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In England, along a stretch of the north-east coast which gently curves from Northumberland to the mouth of the river Tees, there was a spot, typical of many on that coast, where sea-coal collected richly and effortlessly. This coal was a coarse powder, clean and brilliant like particles of crushed jet; it seemed to bear little resemblance to the large, dirty lumps put onto the fire. Although it was coal, it was perfectly clean and it was silently deposited at high tide in a glittering carpet a kilometer long for the coal community to gather up.The gear needed for sea-coaling expeditions was a curious and traditionally proven mixture which never varied from community to community along the entire north-east coastline. Sacks were essential to put the coal in, and string to tie the neck of each sack when it was full. A wooden rake was used to scrape the coal from the beach, and it was generally made from an old broom handle with a flat piece of wood nailed on at a slight reclining angle at the end. The only alternative to the rake was a flat piece of board held in the hand, which children and other workers of additional service crouched down to use. A flat, broad shovel, to lift the raked coal into the bags, completed the portable hardware.But the most crucial item of equipment was a bicycle, a special kind of rusty stripped-down model which was the symbol of the sea-coaling craft. A lady's bike was no good because it lacked a crossbar and that was an essential element in transporting sea-coal. One full sack could be slung through the triangular format of a man’s bike, another over the crossbar and, sometimes, even a third on top of that. The beauty of this was that it not only enabled one to move the sea-coal from place to place, but the pressure of the metal bars against the full, wet sacks forced excess water out of the coal while it was being wheeled home. On a good day, the path to the beach was generally a double snail track of water that had been forced from each end of a trail of coal sacks.1.The attraction of collecting sea-coal was that it (  ).  2.The reason certain equipment was used was because (  ).3.To remove the coal from the beach, the children had to (  ).  4.To carry three sacks of coal on a bicycle it was necessary to (  ).  5.You could see where the coal had been transported from the beach by the(  ).

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The relation of the sales tax to the problem of social balance is admirably direct. The community is rich in privately produced goods. It is poor in public services. The obvious solution is to tax the former to provide the latter—by making private goods more expensive, The public goods are made more abundant. Motion pictures, electronic equipment, and cigarettes are made more costly so that schools can be more handsomely supported. We pay more for soap, make-ups, and vacuum cleaners in order that we may have cleaner cities and fewer occasions to use them. We have more expensive cars and gasoline so that we may have highways and streets on which to drive them. Food being comparatively cheap and abundant, we tax it in order to have better services and better health in which to enjoy it. This straightforward solution has the further advantage that sales taxation can be employed with fair efficiency by states and even by cities. It is in the services rendered by these governments that the problem of social balance is especially severe. The yield of the sales tax increases with increasing production. As wants are planned for private goods, more benefits are provided for public use. The general property tax, the principal alternative to the sales tax, is rigid and inflexible. Since its rates must ordinarily be raised for additional services, including those that are associated with increasing income and product, the burden of proving need is especially heavy. This tax is a poor servant of social balance.1.Which of the following is NOT true?2.The word ‘handsomely’ (Line 5) means (  ).3.According to the author, the chief advantage of the sales tax is that it  (  ).  4.The property tax is not regarded as an ideal solution to social needs because (  ).  5.The author of this passage is most interested in telling us about(  ).

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The notes above were set down for a lecture in 1967, and I find myself now making a few changes to bring them up to date, none of much consequence.(1)I see the case now, there is one point these old notes seem to be driving(2)which never quite gets articulated but which(3)a lot for me these days. It seems(4), in fact; and especially so perhaps in view of the present condition of American poetry. Far more than the reality of the scene, which I nonetheless highly prize, I would call(5)now to the absolute purity of style achieved in this little masterpiece, and effortlessly achieved, (6)to be equaled even by Williams. Other poems by Williams - certainly poems by other poets — are much richer(7)what they encompass;(8)vision is deeper and the character of the poet stands as a more affecting human presence. Often enough the language is more(9). But this poem is perfectly said. Lean, streamlined; and there is(10)extra, no excrescence, no excess, no showing off; nor indeed any shortcoming whatever. We have(11)we see; we have it exactly Art can aspire higher and no doubt, at times, should. (12)not always. I think of Wang Wei: the Chinese effect in general, here(13). I begin to understand how a critic like Winters can argue that the brief lyric may be greater than a complete tragedy, (14)lyric can hope for perfection, a(n) (15)wholeness and unity. One of Williams’ many admirers has written(16)“Between Walls” that since “there is no living thing in the poem - just a mockery of the color of growing plants - the feeling of the poem is ... sterile and airless.” But this opinion can only be the result of an absurd prejudice, probably got up out of some all(17)simple understanding of the organic and the natural. There is no mockery in this green: imitation, yes, and, one might(18)suggest, a certain pathos and bravery in the imitation. There is more to(19)than that, but there is, just glintingly, that. Meanwhile we do have also, thanking the muse of reality, pieces of a broken bottle, the real thing, as good as(20)green leaf here.

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A number of books like Reading Faces and Body Language have(1)the individual's tendency to broadcast things through all manner of(2)movement and facial gymnastics. Such matters, made widely familiar by pop sociology, anthropology and psychology, have become the stuff of common conversation. Michael Korda's Power! How to Get It, How to Use It, is mainly a primer in how to(3)others by a cold-blooded control of(4)signals that occur commonly in the workaday world: for example, how executives signal their style of power(5)the clothes they choose and the way they(6)heir office furniture.(7) work or play, everybody emits wordless signals of infinite variety. Overt, like a warm smile. Spontaneous, like a(8)eyebrow. Involuntary, like leaning away from a salesperson to(9)a deal. Says Julius Fast in Body Language. “We rub our noses for puzzlement. We(10)our arms to(11)ourselves or to protect ourselves. We(12)our shoulders for indifference.” Any competent psychiatrist remains alert to the expressions by which a patient's hidden emotions make(13)known. People even signal by the odors they(14), as Janet Hopson(15)in superfluous detail in Scent Signals: The Silent Language of Sex. Actually, it is impossible for an individual to(16)signaling other people; the person who mutely(17) human intercourse sends out an unmistakable signal in the form of utter silence.Sociologist Dane Arche calls reading such signals “social intelligence.” He said, “We must unshackle ourselves from the tendency to ignore silent behavior and to prefer words(18)everything else.” The evidence all over is that(19)people wander the earth through thickets of verbiages, many, perhaps most, do pay more attention to wordless signals and are more likely to be influenced and(20)by nonverbal messages.

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Historically, humans get serious about avoiding disasters only after one has just struck them.(1)that logic, 2006 should have been a breakthrough year for rational behavior. With the memory of 9/11 still (2)in their minds. American watched hurricane Katrina, the most expensive disaster in U.S. history, on(3) TV. Anyone who didn't know it before should have learned that bad things can happen and they are made(4)  worse by our willful blindness to risk as much as(5)to work together before everything goes to hell.Granted, some amount of delusion is probably part of the(6)condition. In A. D. 63, Pompeii was seriously damaged by an earthquake, and the locals immediately went to work(7), in the same snot until they were buried altogether by a volcano eruption 16 years later. But a(8)of the past year in disaster history suggests that modern Americans are particularly bad at(9)themselves from guaranteed threats. We know more than we(10)did about the dangers we face. But it turns(11)that in times of crisis, our greatest enemy is  (12)the storm, the quake or the(13)itself. More often, it is ourselves.So what has happened in the year that(14)the disaster on the Gulf Coast? In New Orleans, the Army Corps of Engineers has worked day and night to rebuild the flood walls. They have got the walls to(15) they were before Katrina, more or less. That's not(16), we can now say with confidence. But it may be all(17)can be expected from one year of hustle.Meanwhile, New Orleans officials have crafted a plan to use buses and trains to(18)the sick and the disabled. The city estimates that 15, 000 people will need a(19)out. However, state officials have not yet determined where these people will be taken. The(20) with neighboring communities are ongoing and difficult.

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To say that the child learns(1)imitation and that the way to teach is to set a good example oversimplifies. No child imitates every(2)he sees. Sometimes, the example the parent wants him to(3)is ignored while he takes over contrary patterns from some other example. Therefore we must turn(4) a more subtle theory than “Monkey see, monkey do”.Look at it from the child's point of view. Here he is in a new situation, lacking a(5)response. He is seeking a response which will gain certain(6). If he lacks a ready response for the situation, and cannot reason(7)what to do, he observes a(8)who seems able to get the right(9). The child looks for a/an(10) or expert who can show what to do.There is a second element at(11)in this situation. The child may be able to(12)his immediate goal only to(13)that his method brings criticism(14)people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is(15)emphatically that this action is unpleasant, that he should walk into the next room and say his say quietly. Thus,the desire to(16)any objective situation is overlaid(17)the desire to solve it properly. One of the early things the child learns is that he gets more affection and(18) when his parents like his response. Then other adults(19)some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must(20)responses his social group approves.

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The farm is a major marketplace for millions of tons of synthetic fertilizers and pesticides, and for advanced machinery and the fuel required to run it. The modem super-farm, large and highly capitalized, is resource dependent compared with the diversified small farms that were once dominant. On diversified farms, major energy needs may be supplied by resident humans and animals. Soil fertility may be maintained by alternating cash crops and restorative crops, and also by returning animal manure to the soil. This farming model of relatively self-sufficient agriculture, and the way of life associated with it, are still economically viable,as demonstrated by prosperous Amish farmers and other practitioners of “alternative” agriculture. Particularly relevant to today’s mainstream agriculture are the energy-saving practices on large “organic” farms, which are thoroughly mechanized but which minimize the use of pesticides and synthetic fertilizers.By comparison, mainstream American agriculture has until lately been careless in its use of energy, water, and land. When fossil energy was cheap, applications of fertilizers and pesticides paid large dividends, so farmers were encouraged to use these products. Soon most farmers used too much fertilizer and pesticide. Farmers in dry regions enjoyed an era of cheap water,obtained from publicly subsidized irrigation systems or from pumping groundwater using inexpensive energy. The soil too was expendable as demand grew for U. S. agricultural products.The period of extraordinary profligacy in the use of soil, water, and fossil fuels may well be at an end. The new structure of large farms is quite sensitive to cost factors. These adaptive farms, whose development was assisted by public tax, subsidy, and research policies, have access to capital, technologies, and management skills, enabling them to switch relatively quickly to resource-conserving practices—for example, to a low-tillage system that requires less fuel, that shepherds soil moisture, and that may reduce soil erosion. It seems likely that federal programs that have enlarged our farms, therefore, have had a further result of creating the potential for a more conserving agriculture. With respect to energy use, for example, energy costs per unit of output are lower for large farms, mainly because these farms quickly economized on energy as costs rose. In the future, according to one authoritative assessment, “agricultural production is likely to use capital and land more intensively but energy, fertilizer and labor less intensively”.1.The main difference between the modem super-farm and diversified farms lies in()2.The second paragraph focuses on the fact that()3.The word ‘profligacy’ in Paragraph Three most probably means ()4.According to the passage, which of the following is NOT true?5.It can be seen from the passage that the problem of resource conservation in agriculture()

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In managing information resources, the medium may be the key to an effective system. The medium is a vehicle, a tool, or a container for holding information; the information itself is the thing of value.Three popular categories of information media are paper, film,and electronic storage devices. The media choice must not be viewed as a choice among these three, however; it must be viewed as an opportunity to select from a multitude of media possibilities in combinations that build effective systems. In many instances the person responsible for information-resource management is not the person who determines the medium in which information will be created. In such a case, the manager of a firm’s information resources faces a challenge in making a significant contribution to the organization’s objectives.For effective management of information resources, media conversion may be necessary. Examples include keying or scanning paper documents to convert them to electronic media. Other processes convert electronic media from one format to another. For example, disk files created on one system may not be compatible with another system. Various hardware and software combinations can be used to convert files to formats that equipment will accept. For information generated within organizations, this necessity of making systems compatible may be eliminated by cooperative planning. However, very little control can be exercised over the media used to generate information that comes to your organization from the outside.The medium for information may be selected to satisfy a need that exists when information is created and communicated. For example, a paper record may be created because of its portability and because no special equipment is necessary for later references to that information; electronic transmission may be selected because it is the fastest means of communicating information. A firm may use electronic mail because a network already exists for on-line computer communication. The additional application may cost less than postage to mail paper memo.1.Which of the following can best sum up the passage?2.The first paragraph aims at telling the reader()3.According to the author, ()4.For effective management of information resources, the manager should ()5.The main idea of the last paragraph is ()

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