かれは　まるで　おさけを　(　　　)ような　かおを　しています。A．のみ B．のんで

Several years ago, a student working on a research project in my laboratory approached me with concern.“I’m doing something wrong,”she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,“Why do you think you’re doing something wrong?” “Because I’m not getting what you said I should get,”she replied with some confusion.

Her response shocked me. I had not told her what she“should get”, but we had discussed some published hypotheses(假说) several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true.

But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism(质疑) that goes with new discoveries before they are accepted.

Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day.

小题1:The student thought her research project had gone wrong because       .

A．she was not making progress

B．her teacher told her so

C．she couldn’t get enough data

D．she had some unexpected findings小题2:How did the writer feel when he found out the reason for the student’s confusion?

A．Confused.

B．Surprised.

C．Excited.

D．Pleased.小题3:What is to blame for the student’s misunderstanding about science?

A．Her own carelessness.

B．Her teacher’s lack of experience.

C．The method of science education.

D．The publication of some wrong hypotheses.小题4:What is the last paragraph mainly about?

A．The meaning of understanding science.

B．How to use known facts.

C．The best way to make scientific discoveries.

D．How to use scientific knowledge in daily life.

电击头部或脑震荡可能导致（）

A.逆行性遗忘症

B.顺行性遗忘症

C.近期记忆受损

D.短期记忆受损

E.近期和远期记忆障碍

卡尔·波兰尼说，如果听任市场机制成为人类命运及其自然环境乃至购买力的数量和用途的唯一指导者，那将导致对社会的破坏。就以商品而言，劳动力不可能被任意驱使、利用甚或舍弃而不影响刚好是这一特殊商品承担者的个人。也就是说，在处置一个人的劳动力时，制度总是面对着“人”那个称号下身体、心理和道德的统一体。

这段文字主要说明（）。

A．无管制的市场会破坏社会

B．劳动力是特殊的商品

C．无管制的市场缺乏道德属性

D．劳动力不能被商品化

阿尔迪、里德尔等德国超市折扣连锁店在全球食品涨价潮中逆市走俏。德国模式的折扣连锁店经营方式不同于普通超市、家庭店铺或法国特色的农民市场。它的店面一般仅有两三百平方米，过道狭窄，商品包装简单，80%以上的商品都是食品和饮料，其价格一般要比普通超市低 30%到50%。分析人士认为，德国折扣连锁模式在食品涨价潮中逆市走俏的原因是多方面的。除了其“低价”优势外，折扣店品种少、规模大的采购模式使新开店成本很低。 以下哪项对上述分析人士的解释有所削弱( )

A．德国折扣连锁商店在法国零售业的市场份额已经从一年前的10.5%上升到11.2%，与此同时家乐福等大型超市的市场份额却在下降

B．低成本战略和低价战略是所有超市都在尽可能使用的经营战略，即力求在“价格优势”上压倒竞争对手

C．里德尔折扣连锁店在挪威被当地一家超市连锁店收购，挪威本土的这家连锁店，恰恰是德国折扣连锁模式的翻版

D．家乐福等大型超市多年来有自己的经营模式、经营理念并且形成了其特有的企业文化