What is the theme of John Milton’s Paradise Lost？

A、Greek Mythology

B、Roman Mythology

C、Old Testament

D、New Testament

A、It refers to Adam and Eve’s eating the fruit of the tree of knowledge of good and evil which God forbade them to eat.

B、It refers to Adam and Eve’s eating the fruit of the tree of life which God forbade them to eat.

C、It refers to Adam and Eve’s eating the valuable fruit in the Garden of Eden which God forbade them to eat.

D、It refers to Adam and Eve’s eating the sweetest fruit in the Garden of Eden which God forbade them to eat.

A.John Milton’s Paradise Lost.

B.John Donne’s “A Valediction Forbidding Mourning.”

C.John Milton’s Sonnet 19 (“When I consider how my light is spent”)

D.William Shakespeare’s Sonnet 18 (“Shall I compare thee to a summer’s day”)

Export shipping-Modes of transportation  When faced with the decision of selecting a mode of transportation, the exporter has five basic types available from which to choose, depending, of course, upon the geographicalproximity[1] of the countries of export and import: ocean, air, rail, truck, and inland water. A sixth alternative is pipeline which transports very specialized products. The choice between available methods of transportation is usually determined by a combination of cost , time , and security.

Ocean transportation is by far the most dominant mode of international transportation , and air transport is the most " glamorous" and fastest growing. The significance of the other basic types of international transportation varies depending upon the countries involved. For example,rail and truck shipments do not constitute a significant portion of the export transactions of the United States, except perhaps for those that involve buyers in Canada. In contrast,these transport modes carry large amounts of export goods among the countries of Europe. Similarly,inland waterways are not important carriers of goods between countries except in Europe where waterways such as the Rhine and Danube rivers carry large amounts of goods among the countries through which they flow. Often the use of these relatively less important modes of transport depends upon the nature of specific products in unique geographic situations. The use of trucks to haul fresh produce from northem Mexico to the United States illustrates this practice.

Ocean transportation is widely used because it is a relatively low-cost way to transport goods, and it can easily handle large shipments. In addition, certain geographic conditions may make it impossible to use overland transportation to some foreign markets andinfeasible[2] to use it to others.

Many diverse types of products are being transported to foreign markets by air in large volume-computers, office machines, electrical and electronic equipment, automobile parts, television sets,pharmceuticals[3], certain metal manufactures, and wearing apparel to name but a few. Thus , even with existing technology, it is evident that air cargo movements are no longer confined to fast shipments of emergency supplies, goods of high value , (for example ,jewel) and perishable products (for example , fresh flowers) , although it is widely used for such products. Not only is time in transit reduced from a minimum of 10 days to a few hours, but also less handling and simpler packing requirements are involved.

Time in transit is but one of the so-called hidden costs that may be relevant. For example,concerning time in transit and the ability to put a f'acility to use sooner (thus avoiding lost sales) ,a West German company bought 230hosiery-knitting machines[4] from a US manufacturer. The machines were shipped by air at a cost of USD 224 per unit which was considerably greater than the ocean rate of USD37. 80 per unit. Delivery time was shortened by 10 days giving the Cerman manuf'acturer the opportunity to produce 207 000 pairs of hosiery, which apparently offset the transportation cost.

Small shipments may be sent by intemational parcel post, air parcel post, or air couner service rather than pay the higher minimum bill of lading charges for ocean freight or air shipment. While larger shipments are charged on the basis of weight or measurement,very small shipments are charged a set flat fee because of the costs involved in documentation and handling.

The method of transportation is usually selected by the importer. The route selected for the export shipment may be determined by either the exporter or the importer. In practice , the importer should indicate the route he or she thinks is most desirable. The final selection of the exact route,however,should generally be left to thediscretion[5] of the exporter, since the exporter is more fully acquainted with conditions surrounding the shipment in the country from which it is sent, and particularly the immediate conditions at time of shipment.

[1]接近

[2]不可行的

[3]医药的

[4]针织品编织机

[5]判断力

Questions for reading :

How to Cultivate EQ

What is the most valuable contribution employees make to their companies, knowledge or judgment？ I say judgment. Knowledge, no matter how broad, is useless until it is applied. And application takes judgment, which involves something of a sixth sense--a high performance of the mind.

This raises interesting questions about the best training for today's business people. As Daniel Goleman suggests in his new book, Emotional Intelligence, the latest scientific findings seem to indicate that intelligent but inflexible people don't have the right stuff in an age when the adaptive ability is the key to survival.

In a recent cover story, Time magazine sorted through the current thinking on intelligence and reported, "New brain research suggests that emotions, not IQ, may be the true measure of human intelligence." The basic significance of the emotional intelligence that Time called "EQ" was suggested by management expert Karen Boylston: "Customers are telling businesses, 'I don't care if every member of your staff graduated from Harvard. I will take my business and go where I am understood and treated with respect.'"

If the evolutionary pressures of the marketplace are making EQ, not IQ, the hot ticket for business success, it seems likely that individuals will want to know how to cultivate it. I have a modest proposal: Embrace a highly personal practice aimed at improving these four adaptive skills.

Raising consciousness. I think of this as thinking differently on purpose. It's about noticing what you are feeling and thinking and escaping the conditioned confines of your past. Raise your consciousness by catching yourself in the act of thinking as often as possible. Routinely take note of your emotions and ask if you're facing facts or avoiding them.

Using imagery. This is what you see Olympic ski racers doing before entering the starting gate. With their eyes closed and bodies swaying, they run the course in their minds first, which improves their performance. You can do the same by setting aside time each day to dream with passion about what you want to achieve.

Considering and reconsidering events to choose the most creative response to them. When a Greek philosopher said 2,000 years ago that it isn't events that matter but our opinion of them, this is what he was talking about. Every time something important happens, assign as many interpretations to it as possible, even crazy ones. Then go with the interpretation most supportive of your dreams.

Integrating the perspectives of others. Brain research shows that our view of the world is limited by our genes and the experiences we've had. Learning to incorporate the useful perspectives of others is nothing less than a form of enlarging your senses. The next time someone interprets something differently from you—say, a controversial political event—pause to reflect on the role of life experience and consider it a gift of perception.

The force of habit—literally the established wiring of your brain—will pull you away from practicing these skills. Keep at it, however, because they are based what we're learning about the mechanism of the mind.

Within the first six months of life the human brain doubles in capacity. It doubles again by age four and then grows rapidly until we reach sexual maturity. The body has about a hundred billion nerve cells, and every experience triggers a brain response that literally shapes our senses. The mind, we now know, is not confined to the brain but is distributed throughout the body's universe of cells. Yes, we do think with our hearts, brains, muscles, blood and bones.

During a single crucial three-week period during our teenage years, chemical activity in the brain is cut in half. That done, we are "biologically wired" with what one of the nation's leading brain researchers calls our own "world view". He says it is impossible for any two people to see the world exactly alike. So unique is the personal experience that people would understand the world differently.

However, it is not only possible to change your world view, he says, it's actually easier than overcoming a drug habit. But you need a discipline for doing it. Hence, the method recommended here.

No, it's not a curriculum in the sense that an MBA is. But the latest research seems to imply that without the software of emotional maturity and self-knowledge, the hardware of academic training alone is worth less and less.

When most people think of the word "education," they think of a pupil as a sort of sausage container. Into this empty container, the teachers are supposed to stuff "education." But genuine education, as Socrates knew more than two thousands years ago, is not inserting the stuffing of information into a person, but rather eliciting knowledge from him; it is the drawing out of what is in the mind. "The most important part of education," once wrote William Ernest Hocking, the distinguished Harvard philosopher, "is this instruction of a man in what he has inside of him." And, as Edith Hamilton has reminded us, Socrates never said, "I know, learn from me." He said, rather, "Look into your own selves and find the spark of truth that God has put into every heart and that only you can develop to fame." In the dialogue called the "Meno," Socrates takes an ignorant slave boy, without a day of schooling, and proves to the amazed observers that the boy really "knows" geometry ----because the principles of geometry are already in his mind, waiting to be called out. So many of the discussions and controversies about the content of education are useless and inconclusive because they are concerned with what should "go into" the student rather than with what should be taken out, and how this can best be done. The college student who once said to me, after a lecture, "I spend so much time studying that I don&39;thave a chance to learn anything," was expressing his dissatisfaction with the sausage-container view of education. He was being so stuffed with varied facts, with such an indigestible mass of material, that he had no time (and was given no encouragement) to draw on his own resources, to use his own mind for analyzingand synthesizing and evaluating this material. Education, to have any meaning beyond the purpose of creating well-informed

dunces, must elicit from the pupil what is potential in every human being ----the rules of reason, the inner knowledge of what is proper for men to be and do, the ability to assess evidence and come to conclusions that can generally be agreed on by all open minds and warm hearts. Pupils are more like oysters (牡蛎) than sausages. The job of teaching is not to stuff them and then seal them up, but to help them open and reveal the riches within. There are pearls in each of us, if only we knew how to develop them with enthusiasm and insistence.

What did Socrates say about genuine education？

A.Education should draw students&39; attention.

B.Education demands to elicit much knowledge.

C.Education requires explicit knowledge transfer.

D.Education aims to develop students&39; potentials.