Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
1
ruined
governed
split
embarrassed
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
2
nowhere
apart
hither and thither
chilled
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
3
so
hardly
barely
nevertheless
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
4
laughed at
move away from
sought
destroyed
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
5
tree
fish
stone
abyss
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
6
knowledge
wealth
justice
affection
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
7
distort
disregard
apprehend
abandon
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
8
earth
hell
ocean
fire
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
9
sacrifice
salvage
simplify
suffer
Three passions, simple but overwhelmingly strong, have 1 my life: the longing for
love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me 2 , in a wayward course, over a great ocean of
anguish, reaching to the very verge of despair.
I have sought love, first, because it brings ecstasy-ecstasy 3 great that I would often
have sacrificed all the rest of life for a few hours of this joy. I have 4 it, next, because it
relieves loneliness-that terrible loneliness in which one shivering consciousness looks over the
rim of the world into the cold unfathomable lifeless 5 . I have sought it finally, because in
the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that
saints and poets have imagined. This is what I sought, and though it might seem too good for
human life, this is what-at last-I have found.
With equal passion I have sought 6 . I have wished to understand the hearts of men. I
have wished to know why the stars shine. And I have tried to 7 the Pythagorean power
by which number holds sway above the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the heavens. But
always pity brought me back to 8 . Echoes of cries of pain reverberate in my heart.
Children in famine, victims tortured by oppressors, helpless old people a burden to their sons,
and the whole world of loneliness, poverty, and pain make a mockery of what human life
should be. I long to alleviate this evil, but I cannot, and I too 9 .
This has been my life. I have found it 10 living, and would gladly live it again if the
chance were offered me.
10
worthy
worth
worthwhile
worthless
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
11
understands
underscores
undermines
underestimates
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
12
comparison
union
criticism
quote
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
13
easy
entertaining
restrained
rigorous
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
14
lower
higher
worst
similar
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
15
better
worsened
decreased
depressed
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
16
alone
lonely
lonesome
longing
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
17
money
manpower
clues
categories
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
18
money
manpower
clues
categories
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
19
well-rounded
well-phrased
well-treated
well-trained
Historically, Americans have embraced a degree of anti-intellectualism as a badge of our
populist spirit. But as our economy becomes increasingly reliant on technology, scientific
research, and a highly skilled work force, this attitude 11 our best interests.
Proof came earlier this year, in the form of the Third International Mathematics and
Science Study (TIMSS). A 12 of academic performance in 21 countries, TIMSS showed
that U.S. 12 graders ranked at or near the bottom in math and science.
TIMSS underscores the need for more 13 curricula, 14 academic standards,
and 15 teacher training. But policy changes 16 will not improve students’
performance. Our basic values need an overhaul. As long as teachers, parents, and students
remain suspicious of intellectual excellence, we will function as a tripod for 17 –
supporting a system that celebrates “averageness” over achievement.
What changes are in order?
TIMSS offers some important 18 . The test revealed that American students spend
less time doing homework and more time at after-school jobs than do their international peers.
Indeed, says researcher Gerald Bracey, “The American vision of teenagerdom includes dating,
malls, cars, jobs, and extracurricular activities.” In the name of being “ 19 ,” many students
are being spread too thin. We need to set new 20 , with academic enshrined as the
centerpiece.
20
hobbies
priorities
landmarks
equipment
There are some obvious cautions to draw about the social and political implications that
might one day flow from brain sex research. One is that differences between individuals of the
same sex often far exceed the slight differences between the sexes as two population groups.
Even if men 21 excel in math, an individual woman could still be better than most men.
On the other hand, if the brains of men and women really are organized differently, it’s
possible the sexes both prefer and excel at different 22 , perhaps those with more or less
competition of social interaction. “In a world of scrupulous gender equality, equal numbers of
girls and boys would be educated and 23 for all professions. Hiring would proceed until
half of every workplace was made up of men and half, women,” says Judith Lorber in
Paradoxes of Gender, a new work of 24 theory. That premise does not hold if there are
real intellectual differences between the sexes; the test of equal opportunity, when all unfair
25 to women have fallen, will not necessarily be equal outcomes.
21
in general
in time
in case
in trouble
There are some obvious cautions to draw about the social and political implications that
might one day flow from brain sex research. One is that differences between individuals of the
same sex often far exceed the slight differences between the sexes as two population groups.
Even if men 21 excel in math, an individual woman could still be better than most men.
On the other hand, if the brains of men and women really are organized differently, it’s
possible the sexes both prefer and excel at different 22 , perhaps those with more or less
competition of social interaction. “In a world of scrupulous gender equality, equal numbers of
girls and boys would be educated and 23 for all professions. Hiring would proceed until
half of every workplace was made up of men and half, women,” says Judith Lorber in
Paradoxes of Gender, a new work of 24 theory. That premise does not hold if there are
real intellectual differences between the sexes; the test of equal opportunity, when all unfair
25 to women have fallen, will not necessarily be equal outcomes.
22
grades
levels
schools
occupations
There are some obvious cautions to draw about the social and political implications that
might one day flow from brain sex research. One is that differences between individuals of the
same sex often far exceed the slight differences between the sexes as two population groups.
Even if men 21 excel in math, an individual woman could still be better than most men.
On the other hand, if the brains of men and women really are organized differently, it’s
possible the sexes both prefer and excel at different 22 , perhaps those with more or less
competition of social interaction. “In a world of scrupulous gender equality, equal numbers of
girls and boys would be educated and 23 for all professions. Hiring would proceed until
half of every workplace was made up of men and half, women,” says Judith Lorber in
Paradoxes of Gender, a new work of 24 theory. That premise does not hold if there are
real intellectual differences between the sexes; the test of equal opportunity, when all unfair
25 to women have fallen, will not necessarily be equal outcomes.
23
cheated
failed
trained
harmed
There are some obvious cautions to draw about the social and political implications that
might one day flow from brain sex research. One is that differences between individuals of the
same sex often far exceed the slight differences between the sexes as two population groups.
Even if men 21 excel in math, an individual woman could still be better than most men.
On the other hand, if the brains of men and women really are organized differently, it’s
possible the sexes both prefer and excel at different 22 , perhaps those with more or less
competition of social interaction. “In a world of scrupulous gender equality, equal numbers of
girls and boys would be educated and 23 for all professions. Hiring would proceed until
half of every workplace was made up of men and half, women,” says Judith Lorber in
Paradoxes of Gender, a new work of 24 theory. That premise does not hold if there are
real intellectual differences between the sexes; the test of equal opportunity, when all unfair
25 to women have fallen, will not necessarily be equal outcomes.
24
feminist
womanly
ladylike
girly
There are some obvious cautions to draw about the social and political implications that
might one day flow from brain sex research. One is that differences between individuals of the
same sex often far exceed the slight differences between the sexes as two population groups.
Even if men 21 excel in math, an individual woman could still be better than most men.
On the other hand, if the brains of men and women really are organized differently, it’s
possible the sexes both prefer and excel at different 22 , perhaps those with more or less
competition of social interaction. “In a world of scrupulous gender equality, equal numbers of
girls and boys would be educated and 23 for all professions. Hiring would proceed until
half of every workplace was made up of men and half, women,” says Judith Lorber in
Paradoxes of Gender, a new work of 24 theory. That premise does not hold if there are
real intellectual differences between the sexes; the test of equal opportunity, when all unfair
25 to women have fallen, will not necessarily be equal outcomes.
25
barriers
help
support
power
SECTION TWO: Sentence Combination
Combinine each of the following sets of sentences into one single sentence. The underlined
words must be part of the main sentence after the combination. Do not change the meaning of
the original sentences.
(1) Dr. Chiyoko Smith will give a talk here soon.
(2) The talk will take place at the University Auditorium, National Cheng Kung University.
(3) Dr. Smith’s upcoming talk is about the promises of stem cell.
(4) Dr. smith is Professor of Biology at Socrates University.
(5) The talk will be held from 2pm to 4pm, April 1,2015.
SECTION TWO: Sentence Combination
Combinine each of the following sets of sentences into one single sentence. The underlined
words must be part of the main sentence after the combination. Do not change the meaning of
the original sentences.
(1) This article is an analysis of paintings.
(2) This article was published in Romantic Arts.
(3) The article was published in the latest issue of Romantic Arts.
(4) The paintings analyzed in the article are all portrait paintings.
(5) The paintings analyzed in the article were made by John Geoffrey.
SECTION THREE: English-Chinese Translation
Translate the following sentences into Chinese. Each question constitutes 5% of the total
grade.
While other industries talk about globalizing, higher education in the United States has
long been heavily international, drawing students and faculty members from around the
world.
SECTION THREE: English-Chinese Translation
Translate the following sentences into Chinese. Each question constitutes 5% of the total
grade.
Universities need to do more to ensure that the next generation of scholars and researchers
has an international perspective and the ability to work in diverse settings.
SECTION THREE: English-Chinese Translation
Translate the following sentences into Chinese. Each question constitutes 5% of the total
grade.
Although universities around the world face a common challenge in cultivating globally
minded graduates, the solutions may differ by institution, country, and region.
SECTION THREE: English-Chinese Translation
Translate the following sentences into Chinese. Each question constitutes 5% of the total
grade.
While traditional study-abroad programs, at the undergraduate level, emphasize the
benefits of the cultural experience, graduate students need to see additional value in
participating, such as the opportunity to do research overseas and expand professional
networks.
SECTION THREE: English-Chinese Translation
Translate the following sentences into Chinese. Each question constitutes 5% of the total
grade.
Family commitments or cultural constraints may keep women from pursuing doctorates
abroad, even as more earn college degrees. Students in shorter master’s-degree programs
may not have time to spend part of their studies abroad.
SECTION THREE: English-Chinese Translation
Translate the following sentences into Chinese. Each question constitutes 5% of the total
grade.
For the reasons above, university leaders need to find ways to make global learning
inherent in all degree programs.
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