Towards the genetic research, the author’s attitude can best be said to be that of （）

A. frustration
B. indifference
C. amazement
D. opposition

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

If income is transferred from rich persons to poor persons the proportion in which different sorts of goods and services are provided will be changed. Expensive luxuries will give place to more necessary articles, rare wines to meat and bread, new machines and factories to clothes and improved small dwellings; and there will be other changes of a like sort. In view of this fact, it is inexact to speak of a change in the distribution of the dividend in favor of, or adverse to, the poor. There is not a single definitely constituted heap of things coming into being each year and distributed now in one way, now in another. In fact, there is no such thing as the dividend from the point of view of both of two years, and therefore, there can be no such thing as a change in its distribution.

This, however, is a point of words rather than of substance. What I mean when I say that the distribution of the dividend has changed in favor of the poor is that, the general productive power of the community being given, poor people are getting more of the things they want at the expense of rich people get ting less of the things they want. It might be thought at first sight that the only way in which this could happen would be through a transference of purchasing power from the rich to the poor. That, however, is not so. It is possible for the poor to be advantaged and the rich damaged, even though the quantity of purchasing power, i.e. of command over productive resources, held by both groups remains unaltered. This might happen if the technical methods of producing something predominatingly consumed by the poor were improved and at the same time those of producing something predominatingly consumed by tile rich were worsened, and if the net result was to leave the size of the national dividend as defined in Chapter V. unchanged. It might also happen if, by a system of rationing or some other device, the rich were forced to transfer their demand away from things which are important to the poor and which are produced under such conditions that diminished demand leads to lowered prices. Per contra——and this point will be seen in Part Ⅳ. To be very important practically——the share, both proportionate and absolute of command over the country’s productive resources held by the poor may be increased, and yet, if the process by which they acquire this greater share involves an increase in the cost of things that play a large part in their own consumption, they may not really gain. Thus a change in distribution favorable to the poor may be brought about otherwise than by a transference of purchasing power, or command over productive resources, to them, and it does not mean a transference of these things to them. None the less, this sort of transference is the most important, and may be regarded as the typical, means by which changes in distribution favorable to the poor come about.

正确

错误

respectable

respective

respectful

respecting

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

保护投资者利益

提高市场运作效率

促进证券市场发展

促进资源合理配置

This large city does almost no manufacturing and very little wholesale trade. Yet without the important service (1) provides, business everywhere would quickly grind to a (2) . Chaos would reign in all other leading cities. As you have guessed, the "product" we are talking about is government, and the city is the (3) of the United States, Washington, D. C. One out of every two persons (4) in the city works for the federal government.

Washington has many (5) . It leads the nation in level of education achieved by its residents. More than fifteen percent of its adults have had four years or more of college. (6) scientists can be found here than in any other city. Since larger incomes are earned by (7) people, Washington has the highest median income of any city.

Information is the vital force of the city. The Library of Congress (8) the largest and most comprehensive warehouse of information in the world. It contains 74 million items on hundreds of miles of (9) . In addition to books, these (10) include manuscripts, maps, photographs and documents. Papers of the Presidents all the way back to Washington are found here. The library is (11) to the public. It is considered by (12) to be one of the finest in the world. These people study the documents found in libraries.

Washington has many important governmental buildings and historic shrines. (13) include the Capitol building, the White House, the Supreme Court, the Lincoln Memorial, and the Washington Monument. The Bureau of Engraving and Printing is (14) located here. This agency is responsible (15) putting new paper money into circulation. Tens of millions of dollars in money is (16) here every day.

Unlike most cities, which grow in jumbled masses, Washington was planned on paper (17) any of its buildings were erected. The planners incorporated broad open areas around the historic landmarks and buildings. As a result the city is (18) . The central part of the city (19) a huge green park with broad, tree-lined boulevards and splendid (20) of its great structures.

It is the most desperate one.

It is the most believable one.

It is the most profitable one.

It is the most valuable one.

Americans had always been preoccupied with reforming their society, with "making it over," and between the 1890s and the end of the First World War, the reform spirit intensified. More and more people tried to address the problem of their time directly, to impose order on a confusing world, and, especially, to create a conflict-free society. Their efforts, inspired by a complicated mixture of calculated self-interest and unselfish benevolence, helped what can be called the Progressive era. The urge for reform had many sources. Industrialization had brought unprecedented productivity, awesome technology, and plenty of consumer goods. But it had also included labor struggle, waste of natural resources, and abuse of corporate power. Rapidly growing cities facilitated the accumulation and distribution of goods, services, and cultural amenities but also magnified problems of poverty, disease, crime, and political corruption. Massive inflows of immigrants and the rise of a new class of managers and professionals shook the foundations of old social classes. And the depression that crippled the nation in the 1890s made many leading citizens realize what working people had known for some time: the central promise of American life was not being kept; equality of opportunity-whether economic, political, or social--was a myth.

Progressives tried to resolve these problems by organizing ideas and actions around three basic themes. First, they sought to end abuses of power. Second, progressives aimed to replace corrupt power with the power of reformed institutions such as schools, charities, medical clinics, and the family. Third, progressives wanted to apply principles of science and efficiency on a nationwide scale to all economic, social, and political institutions, to minimize social and economic disorder and to establish cooperation, especially, between business and government, that would end wasteful competition and labor conflict.

Befitting their name, progressives had strong faith in the ability of humankind to create a better world. More than ever before, Americans looked to government as an agent of the people that could and should intervene in social and economic relations to protect the common good and substitute public interest for self-interest.

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

If income is transferred from rich persons to poor persons the proportion in which different sorts of goods and services are provided will be changed. Expensive luxuries will give place to more necessary articles, rare wines to meat and bread, new machines and factories to clothes and improved small dwellings; and there will be other changes of a like sort. In view of this fact, it is inexact to speak of a change in the distribution of the dividend in favor of, or adverse to, the poor. There is not a single definitely constituted heap of things coming into being each year and distributed now in one way, now in another. In fact, there is no such thing as the dividend from the point of view of both of two years, and therefore, there can be no such thing as a change in its distribution.

This, however, is a point of words rather than of substance. What I mean when I say that the distribution of the dividend has changed in favor of the poor is that, the general productive power of the community being given, poor people are getting more of the things they want at the expense of rich people get ting less of the things they want. It might be thought at first sight that the only way in which this could happen would be through a transference of purchasing power from the rich to the poor. That, however, is not so. It is possible for the poor to be advantaged and the rich damaged, even though the quantity of purchasing power, i.e. of command over productive resources, held by both groups remains unaltered. This might happen if the technical methods of producing something predominatingly consumed by the poor were improved and at the same time those of producing something predominatingly consumed by tile rich were worsened, and if the net result was to leave the size of the national dividend as defined in Chapter V. unchanged. It might also happen if, by a system of rationing or some other device, the rich were forced to transfer their demand away from things which are important to the poor and which are produced under such conditions that diminished demand leads to lowered prices. Per contra——and this point will be seen in Part Ⅳ. To be very important practically——the share, both proportionate and absolute of command over the country’s productive resources held by the poor may be increased, and yet, if the process by which they acquire this greater share involves an increase in the cost of things that play a large part in their own consumption, they may not really gain. Thus a change in distribution favorable to the poor may be brought about otherwise than by a transference of purchasing power, or command over productive resources, to them, and it does not mean a transference of these things to them. None the less, this sort of transference is the most important, and may be regarded as the typical, means by which changes in distribution favorable to the poor come about.

正确

错误

respectable

respective

respectful

respecting

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

保护投资者利益

提高市场运作效率

促进证券市场发展

促进资源合理配置

This large city does almost no manufacturing and very little wholesale trade. Yet without the important service (1) provides, business everywhere would quickly grind to a (2) . Chaos would reign in all other leading cities. As you have guessed, the "product" we are talking about is government, and the city is the (3) of the United States, Washington, D. C. One out of every two persons (4) in the city works for the federal government.

Washington has many (5) . It leads the nation in level of education achieved by its residents. More than fifteen percent of its adults have had four years or more of college. (6) scientists can be found here than in any other city. Since larger incomes are earned by (7) people, Washington has the highest median income of any city.

Information is the vital force of the city. The Library of Congress (8) the largest and most comprehensive warehouse of information in the world. It contains 74 million items on hundreds of miles of (9) . In addition to books, these (10) include manuscripts, maps, photographs and documents. Papers of the Presidents all the way back to Washington are found here. The library is (11) to the public. It is considered by (12) to be one of the finest in the world. These people study the documents found in libraries.

Washington has many important governmental buildings and historic shrines. (13) include the Capitol building, the White House, the Supreme Court, the Lincoln Memorial, and the Washington Monument. The Bureau of Engraving and Printing is (14) located here. This agency is responsible (15) putting new paper money into circulation. Tens of millions of dollars in money is (16) here every day.

Unlike most cities, which grow in jumbled masses, Washington was planned on paper (17) any of its buildings were erected. The planners incorporated broad open areas around the historic landmarks and buildings. As a result the city is (18) . The central part of the city (19) a huge green park with broad, tree-lined boulevards and splendid (20) of its great structures.

It is the most desperate one.

It is the most believable one.

It is the most profitable one.

It is the most valuable one.

Americans had always been preoccupied with reforming their society, with "making it over," and between the 1890s and the end of the First World War, the reform spirit intensified. More and more people tried to address the problem of their time directly, to impose order on a confusing world, and, especially, to create a conflict-free society. Their efforts, inspired by a complicated mixture of calculated self-interest and unselfish benevolence, helped what can be called the Progressive era. The urge for reform had many sources. Industrialization had brought unprecedented productivity, awesome technology, and plenty of consumer goods. But it had also included labor struggle, waste of natural resources, and abuse of corporate power. Rapidly growing cities facilitated the accumulation and distribution of goods, services, and cultural amenities but also magnified problems of poverty, disease, crime, and political corruption. Massive inflows of immigrants and the rise of a new class of managers and professionals shook the foundations of old social classes. And the depression that crippled the nation in the 1890s made many leading citizens realize what working people had known for some time: the central promise of American life was not being kept; equality of opportunity-whether economic, political, or social--was a myth.

Progressives tried to resolve these problems by organizing ideas and actions around three basic themes. First, they sought to end abuses of power. Second, progressives aimed to replace corrupt power with the power of reformed institutions such as schools, charities, medical clinics, and the family. Third, progressives wanted to apply principles of science and efficiency on a nationwide scale to all economic, social, and political institutions, to minimize social and economic disorder and to establish cooperation, especially, between business and government, that would end wasteful competition and labor conflict.

Befitting their name, progressives had strong faith in the ability of humankind to create a better world. More than ever before, Americans looked to government as an agent of the people that could and should intervene in social and economic relations to protect the common good and substitute public interest for self-interest.