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In college, Spring Break (春假)is usually associated with the beach, parties and sleepless nights, bringing about relaxation, free time and friends. Students who wish to spend their break doing something productive and rewarding, however, may choose to participate in the Alternative Break Program. It places college students in communities both at home and abroad. The Program allows students to take part in various projects dealing with issues such as literacy (识字), homelessness and the environment. It includes helping kids with their lessons, raising money for families in need and collecting data for environmental research. The hope is that, by getting themselves involved in different environments, students will have the opportunity to learn about members of communities and broaden their view. In turn, they will incorporate (融合) their experiences and lessons learned into their own communities. In a word, the Program aims to encourage students to be active citizens nd engage themselves in a difference in society. In the spring of 2006, about 36,000 students in the USA participated in the Alternative Break Program. Samantha Giacobozzi, now director of the Program, has been on five alternative break trips herself, including trips to New Orleans, India and Dominican Republic. “I was a student who went on alternative break trips and had my life totally transformed by that experience,” she said. “Every year, we meet many students who have attended the Program. You can see changes in their life that are connected with their alternative break experiences.” The Program began in 1991.Today, it has become increasingly popular with college students in the United States. 小题1:Who mat choose to participate in the Alternative Break Program?(No mare than 10 words) 小题2: is the aim of the Program?(NO more than 15 words) 小题3:What is the meaning of the underlined word "transformed" in Paragraph 5? (1 word) 小题4:What is Samantha's attitude toward the Program?(No more than 10 words) 小题5:If you take part in the Program, which project are you interested in? And why?(No more than 25 words)

题目标签:融合
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举一反三

【多选题】融合成髋骨的有()。

A.
髂骨
B.
骶骨
C.
尾骨
D.
坐骨
E.
耻骨

【多选题】“两业融合”是指哪两业?

A.
先进制造业
B.
农业
C.
现代服务业
D.
互联网产业

【多选题】融合成髋骨的有____

A.
髂骨
B.
骶骨
C.
尾骨
D.
坐骨
E.
耻骨

【单选题】下列关于北魏孝文帝改革后民族融合表现的叙述,不符合史实的是 [ ]

A.
迁居洛阳的劳动者陆续成为中原的农民
B.
鲜卑贵族广占良田,成为中原的封建地主
C.
汉族学习了鲜卑族的游牧经验
D.
“褰裙逐马如卷蓬,左射右射必叠双”描写了鲜卑女子的汉化

【单选题】下列有关细胞融合的叙述中,正确的是()

A.
可进行不同属间的杂交
B.
可培育成鲤鲫杂交鱼
C.
可使骨髓瘤细胞产生特异抗体
D.
可克隆绵羊及其他哺乳动物

【多选题】产业融合的方式主要有( )。

A.
高新技术的渗透融合
B.
产业间的延伸融合
C.
产业联合
D.
产业内部的重组融合
E.
产业兼并
相关题目:
【多选题】融合成髋骨的有()。
A.
髂骨
B.
骶骨
C.
尾骨
D.
坐骨
E.
耻骨
【多选题】“两业融合”是指哪两业?
A.
先进制造业
B.
农业
C.
现代服务业
D.
互联网产业
【多选题】融合成髋骨的有____
A.
髂骨
B.
骶骨
C.
尾骨
D.
坐骨
E.
耻骨
【单选题】下列关于北魏孝文帝改革后民族融合表现的叙述,不符合史实的是 [ ]
A.
迁居洛阳的劳动者陆续成为中原的农民
B.
鲜卑贵族广占良田,成为中原的封建地主
C.
汉族学习了鲜卑族的游牧经验
D.
“褰裙逐马如卷蓬,左射右射必叠双”描写了鲜卑女子的汉化
【单选题】下列有关细胞融合的叙述中,正确的是()
A.
可进行不同属间的杂交
B.
可培育成鲤鲫杂交鱼
C.
可使骨髓瘤细胞产生特异抗体
D.
可克隆绵羊及其他哺乳动物
【多选题】产业融合的方式主要有( )。
A.
高新技术的渗透融合
B.
产业间的延伸融合
C.
产业联合
D.
产业内部的重组融合
E.
产业兼并