题目内容
（请给出正确答案）
A．stationary
B．statutory
C．stationery
D．statuesque
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（由简答题聘请的专业题库老师提供的解答）
更多“At first I guessed it was an airplane, but I soon changed my mind because it remained stat”相关的问题
听力原文： Welcome to Physiology 100. I'm Doctor Ann Roberts. I assume everyone here is a sophomore, since this is the Nursing Department second-year physiology course. If you are first-year nursing students, please see me after class about transferring into introductory course. OK, I'd like to begin my first lecture by introducing two important terms, vitalism versus mechanism. How many of you have heard of these terms？ Oh, I see sorae of you have. Well, vitalism and mechanism are two completely opposite approaches to human physiology. According to the vitalist, the laws of physics and chemistry alone can not explain the processes of life. To the vitalist, there is a so-called vital force, and this vital force is totally separate from that of energy. As you may have guessed, vitalism is a kind of philosophical approach. Mechanism, on the other hand, is the view that all life phenomena, no matter how complex, can be explained according to chemical and physical laws. Since we can support mechanism through scientific experimentation, the modern scientist tends to be a mechanist. But vitalism is not totally dismissed, especially in fields such as brain physiology, where terms such as human consciousness haven't been defined yet in physic-chemical terms. I recently read an interesting article that dealt with this very question. Is the mind separate from brain, or is the mind only the chemical and physiological workings of the brain.'？ I'd like to continue with this next time, so that we can speak in more detail. I have some copies of that article. And I want you to take it with you and read it for next week.
For whom is the lecture intended？
A．Freshman.
B．Sophomore.
C．Junior.
D．Senior.
听力原文： Welcome to physiology 100. I'm doctor Ann Roberts. l think everyone here is the sophomore since this is the nursing department's second year physiology course. If you are first year nursing students, please see me after class about transfering to the introductory course. OK, I'd like to begin my first lecture by introducing two important terms: vitalism versus mechanism. How many of you've heard these terms？ Oh, I see someone of you has! Well, vitalism and mechanism are two completely opposed approaches to human physiology. According to the vitalist, the laws of the physics and chemistry alone cannot explain the processes of life. To the vitalist, there is a so- called "vital force" and this "vital force" is totally separated from mental energy. As you may have guessed, vitalism is a kind of philosophical approach. Mechanism, on the other hand, is the view that all life phenomena, no matter how complex, can be explained according to chemical and physical laws, since we can support mechanism through scientific experimentations. The modem scientist tends to be a mechanist, but vitalism is not totally dismissed especially in feel, such as brain physiology. There are terms, such as human consciousness, that haven't been defined by physical and chemical terms. I recently read an interesting article that deals with the variant question that whether the mind is separated from the brain or whether the chemical is in the physiological working of the brain. I'd like to continue with this next time and so we can speak more details. I have some copies of that article and I want you to take them home and read them for next week.
What does Tom threaten to do if he can't get what he wants？
A．To shout out in front of the others.
B．Not to leave the boss's office.
C．To accuse the company.
D．To quit his job.
The world I entered at the age of eighteen when I became a medical student was a world that knew nothing of such advanced things as planes, films, radios or telephones. It was a very cheap world. Prices were stable. When I entered St. Thomas' hospital I rent a set of rooms in Vincent Square for which I paid 18 shillings a week. My landlady provided me with a very good breakfast before I went to the hospital and a dinner when I came back at half past six. I only had to pay for the breakfasts and dinners twelve shillings a week. For four-pence I lunched at St. Thomas' on bread and butter and a glass of milk. I could be able to live very well, pay my fees, buy my necessary instruments, clothe myself, and have a lot of fun on fourteen pounds a month. And I could always pawn (当掉) my microscope for three pounds.
I spent five years at St. Thomas' hospital. I was a bad student, for my heart, as you might have guessed, was not in it. I wanted, I had always wanted to be a writer, and in the evenings, after my dinner, I wrote and read. Before long, I wrote a novel called "Liza of Lambeth" , which I sent to a publisher and was accepted. It came out during my last year at the hospital and it was successful. It was of course an accident, but I didn't know that. I felt I could afford to give up medicine and make writing my profession; so, three days after I graduated from the school of medicine, I left for Spain to write another book. I did not realize, at that time, that I was taking a great risk.
The text is a talk given by the author when______.
A．he was 18
B．his first novel was published
C．he graduated from the school of medicine
D．he was at an advanced age
Anthony pitch has written scholarly books on subjects like the burning of Washington by British troops in 1814. And he's finishing another serious book about the assassination of President Abraham Lincoln. But Mr. pitch, a native Englishman and former journalist in Africa and the United States, also publishes simpler tourist guidebooks and maps, leads tours of Washington and each year freshens his Exclusively Presidential Trivia book. Anthony Pitch says such trivia as the reason Herbert Hoover was left out of a 1938 series of U.S. postage stamps about former presidents seems, well, trivial- even worthless. But he says these little nuggets are popular with families this Independence Day weekend. They challenge the memory of older folks and can provoke an interest in history by children.
Followings are talks between Pitch and Landphair, a radio programme host.
Pitch:" I'm a voracious reader of subjects that fascinate me. The presidency fascinates me. History fascinates me. And so even when I'm doing my very serious research, I am able to extract from my deep research gems that I can put in later editions of the book."
Landphair:" All right, I'm going to give two or three examples. And I'm going to ask you to pause just a second before answering to give our listeners a chance to perhaps take a guess. Here's the first one: Now we mentioned Herbert Hoover earlier. He was the thirty-first president of the United States. He served in the late 1920s and early 1930s. He was born in the state of Iowa. And you ask in the book, 'Why is that significant？'"
Pitch: "Because Hoover was the first president born west of the Mississippi River. That's why I find trivia fascinating, because from that little question and answer, you can now enlarge it into a perspective of how long it took for a president to arise from that far west."
Landphair:" Let's try another one. How many U.S. state capitals are named after presidents？ And by the way, before you answer, I asked a colleague this question, and she guessed 40. It's not 40, is it？"
Pitch: "No, it isn't. The four cities that are state capitals named after presidents are Jefferson City, Missouri; Lincoln, Nebraska; Madison, Wisconsin; and Jackson, Mississippi."
Landphair: "Just four, and these are early presidents. We don't have any' Clintons' or' Bushes' yet."
Pitch:"Not yet, but there's such a strong movement afoot amongst partisan Republicans to name places after Ronald Reagan that you should get ready for a[Reagan] state capital."
Landphair: "Have you come up with any questions yet about President Bush？"
Pitch: "Yes. In the latest edition, I ask what his nickname was when he was at Phillips Academy in Andover, Massachusetts. It's a very posh [exclusive] school. And he was nicknamed' Lip, ' because he wasn't afraid to voice his opinions on any subject!"
Anthony Pitch publishes three other trivia books besides the one called Exclusively Presidential Trivia. The others are about the White House, America's first ladies, and Washington, DC. Mr. Pitch's webpage is dcsightseeing com. By the way, if you're wondering about the answer to the first trivia item about President Hoover: He was left out of the series of stamps about ex-presidents in 1938, not because many people still blamed him for prolonging the Great Depression, but because the Postal Service had a strict role that no living person, not even a president, could appear on a U.S. po
A．High-ranking officials in US corporations.
B．Top-level US government officials like a defense secretary.
C．US Presidents.
D．Principals in US universities.
Text 2
Faced with a mission-critical decision, who would you turn to for advice？ Someone you had great confidence in, surely. But several lines of research show that our instincts about where to turn to for counsel are often not completely correct.
My research looks at prejudices that affect how people use advice, including why they often blindly follow recommendations from people who-as far as they know-are as knowledgeable as they are. In studies I conducted with Don Moore of Carnegie Mellon University, for example, I found that people tend to overvalue advice when the problem they're addressing is hard and to undervalue it when the problem is easy.
In our experiments, subjects were asked to guess the weight of people in various pictures，some of which were in focus and some of which were unclear. For each picture, subjects guessed twice: the first time without advice and the second time with input from another participant. When the pictures were in focus, we found, subjects tended to discount the advice; apparently, they were confident in their ability to guess correctly. When the pictures were unclear, subjects leaned heavily on the advice of others and seemed less secure about their initial opinion. Because they misjudged the value of the advice they received-consistently overvaluing or undervaluing it depending on the difficulty of the problem-our subjects did not make the best guesses overall. They would have done better if they'd considered the advice equally，and to a moderate degree, on both hard and easy tasks.
Another advice-related prejudice I've found compels people to overvalue advice that they pay for. In one study I conducted, subjects answered different sets of questions about American histo-ry. Before answering some of the questions, they could get advice on the correct answer from an-other subject whom they knew was no more expert than they were. In one version of the experi-ment， people could get advice for free, while in another version, they paid for it. When they paid for advice, people tended to have firm belief in it, I suspect, by a combination of sunk-cost preju- dice and the nearly instinctual belief that cost and quality are linked.
51.1n the face of a mission-critical decision, people tend to _________
[ A] trust their own efforts
[ B ] rely on research findings
[ C] get affected by other's opinion
[D] seek help from the more know ledgable
Please identify what type of evidence is used. Choose one appropriate answer. Not only are non-English-speaking students in English-only schools unable to understand the information they are supposed to be learning, but also they are subject to frequent embarrassment and teasing from their classmates. Without the use of Spanish, unable to communicate with the teacher or students, for six weeks we guessed at everything we did. When we lined up to go anywhere, neither my sister nor I knew what to expect. Once, the teacher took the class on a bathroom break, and I mistakenly thought we were on our way to the cafeteria for lunch. Before we left, I grabbed our lunch money, and one of the girls in line began sneering and pointing. Somehow she figured out my mistake before I did. When I realized why she was laughing, I became embarrassed and threw the money into my sister’s desk as we walked out the classroom.
A、Textual evidence
B、An anecdote
C、Statistics
D、Analogy
W: I know. I didn't expect it either, but the idea is quite exciting, and I am quite nervous about it, too. I have not spoken in front of people since my college days.
M: Don't worry. You are going to be great. Just tell them what you know, and also add a few stories of all the places you visited to take your pictures that you told me about, and I am sure you'll be a hit with them.
W: Thanks, you're a big support. I am always glad to talk with you.
What is the woman going to do？
A．Take a photography course at a local college.
B．Meet her college friends.
C．Write stories about her trips.
D．Give a talk in front of many people.
听力原文： The world I entered at the age of eighteen was a very cheap world. Prices were stable. When I entered St. Thomas' Hospital I rent a set of rooms in Vincent Square for which I paid 18 shillings a week. My landlady provided me with a very good breakfast before I went to the hospital and a dinner when I came back at half past six. I only had to pay for the breakfasts and dinners twelve shillings a week. For four-pence I lunched at St. Thomas' on bread and butter and a glass of milk. I was able to live very well, pay my fees, buy my necessary instruments, clothe myself, and have a lot of fun on fourteen pounds a month. And I could always pawn my microscope for three pounds.
I spent five years at St. Thomas' Hospital. I was a bad student, for my heart, as you might have guessed, was not in it. I wanted, I had always wanted, to be a writer, and in the evenings, after my dinner, I wrote and read. Before long, I wrote a novel called "Liza of Lambeth", which I sent to a publisher and was accepted. It came out during my last year at the hospital and it was successful It was of course an accident, but I did not know that. I felt I could afford to give up medicine and make writing my profession; so, three days after I graduated from the school of medicine, I left for Spain to write another book. I did not realize, at that time, that I was taking a great risk.
(33)
A．4.
B．8.
C．5
D．18
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