Our department（）courses in several foreign languages.

A . consequently B . moreover C . thus D . however

A . she requested shelter permission B . she intended to berth at port of KAGOSHIMA C . she intended to change her course D . she was reporting to the port that a tropical storm is coming

A．wandering B．weeping C．watching D．wondering

W: Right now, this is very confusing to me. But I'm sure I'll know what to do as I learn more about it. Q: What are they talking about？ (17) A．Getting extra credits. B．The requirements of an M.A. thesis. C．The credit hours required for an M.A. degree. D．Taking more optional courses.

A．put on B．take on C．turn on D．carry on

A．13 B．14 C．15 D．20

B、each have over 400 students C、each having over 400 students D、with each has over 400 students

In history books,【B10】information about the political life of a country is【B11】; that is, facts about polities axe given,【B12】opinions are not expressed. Art, on the other hand, is【B13】, it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first【B14】"political" artist. In his well-known painting The Third of May, 1080, he【B15】the Spanish government for its【B16】of power over people. In the same way, art can【B17】a culture's religious beliefs. For hundreds of years in Europe, religious alt was almost the only【B18】of art that existed. Churches and other religious buildings were filled with paintings that【B19】people and stories from the Bible. By【B20】, one of the main characteristics of art in the Middle East was(and still is) its absence of human and animal images. 【B1】 A．usual B．typical C．average D．popular

I chose to study engineering at a small liberal-arts university that doesn't even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren't studying science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them. I headed off to college, feeling sure I was going to have an advantage over those students who went to big engineering "factories" where they didn't care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist all in one. Now I'm not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try to reconcile engineering with liberal-arts courses in college. The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don't mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult. The author chose to study engineering at a small liberal-arts university because he ______. A．intended to be a sensible student with noble ideals B．wanted to be an example of practicality and rationality C．intended to be a combination of engineer and humanist D．wanted to coordinate engineering with liberal-arts courses in college 此题为多项选择题。

M: Only the one last year, none since then. Q: What does the man mean？ (16) A．He couldn't make any sense out of his course. B．He hasn't taken more then one philosophy course. C．He is a philosophy major. D．He hasn't taken any philosophy course in that department.

I've twice been to the wars, and as I survey the battlefield, something different is happening. It's the one-upmanship among parents. We see our kids' college rating as medals proving how well or how poorly we've raised them. But we can't acknowledge that our obsession is more about us than them. So we've contrived various justifications that turn out to be half-truths, prejudices or myths. It actually doesn't matter much whether Aaron and Nicole go to Stanford. Admissions anxiety afflicts only a minority of parents. It's true that getting into college has generally become tougher because the number of high-school graduates has grown. From 1994 to 2006, the increase is 28 percent. Still, 64 percent of freshmen attend schools where acceptance rates exceed 70 percent, and the application surge at elite schools dwarfs population growth. Take Yale. In 1994, it accepted 18.9 percent of 12,991 applicants; this year it admitted only 8.6 percent of 21,000. We have a full-blown prestige panic; we worry that there won't be enough medals to go around. Fearful parents prod their children to apply to more schools than ever. "The epicenters (of parental anxiety) used to be on the coasts, Boston, New York, Washington, Los Angeles", says Tom Parker, Amherst's admissions dean. "But it's radiated throughout the country". Underlying the hysteria is the belief that scarce elite degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All that's plausible and mostly wrong. "We haven't found any convincing evidence that selectivity or prestige matters", says Ernest T. Pascarella of the University of Iowa, co author of "How College Affects Students", an 827-page evaluation of hundreds of studies of the college experience. Selective schools don't systematically employ better instructional approaches than less-selective schools, according to a study by Pascarella and George Kuh of Indiana University. Some do; some don't. On two measures professors' feedback and the number of essay exams selective schools do slightly worse. In the author's eyes, parents pushing their kids to an elite degree are ______. A．aggressive B．misguided C．reasonable D．failing

A、delicious B、different C、domestic D、delighted