The researchers, led by Hwang Woo-suk, insist they cloned an Afghan hound, only to help investigate (研究) human disease, including the possibility of cloning stem cells (干细胞) for treatment purposes.
But others immediately renewed calls for a global ban on human reproductive cloning before the technology moves any farther.
“Successful cloning of an increasing number of species confirms the general impression that it would be possible to clone any species of mammals, including humans,” said Ian Wilmut, a reproductive biologist at the University of Edinburgh who produced the first cloned mammal, Dolly the sheep, from an adult cell nearly a decade ago.
Researchers have since cloned cats, goats, cows, mice, pigs, rabbits, horses, deer, mules and gaur, a large wild ox of Southeast Asia. So far, efforts to clone a monkey or another primate with the same techniques have failed.
Uncertainties about the health and life span (寿命) of cloned animals continue to exsist; Dolly died at a young age in 2003 after developing cancer and arthritis.
Wilmut and others complimented Hwang’s achievement, reported Wednesday in the journal Nature. But they said politicians and scientists must face the larger issue — how to go on with the research without crossing the moral boundary of copying human life in the lab.
“The ability to use the technology is hopeful,” said Robert Schenken, president of the American Society for Reproductive Medicine. “However, the paper also points out that in dogs as in most species, cloning for reproductive purposes is unsafe.”
The cloned puppy was the lone success from more than 100 dogs implanted (嵌入)with more than 1,000 cloned embryos.
In a news conference in Seoul, the cloning team also condemned the reproductive cloning of humans as “unsafe and inefficient.” Human reproductive cloning already is banned in South Korea. Other nations, including the United States, are divided on whether to ban just human cloning or cloning of all kinds, including the production of stem cells.
1. An Afghan hound is a kind of ______.
A. cat B. dog C. cow D. goat
2. A ______ is a large wild ox of Southeast Asia.
A. horse B. deer C. mules D. gaur
3.Accrding to the passage, scientists haven’t been able to clone a ______ so far.
A. deer B. mule C. monkey D. mouse
4.The underlined word complimented is probably similar in meaning to ______.
A. praised B. doubted C. refused D. gave up
5.The cloning of human beings is banned in ______.
A. South Korea
B. the United States
C. both South Korea and the United States
D. neither South Korea nor the United States
Are some people born clever and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both questions is yes.To some extent our intelligence is given to us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random (随意地) from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that integigence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates (表明) that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who lives in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.
1. Which of the following best describes the writer’s point in Paragraph One?
A. To some extent, intelligence is given at birth.
B. Intelligence is developed by the environment.
C. Some people are born clever and others born stupid.
D. Intelligence is fixed at birth, but is developed by the environment.
2.In the first paragraph,“no amount of special education can make a genius out of a child born with low intelligence” suggests that .
A. no environment can change the least able into the most able
B. the difference in men’s intelligence depends on the amount of their education
C. if a person is born clever, he is certain to be a genius
D. if a person is born stupid, nothing can change him into an educated person
3.The last paragraph mainly shows .
A. the importance of education
B. the relationship between environment and birth
C. the writer’s final conclusion
D. the relationship between intelligence and environment
4. The best title for this passage would be .
A. Dependence on Education B. Intelligence
C. Surroundings D. Effect of Education
5. Which statement about the passage is true?
A. All twins have similar degrees of intelligence.
B. A man who is educated in university must make greater achievements than a man who works in a boring factory.
C. Proper education can change one’s intelligence at some degree.
D. Education can’t make a child born with low intelligence cleverer.
After spending a weekend away with my adult son, I was so impressed by his generous heart that I sent him this letter.
Dear son,
I want to thank you for teaching me a very valuable lesson in life by the great example you 31 . When we were eating at that cafe in Boston and a person who had 32 his hamburger didn’t have enough money to pay for it, without 33 , you went over and 34 the extra $2 into his hand.
When we were leaving, you 35 threw a five-cent coin onto the pavement and said something like, “Some kid will really enjoy 36 this.”
Last week, a young man 37 me in the line at a petrol station didn’t have 38 money to pay for his petrol. I asked the money collector, “How much 39 is he?” She told me he had meant to put $15 of petrol in his car 40 he had been looking at the wrong gauge (计量表) and had put in 15 41 , which came to a little over $20. That is an easy mistake as both gauges run fast.
Something made me think of you and 42 you did that night at the cafe in Boston. I handed the man $6. He was so 43 and said, “But why would you do this for me?” I just smiled as I thought of you.
Thank you, son, for teaching me that “it’s 44 to give than to receive”. Now when I see a five-cent coin on the 45 and want to pick it up, I think of you and leave it there, just in case some kid will get a kick out of finding it.
Love always, Mum.
1.A. followed B. gave C. set D. took
2. A. ordered B. booked C. offered D. bought
3.A. hesitation B. doubt C. permission D. difficulty
4.A. spread B. put C. threw D. loaded[
5.A. again B. already C. only D. also
6.A. finding B. accepting C. looking for D. pointing at
7. A. behind B. beyond C. ahead of D. next to[
8. A. much B. some C. any D. enough
9. A. far B. long C. short D. high
10. A. and B. but C. so D. while
11. A. kilometers B. kilograms C. pounds D. litres
12.A. what B. which C. how D .that
13.A. excited B. surprised C. interested D. encouraged
14. A. easier B. better C. faster D. worse
15. A. comer B. mud C. ground D. carpet
He couldn’t have his son ________telling him any lies.
|
A．going away with |
B．go away from |
|
C．getting away with |
D．get away from |
It was a nice meal, _______a little expensive.
|
A．though |
B．whether |
C．as |
D．since |
It ’s well-known that ________ information is very important to businessmen.
|
A．having collected |
B．collecting |
C．collected |
D．collect |
