The passage suggests that, in eighteenth - century Japan, the office of tax collector ______.

A . would present B . present C . presents D . ought to present

A．economics affects the everyday lives of all of us B．economics is different from meteorology C．economics is quite complex as a whole D．studying economies is like playing with jigsaw puzzle

A．Use her professors as references. B．Improve her grades. C．Think more positively about the State College program. D．Write to the head of the art department.

A．You should not learn grammar only. B．You should ignore the rules of pronunciation. C．You should learn a language by making mistakes. D．You should learn a language at school.

A．inconsequential B．worthwhile C．poorly written D．long

A．join the support group for students on his course. B．join the support group for students from his country. C．identify problems that people from his country have in Britain. D．create a support group.

A．Tighten the old newspapers. B．Crush foil products. C．Flatten cardboard boxes. D．Use larger trash bags. 此题为多项选择题。

A．increase their endowments to suit their particular status. B．abide by the law on endowment spending. C．use their tax-free funds to bring social benefits. D．create learning opportunities outside school for young people.

A．is a critical factor to be considered in coping with the crisis B．clarifies and explains global economic crisis in more depth C．provides a solution for us to get out of crisis in the long run D．inevitably leads to financial sector bubbles on a global scale

A．not nice looking B．the best way to slow down erosion C．a foolish idea D．too costly to ever be used

A．Medicine Is Everything B．Treatment Is Everything C．Timing Is Everything D．Prevention Is Everything \

A.reduce pressure on fish populations B.threaten the world’s annual catch C.increase governments investment D.cost tens of thousands of fishermen’s jobs

A.reduce pressure on fish populations B.threaten the world" s annual catch C.increase government" s investment D.cost tens of thousands of fishermen" s jobs

A.to allow districts that have an overabundance of pending cases to borrow judges from other districts B.to establish small-claims courts C.to request plaintiffs to waive the right to jury trial and the right to appeal the decision D.to use pretrial conferences

A．do not respect orders. B．do not trust their schools. C．should pick up their children first in case of evacuation. D．will protect their children at all cost.

A．Though the man had some trouble, he got the necklace without paying cash. B．Nobody noticed the man take the necklace with him. C．The manager never thought an old man would be a thief. D．The thief always stole things in famous jewelry shops.

TEXT A Let me speak first to parents. You are the ones who plant, or fail to plant, the seeds of character in your children. Try from the beginning to put into your children's minds the capacity to feel shame by letting them know that, just as there are actions for which they can win praise, so there are others ________ lying, cheating, stealing________ that are unacceptable and for which they will be punished. As parents, you are not alone in your efforts to form. character. Organizations such as the Boy Scouts and Girl Scouts teach accountability and strengthen it with pressure of equals. Churches are also strong helpers. I remember clearly an event from my childhood. In our church's Sunday school playroom was a set of little lead cowboys and Indians. One day, I took one of them home, and that night my brother saw me playing with it. "I know where you got that," he said. "You stole it from the church. ,, Stole it! From the church! Those words hit me like a thunderbolt. The anger of God, my mother's anger, the scorn of the world rose up like a terrifying wave in my mind. I ran a mile and a half to return the figure and all the way back home, where my mother put me to bed with a couple of beats for "cattin around " (到处乱跑). I never told her why I had left the house; I was too ashamed. Shame led straight to accountability, and I never again took anything that wasn't mine. What about teachers？ To them I'd say: your classroom is a small society. Don't excuse bad behavior. Get students to impose standards upon one another, and work to persuade the school administration to become firmer about discipline. I've heard of high schools where the first time a student is caught with drugs, he's warned; the second time, he may be kept from school temporarily; the third, possibly driven away. To the principals of such schools I would say, "Why not suspend students the first time？" And I would quote a religious leader's words: "Punish severely the first offender, for in him lies the greatest hope of reform. " Finally, a wise teacher might tell a high-school class: "If you choose to play with drugs, the police may never catch you. But your body is responsible to the laws of chemistry and biology. " What about law enforcement？ If I could say just one thing to the designers of that system, it would be: restore fair, swift, sure punishment as one of the key supporters of accountability. There is nothing unreasonable about just punishment, but you'd never know it from watching our law carried out today. Criminals don't fear the law, because in most cases its punishment is so slow and weakened that any preventing effect is lost. Which of the following is NOT true according to the author？ [A] Parents are very important in helping form. the children's character. [B] One can have more than one way to shape character. [C] Punishment should be carried out quickly. [D] The author ran a mile and a half to avoid the shower of scolding.