Daylight saving time was instituted to increase productivity.

A.reorganized B.started C.encouraged D.taught

The total purchase comprised almost one third of annually imported cars.

A.inhibited B.reduced C.included D.induced

Between the eighth and eleventh centuries
A.D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more striking because it followed a long period of severe internal decline. By the early eighth century, the empire had lost roughly two -thirds of the territory it had possessed in the year 600, and its remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinople and extinguished the empire altogether. The wealth of the state and its subjects was greatly diminished and artistic and literary production had virtually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, and its influence extended far beyond its borders. The economy had recovered, the treasury was full, and art and scholarship had advanced.To consider the Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms of progress have gone together in a number of states and civilizations. Rome was under Augustus and fifth-century. Athens provided the most obvious examples in antiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of progress might help explain the dynamics of historical change.The common explanation of these apparent connections in the case of Byzantium would run like this: when the empire had turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and more money became available to patronize art and literature. Therefore, Byzantine military achievements led to economic advances, which in turn led to cultural revival.No doubt this hypothetical pattern did apply at times during the course of the recovery. Yet it is not clear that military advances invariably came first Economic advances second, and intellectual advances third. In the 860’s the Byzantine Empire began to recover from Arab incursions so that by 872 the military balance with the Abbasid Caliphate had been permanently altered in the empire favor. The beginning of the empire’s economic revival, however, can be placed between 810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. A number of notable scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that lasted until the fall of Constantinople in 1453. Thus the commonly expected order of military revival followed by economic and then by cultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion.1.Which of the following best states the central idea of the text?2.It can be inferred from the text that the Byzantine significant territorial losses（ ）.3.In the third paragraph, the author most probably provides an explanation of the apparent connections among economic, military, and cultural development in order to （ ）.4.Which of the following does the author mention as crucial evidence concerning the manner in which the Byzantine revival began?5.According to the author, “The common explanation/ (line 1, paragraph 3) of connections between economic, military, and cultural development is（ ）.

A.The Byzantine Empire was a unique case in which the usual order of military and economic revival preceding cultural revival was reversed. B.The economic, cultural, and military revival in the Byzantine Empire between the eighth and eleventh centuries was similar in its order to the sequence of revival in Augustan Rome and fifth-century Athens C.After 810 Byzantine economic recovery spurred a military and, later, cultural expansion that lasted until 1453. D.The revival of the Byzantine Empire between the eighth and eleventh centuries show cultural rebirth economic and military revival, the reverse of the generally accepte

Some crops are relatively high yielders and could be planted in preference to others to（ ）the food supply.

A.enhance B.curb C.disrupt D.heighten

It has been argued that where schools become bureaucratized, they become bound up with the techniques and implementation of the managerial process, and may concentrate on concern with position and self-advancement. In doing so, they may neglect the purpose for which they were set up.Thus, they do not facilitate the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large.It is because of such criticisms that there has been an increasing influence in political rhetoric and legislation of free-market theories of organization and society. Such theories suggest that a much more market-oriented, competitive approach is required so that schools reorient themselves towards their “clients”. By doing so, it is claimed, not only do they once again address the needs of those with whom they should be primarily concerned, but such an approach also unleashes the benefits of individual responsibility, freedom of choice, and reward.Though much of this sounds attractive, it has its roots as much in an economic body of thought as in social and political theory, and this must raise the question of whether it can be viably transferred to an educational context. Indeed, if by “educational” we mean the development of all within the school community, then free-market theory may miss the mark by concentrating on only one section, “the consumers”. If teachers are seen as part of this community, then their development is just as important.If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forms of management derived from free-market theories, suggesting an openness to the adoption of different sets of values, are subject to the charge of relativism. In other words, free-market theories, granted that they are arguing that individuals should be allowed to pursue their own ends must explain why any set of values, including their own, is preferable to another.1.According to the author, criticism of schools arises from （ ）.2.The “school community” (Line 4 Para.4) the author refers to would probably include（ ）.3.The transfer of free market ideas to the schools may fail because （ ）.4.According to text, criticism of free market solutions in education arise from the fact that （ ）.5.The “charge of relativism” mentioned in the last paragraph is meant to show（ ）.

A.concerns that schools deliberately neglect students B.the high cost of education due to bureaucracy C.a perception of them as self-serving and bureaucratic D.a misunderstanding of schools officials
问题2：
A.students B.students and parents C.students, parents and teachers D.teachers and students
问题3：
A.schools have no real clients B.they concentrate only on the consumer and do not include teachers C.schools are totally different from the free market D.they have no solid purpose in their aims
问题4：
A.they do not explain why their sets of values are better than others. B.their values are too subjective C.their values are too different from those within an educational context D.the educational context is not a free market
问题5：
A.the values are too narrow-minded B.the values are not specific enough C.the values are too self-serving D.the values are not strongly held

Despite the poor weather conditions, the delivery people could not be deterred from their work.

A.outdone at B.summoned from C.kept from D.displaced at