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Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C8】

A．Except
B．Besides
C．Before
D．Without
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单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C1】

A．associations
B．civilizations
C．institutions
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单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C2】

A．modes
B．sources
C．transformations
D．engines
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C1】

A．outdated
B．ancient
C．folk
D．modern
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C3】

A．And yet
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单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C2】

A．aim at
B．stick to
C．care for
D．benefit from
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C4】

A．having
B．creating
C．lacking
D．refusing
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C3】

A．adolescents
B．children
C．elders
D．babies
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C5】

A．confidence
B．system
C．economy
D．conception
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C6】

A．need
B．provide
C．bring
D．build
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C4】

A．postures
B．schedules
C．modes
D．problems
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C7】

A．separately
B．compulsorily
C．simultaneously
D．inevitably
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C5】

A．for
B．in
C．with
D．on
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C8】

A．upon
B．up
C．from
D．with
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C6】

A．otherwise
B．hence
C．still
D．however
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C9】

A．So
B．And
C．Since
D．But
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C7】

A．therefore
B．nevertheless
C．thereafter
D．moreover
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C10】

A．elected
B．described
C．recognized
D．assumed
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C8】

A．Except
B．Besides
C．Before
D．Without
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C11】

A．Therefore
B．Likewise
C．Thereafter
D．Instead
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C9】

A．long
B．short
C．set
D．concrete
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C12】

A．controversial
B．simple
C．conscious
D．aerial
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C10】

A．reunions
B．routines
C．histories
D．incomes
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C13】

A．opinions
B．powers
C．spirits
D．goals
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C11】

A．in charge
B．in difficulty
C．in question
D．in shape
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C14】

A．proving
B．expressing
C．judging
D．enhancing
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C12】

A．estimated
B．influenced
C．counted
D．determined
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C15】

A．transmit
B．train
C．acquire
D．illustrate
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C13】

A．socialize
B．enhance
C．evaluate
D．affect
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C16】

A．map
B．trend
C．discussion
D．angle
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C14】

A．activities
B．variables
C．features
D．experiences
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C17】

A．connection
B．gap
C．interaction
D．tension
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C15】

A．even
B．as
C．only
D．else
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C18】

A．serious
B．dirty
C．significant
D．secret
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C16】

A．lost
B．added
C．distributed
D．scored
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C19】

A．Playing
B．Distinguishing
C．Reconciling
D．Assessing
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C17】

A．contemporaries
B．equals
C．partners
D．matches
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C18】

A．arose
B．continued
C．vanished
D．failed
单项选择题

Universities are in a seemingly self-contradictory position. As Stefan Collini points out in his book, these ancient【C1】______have never been so numerous or so important They receive more public money than they ever did. They are praised as the【C2】______of economic growth and technological advance.【C3】______they are frequently defensive and troubled, attacked by politicians and【C4】______a clear sense of purpose and direction. Mr Collini, professor of the University of Cambridge, is eager to rebuild their【C5】______. Universities, he says, "【C6】______a home for attempts to extend and deepen human understanding in ways which are,【C7】______, disciplined and free." It is the side-effects of this activity that public debate has seized【C8】______: the impact on the student’s capacity for understanding, or on a country’s development of new technologies.【C9】______these are not the core purpose of a university. In making his case, Mr Collini rejects the definition of Clark Kerr, the president of the University of California, who【C10】______a university as "a series of individual faculty entrepreneurs held together by a common resentment over parking".【C11】______he goes back to Cardinal Newman. Newman has a way with words: "A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society... It is the education which gives a man a clear,【C12】______view of his own【C13】______and judgments, a truth in developing them, an eloquence in【C14】______them and a force in urging them." Mr Collini is moved by Newman’s insistence that a liberal education is not about what students learn or what skills they【C15】______but "the perspective they have on the place of their knowledge in a wider【C16】______of human understanding". Universities will always feel the【C17】______between the intellectual purity that Mr Collini demands and the【C18】______business of picking and preparing the future middle class.【C19】______these two roles is the mark of a great university. Indeed, the stress created by these【C20】______roles is what helps even the most ordinary academic retain some independence of thought and intellectual energy.【C20】

A．conflicting
B．leading
C．supporting
D．changing
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C19】

A．inspiring
B．reasonable
C．proved
D．puzzling
单项选择题

Long time ago, everyone knew that regular bedtimes were important. "Dream on! " most modern parents might reply. But research by Yvonne Kelly of University College, London, shows that the【C1】______wisdom is right-half the time. Daughters, it seems, do【C2】______regular bedtimes. Sons do not. Dr Kelly knew of many studies that had looked at the connection between sleep habits and cognitive ability in adults and【C3】______. All showed that inconsistent sleeping【C4】______went hand in hand【C5】______poor academic performance. Surprisingly,【C6】______little such research had been done on children She【C7】______examined the bedtimes and cognitive abilities of 11,178 children born in Britain. She collected the bedtime information of the participants when they were nine months, three years, five years and seven years of age.【C8】______asking whether the children had【C9】______bedtimes on weekdays and if they always, usually, sometimes or never made them, she collected information about family【C10】______economic circumstances and other matters—including whether children were read to before they went to sleep and whether they had a television in their bedroom. The children【C11】______were also asked, at the ages of three, five and seven, to take standardized reading, mathematical and spatial-awareness tests, from which their IQs could be【C12】______. Dr Kelly’s report shows that by the time children had reached the age of seven, not having had a regular bedtime did seem to【C13】______their cognition, even when other relevant【C14】______such as bedtime reading, bedroom televisions and parents’ socioeconomic status were controlled for. But that was true【C15】______if they were female. On the IQ scale, girls who had had regular bedtimes【C16】______between eight and nine points more than those who did not. Boys were not completely unaffected. Irregular bedtimes left their IQs about six points below those of their【C17】______at the age of three. But the distinction【C18】______by the time they were seven. This difference between the sexes is【C19】______Dr Kelly did not expect it and has no explanation to offer for it. As scientists are accustomed to say, but this time with good reason, more research is【C20】______.【C20】

A．meaningless
B．necessary
C．inevitable
D．infeasible
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