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There are i kinds of ions in a electrolyte solution, so the overall conductance of the solution can be expressed by the following equation:
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| 阅读理解。 |
| Humans are naturally drawn to other life forms and the worlds outside of our own. We take delight in the existence of creatures and even whole societies beyond our everyday lives. This sense of wonder is universal. Look at the efforts that scientists have made to find out whether life of some kind exists on Mars, and the popularity of fantasy (幻想) literature or movies like The Lord of the Rings. This sense of wonder draws us to each other, to the world around us, and to the world of make-believe. But have we gone so far in creating worlds of fantasy that we are missing the pleasure of other worlds that already exist all around us？ Human beings, as biologists have suggested, possess an inborn desire to connect with and understand other life forms. However, people, especially in big cities, often lead rather isolated lives. In a study of British schoolchildren, it was found that children by age eight were much more familiar with characters from television shows and video games than with common wildlife.Without modern technology, a small pond could be an amazing world filled with strange and beautiful plants, insects, birds, and animals.When we lack meaningful interaction (交互) with the world around us, and sometimes even with our families and friends, we seek to understand and communicate with things that exist only in our imaginations or on a computer screen. The world of make-believe is not necessarily bad. But when the world of fantasy becomes the only outlet (出路) for our sense of wonder, then we are really missing something. We are missing a connection with the living world. Other wonderful worlds exist all around us. But even more interesting is that if we look closely enough, we can see that these worlds, in a broad sense, are really part of our own. |
| 1. The popularity of The Lord of the Rings proves _____. |
[ ] |
| A. the close connection between man and the fantasy world B. the wonderful achievements of fantasy literature C. the fine taste of moviegoers around the world D. the general existence of the sense of curiosity |
| 2. What can we infer from the underlined sentence in Paragraph 3？ |
[ ] |
| A. People are far less familiar with the world of fantasy. B. The world around us could serve as a source of wonder. C. The world of fantasy can be mirrored by a small and lively pond. D. Modern technology prevents us from developing our sense of wonder. |
| 3. If our sense of wonder relies totally on the world of make-believe, we will _____. |
[ ] |
| A. fail to appreciate the joy in our lives B. be confused by the world of make-believe C. miss the chance to recognize the fantasy world D. be trapped by other worlds existing all around us |
| 4. What is the main purpose of the passage？ |
[ ] |
| A. To show us the hidden beauty in our world. B. To warn us not to get lost in the fantasy world. C. To argue against the misuse of the sense of wonder. D. To discuss the influence of the world of make-believe. |
Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in Paragraph 1 that the importance of education in poor countries ______.
A．is subject to groundless doubts
B．has fallen victim of bias
C．is conventionally downgraded
D．has been overestimated
A. less than or equal to B. greater than or equal to C. always equal to
A、deceptive
B、deadly
C、damp
D、customary
A、$965.00 today.
B、$966.18 today.
C、$1000.00 today.
D、$1035.00 today.
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