题目内容
（请给出正确答案）
A.由于铝具有高度的导热性和导电性，所以在工业上得到广泛的应用。
B.铝具有高热导性和导电性，而且在工业上有广泛的应用。
C.铝的高导热性和导电性在工业上得到了广泛的使用。
D.铝在工业上的应用得益于它的高导热性和导电性。
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更多“Aluminum, which possesses high conductivity of heat and electricity, finds wide application in indus…”相关的问题
A)土壤保持的重要性从来也没过多强调， 因为科学家说了自然界要花 500年才产生一英寸表层土壤。
B)科学家对土壤保持的重要性讨论还没结束，说要保护自然 500年才能得到一英寸表层土壤。
C)土壤保持非常重要，因为科学家指出自然形成一英寸厚的表层土壤要花 500年时间。
D)土壤保持的重要性怎么强调也不过分， 因为科学家指出形成一英寸厚的表层土壤要花500年的自然时间。
E)科学家对土壤保持的重要性讨论永远不会结束， 并说500年后表层土壤将不到一英寸。
turbine-driven fans.
The car without wheels has been called a “flying car” , and, in a sense, that’ s just what it is; however, it will not back out of the family garage, start down the street, and then suddenly go quickly upward heading for some distant point. On the contrary, to avoid problems in aerial navigation, the wheel-less vehicle probably will travel no more than three inches above road surface. It will travel over fairly rough road and even over smooth water.
The inevitable problems of maritime regulations, severe weather conditions, and running out of fuel in remote areas all will require new concepts of operation, servicing, and vehicle regulation.
1.The author believes that cars of the future _______ .
A、will be replaced by airplanes
B、will have wheels unlike those of today
C、will u s e columns of air instead of wheels
D、will u s e wheels without tires
2.Cars of the future will run _______ .
A、without annoying noise
B、without fuel
C、much more smoothly
D、on a number of fans
3.The car without wheels has been called a “flying car” because _______ .
A、it travels a few inches above the ground
B、it can fly as a plane does
C、it moves at a very high speed
D、it can travel over smooth water
4.Where is a wheel-less car least fit to travel_____ .
A、Over soft land
B、Over rough country roads
C、Over highways
D、Over waterfalls
5.Wheel-less cars will _______ .
A、eliminate all traffic problems
B、create new traffic problems
C、eliminate parking problems
D、both A and C
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U. S. workforce was derided as poorly educated and one of primary cause 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 examing 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. After ail, 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, 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 to the forested 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 important of education in poor countries ______.
A．is subject groundless doubts
B．has fallen victim of bias
C．is conventional downgraded
D．has been overestimated
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、keep upright
B、eyes are straight ahead
C、Hands and toes are forward
D、Palm and toe forward
E、The upper limbs hang on both sides of the trunk
Eventually a fortunate few will find their way into educational-repair shops—adult-literacy programs, such as the one where I teach basic grammar and writing. There, high-school graduates and high-school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school. They will also discover they have been cheated by our educational system.
I will never forget a teacher who got the attention of one of my children by revealing the trump card of failure. Our youngest, a world-class charmer, did little to develop his intellectual talents but always got by. Until Mrs. Stifter.
Our son was a high-school senior when he had her for English. "He sits in the back of the room talking to his friends," she told me. "Why don't you move him to the front row?" I urged, believing the embarrassment would get him to settle down. Mrs. Stifter said, "I don't move seniors. I flunk(使…不及格) them." Our son's academic life flashed before my eyes. No teacher had ever threatened him. By the time I got home I was feeling pretty good about this. It was a radical approach for these times, but, well, why not? "She's going to flunk you," I told my son. I did not discuss it any further. Suddenly English became a priority(头等要事) in his life. He finished out the semester with an A.
I know one example doesn't make a case, but at night I see a parade of students who are angry for having been passed along until they could no longer even pretend to keep up. Of average intelligence or better, they eventually quit school, concluding they were too dumb to finish. "I should have been held back," is a comment I hear frequently. Even sadder are those students who are high-school graduates who say to me after a few weeks of class, "I don't know how I ever got a high-school diploma."
Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We excuse this dishonest behavior. by saying kids can't learn if they come from terrible environments. No one seems to stop to think that most kids don't put school first on their list unless they perceive something is at risk. They'd rather be sailing.
Many students I see at night have decided to make education a priority. They are motivated by the desire for a better job or the need to hang on to the one they've got. They have a healthy fear of failure.
People of all ages can rise above their problems, but they need to have a reason to do so. Young people generally don't have the maturity to value education in the same way my adult students value it. But fear of failure can motivate both.
What is the subject of this essay?
A．view point on learning
B．a qualified teacher
C．the importance of examination
D．the generation gap
A. gain tools
B. get an interview
C. make decision
D. become attractive
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