difficult , _82_ impossible to perform. . American business have responded _83_ their needs with a _84_ of inexpensive but useful _85_ Companies have designed extra-efficient can openers that _86_ people whose hands have become _87_ weak to open cans easily . There are devices that allow people to pull on a pair of socks _88_straining their backs . Combs with long handles and U-shaped back brushes are _89_ for those who can not reach as _90_ as they could when they were young .
71. A) Seeing B) Meeting C) Facing D) Matching
72. A) chance B) challenge C) call D) change
73. A) valuable B) comprehensive C) considerate D) considerable
74. A) how B) why C) who D) whom
75. A) with B) to C) upon D) for
76. A) protects B) profits C) proclaims D) promises
77. A) relation B) contrast C) addition D) proportion
78. A) discover B) promote C) assemble D) develop
79. A) thus B) still C) already D) yet
80. A) permit B) persist C) serve D) pursue
81. A) removing B)releasing C) relieving D) replacing
82. A) always B) usually C) eventually D) sometimes
83. A) to B) at C) with D) on
84. A) set B) variety C) series D) group
85. A)production B)produce C) products D) sales
86. A)enable B) make C) cause D) encourage
87. A) so B) very C) too D) rather
88. A) by B)without C) in D) through
89. A) valuable B) ready C) near D) available
90. A) long B) good C) far D) much
A．protect other users
B．use the relevant facilities
C．help the single users out
D．deny programmers privileges
For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. "While we teach, we learn," said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up-to-date. They're documenting why teaching is such a fruitful way to learn, and designing innovative ways for young people to engage in instruction. Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who're learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings (兄弟姐妹). This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They engage college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic. But the most cutting-edge tool under development is the "teachable agent"—a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil. Computer scientists have created an animated (动画的) figure called Betty's Brain, who has been "taught" about environmental science by hundreds of middle school students. Student teachers are motivated to help Betty master certain materials. While preparing to teach, they organize their knowledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking. Feedback from the teachable agents further enhances the tutors' learning. The agents' questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put into action. Above all, it's the emotions one experiences in teaching that facilitate learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they derive pride and satisfaction from someone else's accomplishment. 1. What are researchers rediscovering through their studies? A.Seneca's thinking is still applicable today. B.Better learners will become better teachers. C.Human intelligence tends to grow with age. D.Philosophical thinking improves instruction.
A、Seneca's thinking is still applicable today.
B、Better learners will become better teachers.
C、Human intelligence tends to grow with age.
D、Philosophical thinking improves instruction.
A:better social security
B: more job opportunities
C: higher living standard
D: better legal protection.
signals.
A. move on B. move off C. move out D. move along
A. sympathetic.
B. objective.
C. critical.
D. skeptical.
A．nerves
B．spirits
C．mind
D．soul
A．glance
B．glimpse
C．look
D．sight
The meridians of longitude are imaginary great circles drawn from pole to pole around the earth. By international agreement, the meridian of longitude passing through Greenwich, England, is numbered zero. The earth is divided into 360 degrees, and the meridians are numbered east and west from Greenwich. There are 180 degrees of longitude east of Greenwich and 180 degrees in the westerly direction. New York has a longitude of 74 degrees west (74oW.) which means that it lies on the 74th meridian west of Greenwich.
Since the sun appears to travel around the earth in 24 hours, it will move 360/24 or 15 degrees in one hour. This reasoning can be used by navigators to determine their longitude. Imagine that we have set sail from Greenwich, England, after having set a very accurate clock, or chronometer, to the local Greenwich time. As we travel westward toward New York, we notice that the sun is going "slower" than our chronometer. At the time that our timepiece reads 12 o'clock, the sun has not quite reached the zenith. As a matter of fact, when our clock reads noon, what it really means is that it's noon in Greenwich, England. Our clock continues to tell us the time, not at our present location, but at Greenwich. Let us wait until the sun is directly overhead (noon at our location) and then read the time on our clock. Suppose it reads i o'clock. This means that there is one hours difference in time between our longitude and that of Greenwich. As we mentioned earlier, this corresponds to exactly 15 degrees of longitude, so our longitude must be 150 W. The world is divided into 24 time zones, and each zone corresponds to 15 degrees of longitude. New York is approximately 5 time zones west of Greenwich, so the time difference must be about 5 hours. By maintaining chronometers on Greenwich time, ships can determine their longitude on any sunny day by merely noting the difference in hours between Greenwich time and local sun time and multiplying this difference by 15 degrees.
Of course, longitude gives only half of the information needed to determine our precise location. We must also know our latitude, which tells us how far we are north or south of the Equator. The Equator is the zero line for the measurement of latitude. Circles are drawn parallel to the Equator to indicate other values of latitude. There are 90 degrees of south latitude.
In the Northern Hemisphere there is a star called Polaris almost directly over the North Pole. This makes it possible to determine the latitude of a given point by setting our sextant (六分仪) to measure the angle between Polaris；the North Star, and the horizon. Mathematicians tell us that this angle is equal to the latitude at the point in question.
To get idea of our location, therefore, we need to know local time, Greenwich time, and the angle between Polaris and the horizon.
In order to establish the "fix" or precise location of a ship, the navigator must know________.
A．his latitude
B．his longitude
C．local time
D．both his latitude and longitude
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