The common garden pe-希赛网

单选题

The common garden pea, also called the English pea,（）for its edible seeds.

问题1选项
A.to grow
B.is grown
C.growing
D.grown

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相关知识点试题

请阅读以下文段，为提问选择最佳选项：Some studies suggest that straight, horizontal bars painted a cross roads can initially cut the average speed of drivers in half. However, traffic often returns to full speed within months as drivers become used to seeing the painted bars Chevrons, scientists say, not only give drivers the impression that they are driving faster than they really are but also make a lane appear to be narrower. The result is a longer lasting reduction in highway speed and the number of traffic accidents.The advantage of chevrons over straight, horizontal bars is that the former ________.

请阅读以下文段，为提问选择最佳选项：My generation had it easy. We got to "find" a job. But, more than ever, our kids will have to "invent" a job. Sure, the lucky ones will find their first job, but, given the pace of change today, even they will have to reinvent, re-engineer and reimagine that job much often than their parents if they want to advance in it.What is implied in the fourth paragraph?

请阅读以下段落，为题目选择最佳答案We may also be quite confident that the present trend toward a shorter day and a shorter week will be maintained. We have developed and shall continue to have a new leisure class. Already the public agencies for adult education are swamped by the tide that has swept over them since depression began. They will be little better off when it is over. Their support must come from the taxpayer. It is surely too much to hope that these increases in the cost of public education can be borne by the local communities.【河北师范大学2016/首都经济贸易大学2016年/西南财经大学2011年】The public agencies for adult education will be little better off because ______.

B. Write an English abstract of no less than 150 words based on the article given below. (15 points)一流大学视角下一流研究生教育的思考白强一流研究生教育是一流大学的主要特征。没有一流的研究生教育，就没有一流的大学。要加快建设世界一流大学，必须加快建设世界一流的研究生教育。这是由研究生教育在高等教育体系中的特殊地位和关键作用所决定的。与欧美发达国家相比，我国研究生教育发展起步较晚，如果从1981年正式建立学位制度、1984年全国首批试办研究生院算起，至今不到40年。在这样的历史条件下，只有深刻认识一流研究生教育是一流大学的主要特征、深入领会一流研究生教育对于一流大学的重要意义，进而树立科学的战略思维，选择超常规的改革路径，才能尽快建成世界一流的研究生教育，促进“中国特色、世界一流”大学的建设。一、一流研究生教育是一流大学的主要特征人们在研究牛津、剑桥、哈佛、耶鲁等当今世界一流大学的主要特征时，往往更多地关注其一流的本科生教育，而其一流的研究生教育则常常成为“遗忘的角落”。事实上，无论从历史的长河考察，还是从现实的视角审视，一流的研究生教育都是世界一流大学的主要特征。（一）历史上：世界一流大学的崛起得益于一流研究生教育的崛起历史上，世界一流大学崛起的历史就是其研究生教育崛起的历史，众所周知，美国历史上第一所现代研究型大学并不是哈佛、耶鲁等老牌大学，而是曾经后来居上的霍普金斯大学。1876年1月22日霍普金斯大学创立，其后在极富创新精神的吉尔曼校长领导下，该校借鉴德国柏林大学的先进办学理念，在实用主义占据社会思潮主流的美国大学之林中，坚持以“自由探求真理”为办学灵魂并开展了大规模、制度化的研究生教育，其科学研究在极短的时间内声名鹊起，一跃成为美国当时最著名的一流研究型大学。当时，在科研影响力上，即使哈佛、耶鲁等经典老牌大学也稍逊一筹。二战时期，哈佛大学虽然参与了“曼哈顿计划”中原子弹研制的核心技术研究，但仅是“提供辅助数据的大学”，而霍普金斯大学1111承担了“无线电引信雷达研制”重大科研项目。直到今天，无论“QS世界大学排名”，还是“泰晤士世界大学排名”或者“上海交大世界大学学术排名”，霍普金斯大学仍以其卓越的研究生教育、显赫的科研成就和几十位诺贝尔奖得主的杰出人才培养成就而屹立于世界一流大学之林！

Passage B研究表明，使用因特网可能会导致心理健康的下降。上网次数多的人与较少的人相比，这种可能性有明显差异。这不是说已经有不良感觉的人在网上花费了更多的时间，而是说使用因特网似乎确实诱发了人们的不良感觉。研究人员对这些结果感到困惑，因为这与他们的预料截然相反。他们预测，和看电视相比，从社交角度来说，上网可能更健康一些，因为网络允许使用者选择自己需要的信息并且和别人进行交流。

Passage B教育的主要目标之一就是给未来的公民准备好他们在成人社会占有一席之地所需要的一切。当今的成人社会由男人和女人组成，所以男女分开的学校怎么可能为他们的将来做好恰当的准备呢？男女同校的教育给孩子提供的完全是现实社会的真实缩影。男孩女孩都有机会互相了解，有机会学着从小在一起生活。在这里，他们可以在学习能力、体育运动成绩和许多课外活动方面进行相互比较，这些都是学校生活的一部分。

Power to grow depends upon need for others and plasticity. Both of these conditions are at their height in childhood and youth. Plasticity or the power to learn from experience means the formation of habits. Habits give control over the environment, power to utilize it for human purposes. Habits take the form both of habituation, or a general and persistent balance of organic activities with the surroundings, and of active capacities to readjust activity to meet new conditions. The former furnishes the background of growth; the latter constitute growing. Active habits involve thought, invention, and initiative in applying capacities to new aims. They are opposed to routine which marks an arrest of growth. Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continued growth and supplies means for making the desire effective in fact.

The concept of learning throughout life thus emerges as one of the keys to the twenty-first century. It goes beyond the traditional distinction between initial and continuing education. It meets the challenges posed by a rapidly changing world. This is not a new insight, since previous reports on education have emphasized the need for people to return to education in order to deal with new situations arising in their personal and working lives. That need is still felt and is even becoming stronger. The only way of satisfying it is for each individual to learn how to learn.But there is a further requirement: the far-reaching changes in the traditional patterns of life require of us a better understanding of other people and the world at large: they demand mutual understanding, peaceful interchange and, indeed, harmony—the very things that are most lacking in our world today.Having adopted this position, the Commission has put greater emphasis on one of the four pillars that it proposes and describes as the foundations of education: learning to live together, by developing an understanding of others and their history, traditions and spiritual values and, on this basis, creating a new spirit which guided by recognition of our growing interdependence and a common analysis of the risks and challenges of the future, would induce people to implement common projects or to manage the inevitable conflicts in an intelligent and peaceful way. Utopia, some might think, but it is a necessary Utopia, indeed a vital one if we are to escape from a dangerous cycle sustained by cynicism or by resignation.

The principle of the Education 2030 Framework for Action by UNESCO include: Education is a fundamental human right and an enabling right. To fulfil this right, countries must ensure universal equal access to inclusive and equitable quality education and learning, which should be free and compulsory, leaving no one behind. Education shall aim at the full development of the human personality and promote mutual understanding, tolerance, friendship and peace. Education is a public good, of which the state is the duty bearer. Education is a shared societal endeavor, which implies an inclusive process of public policy formulation and implementation. Civil society, teachers and educators, the private sector, communities, families, youth and children all have important roles in realizing the right to quality education. The role of the state is essential in setting and regulating standards and norms. Gender equality is inextricably linked to the right to education for all. Achieving gender equality requires a rights-based approach that ensures that girls and boys, women and men not only gain access to and complete education cycles, but are empowered equally in and through education.

Passage 3How is communication actually achieved? It depends, of course, either on a common language or on known conventions, or at least on the beginnings of these. But often, especially with original artists and thinkers, the problem is in one way that of creating a language, or creating a convention, or at least of developing the language and conventions to the point where they are capable of bearing his precise meaning. In literature, in music, in the visual arts, in the sciences, in social thinking, in philosophy, this kind of development has occurred again and again. It often takes a long time to get through, and for many people it will remain difficult. But we need never think that it is impossible; creative energy is much more powerful than we sometimes suppose. While a man is engaged in this struggle to say new things in new ways, he is usually more than ever concentrated on the actual work, and not on its possible audience. Many artists and scientists share this fundamental unconcern about the ways in which their work will be received.In this sense it is true that it is the duty of society to create conditions in which such men can live. For whatever the value of any individual contribution, the general body of work is of immense value to everyone. But of course things are not so formal, in reality. There is not society on the one hand and these individuals on the other. In ordinary living, and in his work, the contributor shares in the life of his society, which often affects him both in minor ways and in ways sometimes so deep that he is not even aware of them. His ability to make his work public depends on the actual communication system: the language itself, or certain visual or musical or scientific conventions, and the institutions through which the communication will be passed. The effect of these on his actual work can be almost infinitely variable. For it is not only a communication system outside him: it is also, however original he may be, a communication system which is in fact part of himself. Many contributors make active use of this kind of internal communication system. It is to themselves, in a way, that they first show their conceptions, play their music, present their arguments. If one mind has grasped it, then it may be open to other minds.The historian is also continually struck by the fact that men of this kind felt isolated at the very time when in reality they were beginning to get through. This can also be noticed in our own time, when some of the most deeply influential men feel isolated and even rejected. The society and the communication are there, but it is difficult to recognize them, difficult to be sure.61.Creative artists and thinkers achieve communication by ________.62.It can be inferred from the first paragraph that ________.63.A common characteristic of artists and scientists involved in creative work is that ________.64.According to the text, which of the following statements is NOT true?65.It is implied at the end of the text that highly original individuals feel isolated because they ________.