He kept making______remarks instead of straight forward yes-or-no replies.

A.ambiguous

B.advantageous

C.ambitious

D.adventurous

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Some subjects, such as mathematics，physics and English，are compulsory for the students in this department.

A.required

B.necessary

C.selected

D.permanent

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Though he started late, Mr. Smith played the piano as well as, if better than not, Miss Liu.

A.not better than

B.not better

C.no better than

D.no better

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The absence of no-fault divorce in England and Wales looks updateD.People stay in loveless marriages for many reasons: anxiety about the impact of splitting up on their children; financial dependency on a spouse; fear of loneliness. Tina Owens is stuck in hers because a judge refused to give her a divorce. She said that her husband5s treatment of her,including scolding her in front of their housekeeper and ignoring her over a meal，amounted to unreasonable behavior, grounds for divorce.
The judge, however, disagreed, saying they were “minor altercations...to be expected in a marriage”. Since her husband has refused to consent to the break-up, she must wait five years. Ms. Owens has asked the Court of Appeal to overturn the ruling. Her position would be simpler if England and Wales did not insist on blame being part of divorce. As well as unreasonable behavior, marital breakdown can be demonstrated by evidence of adultery or desertion. The alternative is at least two years9 separation. But the notion of fault is often little more than a charade.
Kerstin Beyer，a family lawyer，cites a case where the“unreasonable” behavior involved the wife pursuing an “independent social life”. Insisting that somebody must be to blame makes an already difficult process harder. This week Lord Wilson, a Supreme Court judge，added his voice to those calling for “no-fault” divorce.
Others in favor include Sir James Munby, president of the family division of the High Court, Lady Hale, another Supreme Court justice, most of those working in family law and organizations such as Relate, a charity that provides relationship counselling.
In 1996 the government tried to introduce no-fault divorce, but the legislation was repealed in 2001 after requirements on the parties to attend "information meetings” to encourage reconciliation proved unworkable. In 2015 Richard Bacon, a Conservative MP, introduced a private members' bill proposing no-fault divorce with a year's cooling-off period, but it failed to get a second reading.
There has always been a sensitivity around the notion of undermining marriage, says Nigel Lowe, an emeritus professor of law at Cardiff University who is also a member of the Commission on European Family Law, a group of academics. This is clear in debates over same-sex and civil unions. Opponents of no-fault divorce worry that it might make ending marriage too easy.
Other countries, such as America, the Netherlands and even largely Catholic Spain allow couples to divorce without allocating blame. The evidence from elsewhere suggests that fears of a spike in divorces may be overblown. Scotland, England's closest neighbor geographically and jurisdictionally, introduced no-fault divorce in 2006. In the next two years the divorce rate rose, perhaps as some previously made to wait hurried through their split. But then it continued to fall.
If both parties want to break up, Mr. Lowe asks, why should it be in the stated interest to hold up the process? Sorting out the division of assets and arranging for the custody and future care of children are always the hardest aspects of ending any marriage. Eliminating questions of who is to blame for the split would allow those involved to focus on dealing with these.

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Do students learn as much when they read digitally as they do in print? For both parents and teachers, knowing whether computer-based media are improving or ______(91) education is a question of concern. With the surge in ______(92) of e-books, online learning and open educational resources, investigators have been trying to determine whether students do ______(93) well when reading an assigned text on a digital screen as______(94) paper. The answer______(95) the question, however，needs far more than a yes-no response.
In my research, I have compared the ways in which we read in print and onscreen.
Between 2013 and 2015, I gathered data from 429 university students______(96) from five countries (the U.S., Japan, Germany, Slovenia and India).
The students in my study reported that print was______(97) more enjoyable,______(98) things such as “I like the smell of paper” or that reading in print is “real reading”. What's more，print gave them a sense of where they were in the book — they could “see” and “feel”______(99) in the text.
Print was also judged to be______(100) on the eyes and less ______(101) to encourage multitasking than digital reading. Almost half the participants complained______(102) eyestrain from reading digitally (“my eyes bum'')，and 67 percent indicated they were likely
to multitask while reading digitally (compared with 41 percent when reading print).
At the same time，respondents praised digital reading on ______(103) counts,______(104) the ability to read in the dark,______(105) of finding material (“plenty of quick information”)，saving paper and even the fact they could multitask______(106)reading.
But the bigger question is whether students are learning as much when they read onscreen.
A number of researchers have sought to measure learning by asking people to read a passage of text, ______(107) in print or on a digital device, and then testing for comprehension.
Most studies have found that participants scored about the same when reading in each______(108), though a few have indicated that students performed better on tests when they read in print.
The problem, however，with learning-measurement studies is that their notion of “learning”has tended to be simplistic.Reading passages and answering questions ______(109)maybe a familiar tool in standardized testing, but tells us little about any deeper level of understanding.
In my view,______(110) short-and-to-the-point materials may be a good fit for digital consumption, ifs not the sort of reading likely to nurture the critical thinking we still talk about as a hallmark of university education.

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