¡¡¡¡£ÛC£Ý Cloning is too inefficient and should be stopped¡£

¡¡¡¡£ÛD£Ý Animals cloning yes, and human cloning at least not now

¡¡22.The Missyplicity project does not seem very successful probably because ¡£

¡¡¡¡£ÛA£Ý there isn¡¯t enough fund to support the research

¡¡¡¡£ÛB£Ý cloning dogs is more complicated than cloning cats and bulls

¡¡¡¡£ÛC£Ý Mr.Westhusin is too busy taking care of the business

¡¡¡¡£ÛD£Ý the owner is asking for an exact copy of his pet

¡¡¡¡23.When Mr.Westhusin says ¡°...cloning is dangerous,¡± he implies that ¡£

¡¡¡¡£ÛA£Ý lab technicians may be affected by chemicals

¡¡¡¡£ÛB£Ý cats and dogs in the lab may die of diseases

¡¡¡¡£ÛC£Ý experiments may waste lots of lives

¡¡¡¡£ÛD£Ý cloned animals could outlive the natural ones

¡¡¡¡24.We can infer from the third paragraph that ¡£

¡¡¡¡£ÛA£Ý rich people are more interested in cloning humans than animals

¡¡¡¡£ÛB£Ý cloning of animal pets is becoming a prosperous industry

¡¡¡¡£ÛC£Ý there is no distinction between a cloned and a natural dog

¡¡¡¡£ÛD£Ý Missy¡¯s master pays a lot in a hope to revive the dog

¡¡¡¡25.We may conclude from the text that ¡£

¡¡¡¡£ÛA£Ý human cloning will not succeed unless the technique is more efficient

¡¡¡¡£ÛB£Ý scientists are optimistic about cloning technique

¡¡¡¡£ÛC£Ý many people are against the idea of human cloning

¡¡¡¡£ÛD£Ý cloned animals are more favored by owners even if they are weaker

¡¡¡¡Text2

¡¡¡¡With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge.Education was no longer a confirmation of a preª²existing status, but an instrument in the acquisition of higher status.For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world.Education became training; and the student was no longer the gentlemanª²inª²waiting, but the journeyman apprentice for upward mobility¡£

¡¡¡¡In the nineteenth century a college education began to be seen as a way to get ahead in the world.The founding of the landª²grant colleges opened the doors of higher education to poor but aspiring boys from nonª²Angloª²Saxon, workingª²class and lowerª²middleª²class backgrounds.The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses.And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information¡£

¡¡¡¡For the gentlemanª²inª²waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish.And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously.For the apprentice, however, virtue was evidenced in success through hard work.The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity.While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and selfª²control came to distinguish the new apprentice.And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward.Failure for the apprentice meant standing still, not rising¡£