What is the function of nervous system？

What is the situation of your brain during the sleep before an exam?

A．It is deeply relaxed.

B．It feels nervous.

C．It is restless and tired.

D．It keeps working.

WHITE people tend to be nervous of raising the subject of race and education, but are often voluble on the issue if a black person brings it up. So when Trevor Phillips, chairman of Britain's Commission for Racial Equality, said that there was a particular problem with black boys' performance at school, and that it might be a good idea to educate them apart from other pupils, there was a torrent of comment. Some of it commended his proposal, and some criticised it, but none of it questioned its premise. Everybody accepts that black boys are a problem.

On the face of it, it looks as though Mr Phillips is right. Only 27% of Afro-Caribbean boys get five A-C grades at GCSE, the exams taken by 16-year-olds, compared with 47% of boys as a whole and 44% of Afro-Caribbean girls. Since, in some subjects, candidates who score less than 50% get Cs, those who don't reach this threshold have picked up pretty little at school.

Mr Phillips's suggestion that black boys should be taught separately implies that ethnicity and gender explain their underachievement. Certainly, maleness seems to be a disadvantage at school. That's true for all ethnic groups: 57% of girls as a whole get five A-Cs, compared with 47% of boys. But it's not so clear that blackness is at the root of the problem.

Among children as a whole, Afro-Caribbeans do indeed perform. badly. But Afro-Caribbeans tend to be poor. So to get a better idea of whether race, rather than poverty, is the problem, one must control for economic status. The only way to do that, given the limits of British educational statistics, is to separate out the exam results of children who get free school meals: only the poor get free grub.

Poor children's results tell a rather different story. Afro-Caribbeans still do remarkably badly, but whites are at the bottom of the pile. All ethnic minority groups do better than them. Even Bangladeshis, a pretty deprived lot, do twice as well as the natives in their exams; Indians and Chinese do better still. And absolute numbers of underperforming whites dwarf those of underperforming Afro-Caribbeans: last year, 131,393 of white boys failed to hit the government's benchmark, compared with 3,151 Afro-Caribbean boys.

These figures suggest that, at school at least, black people's problem is not so much race as poverty. And they undermine the idea of teaching black boys separately, for if poor whites are doing worse than poor blacks, there's not much argument for singling out blacks for special measures: whites need help just as badly.

This isn't, however, a message that anybody much wants to hear. Many white people find the idea that there's something fundamentally wrong with black people comforting: it confirms deeply held prejudices and reassures them that a whole complex of social problems-starting with underachievement in schools, but leading on to unemployment, drug addiction and crime—is nothing to do with them.

The race-relations industry also has an interest in explaining educational underachievement in terms of ethnicity. A whole raft of committees, commissions and task forces has been set up on the assumption that racial differences are a fundamental cause of social problems. If that's wrong, then all those worthies might as well pack up and go home.

Trying to explain educational underachievement away as a racial issue may be comforting and convenient, but it is also dangerous, for it distracts attention from the real problem—that the school system fails the poor. That's not a black problem or a white problem: it's a British problem.

The article can be classified as ______.

A．objective commentary

B．detailed illustration

C．chronological description

D．heated argumentation

White people tend to be nervous of raising the subject of race and education, but are often voluble on the issue if a black person brings it up. So when Trevor Phillips, chair man of Britain's Commission for Racial Equality, said that there was a particular problem with black boys' performance at school, and that it might be a good idea to educate them apart from other pupils, there was a torrent of comment. Some of it commended his proposal, and some criticized it, but none of it questioned its premise. Everybody accepts that black boys are a problem.

On the face of it, it looks as though Mr. Phillips is right. Only 27% of Afro-Caribbean boys get five A-C grades at GCSE, the exams taken by 16-year-olds, compared with 47% of boys as a Whole and 44% of Afro-Caribbean girls. Since, in some subjects, candidates who score less than 50% get Cs, those who don't reach this threshold have picked up pretty little at school.

Mr. Phillips's suggestion that black boys should be taught separately implies that ethnicity and gender explain their underachievement. Certainly, maleness seems to be a disadvantage at school. That's true for all ethnic groups: 57% of girls as a whole get five A-Cs, compared with 47% of boys. But it's not so clear that blackness is at the root of the problem.

Among children as a whole, Afro-Caribbeans do indeed perform. badly. But Afro Caribbeans tend to be poor. So to get a better idea of whether race, rather than poverty, is the problem, one must control for economic status. The only way to do that, given the limits of British educational statistics, is to separate out the exam results of children who get free school meals: only the poor get free grub.

Poor children's results tell a rather different story. Afro-Caribbeans still do remark ably badly, but whites are at the bottom of the pile. All ethnic minority groups do better than them. Even Bangladeshis, a pretty deprived lot, do twice as well as the natives in their exams; Indians do better still. And absolute numbers of underperforming whites dwarf those of underperforming Afro-Caribbeans: last year, 131,393 of white boys failed to hit the government's benchmark, compared with 3,151 Afro-Caribbean boys.

These figures suggest that, at school at least, black people's problem is not so much race as poverty. And they undermine the idea of teaching black boys separately, for if poor whites are doing worse than poor blacks, there's not much argument for singling out blacks for special measures: whites need help just as badly.

According to the text, the public response to Mr. Philips' claim is

A．a nervous impression.

B．a mixed reception.

C．a particular performance.

D．a critical comment.

A、Regulating water balance in the body

B、Participating in functions of nervous system.

C、Comprising the skeletal system.

D、Providing energy for cellular reactions.

The inexperienced teacher spoke with______ of nervousness.

A．shadow

B．a shade

C．shade

D．a shadow

Rabies is an ordinarily infectious disease of the central nervous system, caused by a virus and, as a rule, spread chiefly by domestic dogs and wild flesh-eating animals. Man and all warm-blooded animals are susceptible to rabies. The people of ancient Egypt, Greece and Rome ascribed rabies to evil spirits because ordinarily gently and friendly animals suddenly became vicious and violent without evident cause and, after a period of maniacal behaviour, became paralysed and died.

Experiments carried out in Europe in the early nineteenth century of injecting saliva from a rabid dog into a normal dog proved that the disease was infectious. Preventive steps, such as the destruction of stray dogs, were taken and by 1826 the disease was permanently eliminated in Norway, Sweden and Denmark. Though urban centres on the continent of Europe were cleared several times during the nineteenth century, they soon became reinfected since rabies was uncontrolled among wild animals.

During the early stages of the disease, a rabid animal is most dangerous because it appears normal and friendly, but it will bite at the slightest provocation. The virus is present in the sailvary glands(腺) and passes into the saliva so that the bite of the infected animal introduces the virus into a fresh wound. If no action is taken, the virus may become established in the central nervous system and finally attack the brain. The incubation(潜伏期) period varies from ten days to eight months or more, and the disease develops more quickly the nearer to the brain the wound is. Most infected dogs become restless, nervous, and irritable and vicious, then depressed and paralysed. With this type of rabies, the dog's death is inevitable and usually occurs within three to five days after the onset of the symptoms.

Anti-rabies vaccine(疫苗) is widely used nowadays in two ways. Dogs may be given three-year protection against the disease by one powerful injection, while persons who have been bitten by rabid animals are given a course of daily injections over a week or ten days. The mortality rate from all types of bites from rabid animals has dropped from 9% to 0.5%. In rare cases, the vaccine will not prevent rabies in human beings because the virus produces the disease before the person's body has time to build up enough resistance. Because of this, immediate vaccination is essential for anyone bitten by an animal observed acting strangely and the animal should be captured circumspectly, and examined professionally or destroyed.

Rabies is______.

A．a disease which is infectious, caused by virus of dogs and wild flesh-eating animals

B．a disease caused by evil spirits

C．a disease spread by man and all warm-blooded animals

D．a disease causes animals to be vicious and violent

Rabies is an ordinarily infectious disease of the central nervous system, caused by a virus and, as a rule, spread chiefly by domestic dogs and wild flesh-eating animals. Man and all warm-blooded animals are susceptible to rabies. The people of ancient Egypt, Greece and Rome ascribed rabies to evil spirits because ordinarily gently and friendly animals suddenly became vicious and violent without evident cause and, after a period of maniacal behaviour, became paralysed and died.

Experiments carried out in Europe in the early nineteenth century of injecting saliva from a rabid dog into a normal dog proved that the disease was infectious. Preventive steps, such as the destruction of stray dogs, were taken and by 1826 the disease was permanently eliminated in Norway, Sweden and Denmark. Though urban centres on the continent of Europe were cleared several times during the nineteenth century, they soon became reinfected since rabies was uncontrolled among wild animals.

During the early stages of the disease, a rabid animal is most dangerous because it appears normal and friendly, but it will bite at the slightest provocation. The virus is present in the salivary glands(腺) and passes into the saliva so that the bite of the infected animal introduces the virus into a fresh wound. If no action is taken, the virus may become established in the central nervous system and finally attack the brain. The incubation(潜伏期) period varies from ten days to eight months or more, and the disease develops more quickly the nearer to the brain the wound is. Most infected dogs become restless, nervous, and irritable and vicious, then depressed and paralysed. With this type of rabies, the dog's death is inevitable and usually occurs within three to five days after the onset of the symptoms.

Anti-rabies vaccine(疫苗) is widely used nowadays in two ways. Dogs may be given three-year protection against the disease by one powerful injection, while persons who have been bitten by rabid animals are given a course of daily injections over a week or ten days. The mortality rate from all types of bites from rabid animals has dropped from 9% to 0.5%. In rare cases, the vaccine will not prevent rabies in human beings because the virus produces the disease before the person's body has time to build up enough resistance. Because of this, immediate vaccination is essential for anyone bitten by an animal observed acting strangely and the animal should be captured circumspectly, and examined professionally or destroyed.

Rabies is ______.

A．a disease which is infectious, caused by virus of dogs and wild flesh-eating animals

B．a disease caused by evil spirits

C．a disease spread by man and all warm-blooded animals

D．a disease causes animals to be vicious and violent