Einstein's connection with the politics of the nuclear bomb is well known: He signed the letter to President Franklin Roosevelt that persuaded the United States to take the idea seriously, and he engaged in postwar efforts to prevent nuclear war. But these were not just the isolated actions of a scientist dragged into the world of politics. Einstein's life was, in fact, "divided between politics and equations ." Sickened by what he saw as the waste of human lives during the First World War, he became involved in antiwar demonstrations. His support of civil disobedience did little to endear him to his colleagues. Then, following the war, he directed his efforts toward reconciliation and improving international relations. And soon his politics were making it difficult for him to visit the United States, even to give lectures. Einstein's second great cause was Zionism . Although he was Jewish, Einstein rejected the idea of God. However, a growing awareness of anti-Semitism , both before and during the War, led him gradually to identify with the Jewish community, and later to become an outspoken supporter of Zionism. His theories came under attack. One man was accused of motivating others to murder Einstein and fined a mere six dollars. When a book was published entitled 100 Authors Against Einstein, he retorted, "If I were wrong, then one would have been enough!" When Hitler came to power, Einstein then in America declared he would not return to Germany. While Nazi attacked his house and confiscated his bank account, a Berlin newspaper displayed the headline "Good News from Einstein--He's Not Coming Back." Fearing that German scientists would build a nuclear bomb, Einstein proposed that the United States should develop its own. But he was publicly warning of the dangers of nuclear war and proposing international control of nuclear weaponry. Throughout his life, Einstein's efforts toward peace probably achieved little and won him few friends. His support of the Zionist cause, however, was recognized in 1952,... We can learn from the passage that Einstein _ A) believed in God B) was proud of being Jewish C) suggested that nuclear weaponry should be banned D) made great achievements in peace
B
The English language is the result of the invasion of the island of Britain over many hundreds of years.The first invasions were by a people called Angles about 1, 500 years ago. The Angles were a German tribe who crossed the English Channel . Later two more groups crossed to Britain. They were the Saxons and the Jutes. Through many years, the Saxons, Angles and the Jutes mixed their different languages. The result is what is called Anglo-Saxon or old English. The next great invasion of Britain was done by Vikings about 1, 100 years ago. Many English words used today come from these ancient Vikings. The next invasion of Britain took place more than 900 years ago, in 1066. History experts call this invasion the Norman Conquest. The Normans were a French-speaking people from Normandy in the north of France. These new rulers spoke only French for several hundred years. It was the most important language in the world at that time. It was the language of educated people. But the common people of Britain still spoke old English. Old English took many words from the Norman French. Some of these include "damage", "prison", and "marriage". The French language used by the Norman rulers greatly changed the way English was spoken 800 years ago. English became what language experts call Middle English. Middle English sounds like Modern English. But it is difficult to understand now. The history of the English language continues as Middle English becomes Modern English, which is spoken today. What is mainly discussed in this passage? A) The historical invasions of Britain. B) Other languages that have influenced English. C) The origin and development of English. D) Old English and Modern English.
C
Q: What are American high schools like? Well, I'm happy to tell you what I know. When I started school here, it had already been a week since the school opened. At this school, freshmen usually go on a trip for about three days at the beginning of school. Unfortunately I missed that wonderful trip, which would have been the best time to get to know my classmates. I was really sad. I wished I'd known about it earlier. Despite the disappointment, however, I gradually adapted to my new life and school. There is a space in the basement of the teaching building where students chat and meet each other. As we do not always have the same classrooms and classmates, the school wants us to get to know each other there. Students usually come to school early, sit in that space and have fun. Around the space, there are many lockers for students to leave their books in, so that students do not have to carry a heavy schoolbag everywhere. It really surprises me that we have almost no textbooks. We only have textbooks for World History and Algebra 2 and they are big and heavy, like bricks. For other classes, we only need binders with paper in them. Without textbooks, students learn things freely and actively. For example, my humanities teacher just teaches us what is in her mind at the time. We never know what we will learn. Another difference between American schools and Chinese schools is that American schools care about students' morality more than their academic studies. For example, if you do not finish your homework, you will just be asked to do it later, but if you cheat or lie, you will get a warning or even be kicked out. I think that most students here are good at schoolwork as well, but compared to Chinese students, they can make learning a more joyful experience. I think we should take the good points from our two different kinds of education to perfect our approach to studying. Why do students go to the basement of the teaching building? A) To attend class. B) To share a classroom. C) To have fun. D) To meet teachers.
A: C
Q: The truth was written all over her face. The eyes are the window to the soul. From those sayings, you would think that we could read faces. In fact, people tend to overestimate their ability to do it. Most of us can't distinguish between certain expressions without contextual clues. In one study, participants were unable to tell whether faces in photos were showing pain or pleasure about a quarter of the time. In another, when people watched silent videos of the same person experiencing pain and faking pain, they couldn't tell which was which. And yet, as bad as we are at reading expressions, we jump to all kinds of conclusions based on people's faces. We might scoff at the ancient physiognomy--assessing character on the basis of facial feature--but we unknowingly practice it daily. Recent research shows that while there's practically no evidence that faces reveal character, we nonetheless behave as if certain features signal certain traits. People with typically "female" facial features seem more trustworthy; those with lower eyebrows appear more controlling. In another study, people were ready to decide whether an unfamiliar face should be trusted after looking at it for just 200 milliseconds. Even when given a chance to look longer, they rarely changed their mind. Such judgments can defy logic. Subjects playing a trust game invested more money with a player who had a trustworthy face than with one who didn't--even when the two players had the same fame. Another study reported that judges needed less evidence to sentence a person with an untrustworthy face. And a researcher focusing on the Israeli-Palestinian conflict found that a Palestinian peace offering was more likely to be accepted by Jewish Israeli if it was attributed to a politician with "babyfacedness". Which brings us to a contradiction. A person's face may not reflect her nature, and yet research finds that specific facial features do seem to influence futures. U.S. Army War College graduates with controlling-looking faces are more likely than... Which of the following is TRUE according to the author? A) People rush to judgments based on facial features. B) People are better at telling "pain" than "delight" from faces. C) People consider it instructive to study the ancient physiognomy. D) People would change their first impression if given more chances.
A: A