题目内容
The creation of a Chinese Green Card in 2004 was a milestone in the country’s immigration law. Five years on, the card is an increasingly sought-after document. On August 15, 2004, the Regulations on Examination and Approval of Permanent Residence
oAliens in China created a Green Card system granting qualified foreigners the right to live in
China permanently.
Liu Lili, who works in the Exit and Entry Administration of Beijing Municipal Public Security Bureau, has watched the Green Card system develop since its inception. She said nearly all applications received by the Bureau are approved. So far, 323 people have been granted a “Green Card” qualifying them for permanent residence in Beijing. Another 15 are awaiting final approval. It takes around 6 months to process each application.
Of the 323 Green Card holders, 94 are wives or husbands of Chinese citizens; 50 are minors dependent on their parents; 20 are senior citizens returning to live with relatives; 114 are individuals who have made outstanding contributions or are of special importance to China (another 7 are their family members); and 23 are high-level foreign personnel who hold posts in businesses (another 15 are their family members).
Liu said the authorities had been granting residence to returning senior citizens for some time before the Green Card system was formally launched .The government has approved permanent residence for over 3,000 foreigners since the implementation of the Law on Control of the Entry and Exit of Aliens which was adopted by the Standing Committee of the National People’s Congress in November 1985.
Four groups of people are eligible for permanent residence: high-level foreign personnel who hold posts in businesses that promote China’s economic, scientific and technological development or social progress; foreign citizens who make large direct investments in China; persons who have made outstanding contributions or are of special importance to China; and people who come to China to be with family, such as husbands and wives, minors dependent on their parents, and senior citizens dependent on their relatives.
Liu said that most applications she dealt with were from American citizens.
Why do overseas citizens apply for permanent residence status in China? The main concern, aid Liu, is the political factor. Once people have a “Green Card”, they feel they are accepted and trusted by the Chinese government. The “Green Card” also facilitates entry and exit. With permanent residence status, visas are no longer needed and people can enter and leave the country using only a valid passport. China offers outstanding career opportunities and is seen by many as safer and more secure than many other countries, said Liu.
Liu said that Green Card holders have the same rights and responsibilities as Chinese citizens. However the card is not equivalent to Chinese nationality and holders are not allowed to vote in elections, hold political office, or serve in the military.
Obtaining a Green Card is not easy. The qualifying conditions are tough. Unless you are a close relative of a Chinese citizen，you will either have to invest a substantial amount of money in the country or make a genuinely outstanding contribution to the country’s development.
To meet increasing demand, he authorities are considering making the Green Card more available by broadening the range of applicants without lowering the requirements, aid Liu, but she gave no further details.
Which of the following can’t get a green card?
A. A foreigner whose wife of husband is of Chinese nationality.
B. A foreign child whose parents are Chinese citizens.
C. A foreigner who invests large sum of money in China.
D. A foreigner who works in China for a long time.
If a foreign gets a Green Card in China, he /she_________.
A. has the right to vote in China. B. can be a high official in China
C. can enter or leave China without a visa D. becomes a citizen of Chinese nationality
From the article we can see foreigners apply for Green Cards mainly to ________.
A. show that they are important B. be accepted and trusted by the Chinese
C. make entry and exit easier D. make more money.
Which of the following is not the reason for foreigners to work or live permanently in China?
A. They can find satisfactory jobs.
B. China is more secure country than many.
C. They have their professions, families and investments in China.
D. The weather, working conditions are better than better than their own countries.
【小题1】D
【小题1】C
【小题1】B
【小题1】D
解析:
略
Section One
The city is an accumulation of human civilization. Just as the American social philosopher Lewis Mumford put it, it is a special system which, fine and compact, has been designed to preserve the fruits of human civilization. Many Western languages have developed their versions of the term “civilization” from the same Latin word “civitas”(meaning “city” ), and it is by no means a coincidence. The city has played a significant role in the perfection of order in human society.
Section Two
The emblem(会徽), showing the image of three people ― you, me, him/her holding hands together, symbolizes the big family of mankind. Inspired by the shape of the Chinese character “世” (meaning the world), the design conveys the organizers' wish to host an Expo which is of global scale and which shows the various urban cultures of the world.
Section Three
Created from the inspiration of Chinese character “人”, the design roots deeply in Chinese culture. It tells the world the eternal core (永恒的核心) and theme of Shanghai World Expo will be always human. The mascot “Haibao” will become the messenger for the theme of World Expo 2010 Shanghai China “Better City, Better Life”.
The basic structure of the Chinese character “人” in which each stroke supports each other also shows the concept that the beautiful life should depends on mutual-help（互相帮助）. If the human are willing to support one another, the harmony among human, nature, and society will be available. Such an urban life will be nice.
Haibao’s confident smile is expressing his sincere greeting from China ― “World Expo 2010 Shanghai China welcomes you!”
【小题1】The underlined word “it” in Section One refers to ______.
| A．the civilization | B．the philosopher | C．the word | D．the city |
| Pictures |  |  |  |
| A. | Section One | Section Two | Section Three |
| B. | Section Two | Section Three | Section One |
| C. | Section Three | Section Two | Section One |
| D. | Section Three | Section One | Section Two |
| A．story | B．meaning | C．shape | D．usage |
| A．one of the ideas a word has |
| B．a line made by a writing tool |
| C．a member of a family or the society |
| D．a person who has met with trouble |
If you give something to someone for free, will that person value it and use it? Development experts have debated this question for decades. Some think the act of paying causes people to value something and use it more.
Selling necessary health treatments, others argue, may deny them to the people who need them the most.
Consider, for example, chemically treated bed nets, which kill mosquitoes anti protect people against malaria(疟疾)while they are sleeping. William Easterly, an economist at New York University, believes this is one example of development having gone wrong. In a recent book, Professor Easterly suggests bed nets given free in Africa are often used for the wrong purpose. Yet, the World Health Organization (WHO) recommends bed nets be given out free and used by whole communities. The success of a large free bed net campaign in Kenya led the WHO to announce this recommendation
This debate will likely influence social programs in the developing world. Many non-governmental organizations support the creation of self-supporting programs in poor countries. Goods and services are sold for a price to help these programs survive.
According to Rachel Glenerster, who runs a research lab doing development and poverty studies at the Massachusetts Institute of Technology, her several studies have proven that small price changes have a big influence on the number of people who use a product. A price change will reduce the total amount of use of the product as well, she says. She has also found no evidence that the very act of paying for something changes how people use it.
As for a particular product among special populations, some development experts argue that pricing is useful. When it comes to bed nets, Miss Glenerster says research shows no evidence of this. People are just as likely to use a bed net whether they paid for it or not.
【小题1】 The debate among experts focuses on .
| A．a special use of bed nets in Africa |
| B．the use of assistance-related products |
| C．the importance of social programs for the poor |
| D．a popular way to help the poor |
| A．can only be sold to the rich | B．should be completely free |
C．are to o expensive | D．are not needed by the poor |
| A．The WHO's advice may not be always practical. |
| B．Many Africans don't know the function of bed nets. |
| C．The case of Kenya is doubtful. |
| D．Bed nets given to Africans are poor in quality. |
| A．Some of them may become financially independent. |
| B．Many of them will not be organized by the government. |
| C．Some of them will go to developed countries. |
| D．Most of them will be free of charge. |
Bruce Alberts, the former President of the National Academies (USA), has now taken over as Editor-in Chief of Science. Judging by his editorial in this week’s issue Considering Science Education there could be some interesting times ahead in Science offices.
Here’s part of what Bruce has to say about science education…
I consider science education to be critically important to both science and the world, and I shall frequently deal with this topic on this page. Let’s start with a big-picture view. Science has greatly advanced our understanding of the natural world and has enabled the creation of countless medicines and useful devices. It has also led to behaviors that have improved lives. The public appreciates these practical benefits of science, and science and scientists are generally respected, even by those who are not familiar with how science works or what exactly it has discovered.
But society may less appreciate the advantage of having everyone acquire the ways of thinking and behaving that are central to practice of successful science: scientific habits of mind. These habits include a critical attitude toward established claims and a stro
ng desire for logic and evidence. As famous astronomer Carl Sagan put it, science is our best detector (检测器). Individuals and societies clearly need a means to logically test the constant clever attempts to operate our purchasing and political decisions. They also need to challenge what is unreasonable, including the intolerance that led to so many regional and global conflicts.
So how does this relate of science education? Might it be possible to encourage, across the world, scientific habits of mind, so as to create more rational (理性的) societies everywhere? In principle, a strong expansion of science education could provide the world with such an opportunity, but only if scientists, educators, and policy-makers redefine (重新定义) the goals of science education, beginning with college-level teaching. Rather than only conveying what science has discovered about the natural world, as is done now in most countrie
s, we should provide first all students with the knowledge and practice of how to think like a scientist.
【小题1】 Which of the following is NOT included in the “scientific habits of mind”?
| A．A critical attitude toward established claims. | B．A strong desire for logic. |
| C．A clever and active mind. | D．A strong desire for evidence. |
| A．To create more rational societies everywhere. |
| B．To relate decision-making to science education. |
| C．To encourage science education around the world. |
| D．To set right goals of science education. |
| A．Offering all students enough practice to drill their mind. |
| B．Equipping all students with a thinking model of a scientist. |
| C．Telling students what science has discovered about the natural world. |
| D．Advising all students to challenge all established scientific achievements. |
| A．Bruce Alberts, a great science educator |
| B．Science education and world peace |
| C．The government and science education |
| D．Bruce Alberts’ opinion on science education |