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Divorce
In arbitration, the divorce case is presented to a neutral party called an arbitrator who, like a judge, has the power to decide what should happen in the casE.Arbitrators may be matrimonial lawyers or former judges, but in any case they should be familiar with the law. The arbitrator has power to compel decisions over the objection of one or both parties. The decisions may be either binding or nonbinding. If binding, parties are usually bound by the decision until you can prove the arbitrator was biased, made a gross error of law or exceeded the arbitrator's authority. A nonbinding decision may be appealed, but if the end result is the same as the first decision or more favorable to the other spouse, the spouse who appealed may be ordered to pay the other's costs.
Many states now require you and your spouse to participate in mediation, arbitration or some other form. of alternative dispute resolution before a judge will hear the divorce casE.Usually you will have to pay for the services, but in some states the court will provide mediators at no cost. In any case, resolving your conflicts without going to court will cost you less money and be easier on your emotions. Here are some tips to consider when evaluating mediation and arbitration options:
A mediator helps you and your spouse to reach an agreement but has no power to enforce it.
An arbitrator acts like a hired judge but may or may not be a lawyer.
An arbitrator may also enforce an agreement.
If the court requires mediation, opposing it may anger the judge and prejudice your casE.
Mediated agreements may be harder to alter than court decisions.
Whether you use mediation or arbitration, go into it prepareD.
An arbitrator could be anyone of the following EXCEPT______.
A.a sitting judge
B.a retired judge
C.a matrimonial lawyer
D.a former judge

A.B.
C.
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An
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A.a
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【参考答案】

A
解析：根据提问，文章中第一段说明只要熟悉法律的都能担任调解员。但是，没有说现任的法官能担任。参看最后提示里面......

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Nord's Net: 'Ways of Knowing' for the Science ClassroomIt is apparent that Professor Warren A.Nord has found Eddington's parable of a fisherman's net advantageous in supporting his side of an ongoing discussion about religion and science in school curriculA.He has employed the story on a number of occasions in various articles. Readers should not carelessly absorb 'Nord's Net,' however. Whenever any given allegory finds widespread and frequent employment in intellectual discussion, it deserves some scrutiny -- which is the purpose of this essay.You may not be familiar with the net parable, so let's have Nord himself acquaint you with the talE.The following is a quote that succinctly summarizes both the parable and Nord's direct application of it. It comes from Taking Religion Seriously Across the Curriculum, by Nord and Haynes.The astronomer Arthur Eddington once told a parable about a fisherman who used a net with a three- inch mesh. After a lifetime of fishing he concluded there were no fish shorter than three inches. Eddington's moral is that just as one's fishing net determines what one catches, so it is with conceptual nets: what we find in the ocean of reality depends on the conceptual net we bring to our investigation.For example, the modern scientific conceptual net allows scientists to catch only replicable events; the results of any experiment that cannot be replicated are not allowed to stanD.This means that miracles, which are by definition singular events, can't be caught; scientists cannot ask God to replicate the miracle for the sake of a controlled experiment. Or, to take another example, the scientific method requires that evidence for knowledge claims be grounded in sense experience -- the kinds of experience that instruments can measurE.But this rules out religious experience as a source of knowledge about the worlD.First I will place Nord's premises in the context of how two approaches to human understanding -- science's 'replicable events' approach to knowledge, and religion's 'miracles and religious experience' approach -- have interacted over the centuries. Maybe later, I will take up the educational ramifications of implementing his premises in public education.Who is supposed to be the first to use the parable of Nord's Net, according to this passage?A.Professor Warren A.NorD.B.The astronomer Arthur Eddington.C.Some ancient sagA.D.The author of this passagE.

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Intense ConcentrationAs with any subject, people learn faster when concentration is high and we're actively interested in learning. Being interested and relaxed helps too. In intensely verbal courses the teachers are most effective when they act as a facilitator. Their prime task is to grab attention, help make sure that the activities are interesting and provide background information, which helps students to actively participate in the lesson and plan and implement effective, complimentary home study programs. The student is responsible for keeping himself or herself 'Under Pressure' in the ways mentioned abovE.Of course this requires that students understand the types of pressure they should take upon themselves and when to back ofF.Imposed pressure is different in quality to self-imposed pressure, and it is the latter which is appropriate for adult learners, and children too, I suspect.In the typical actively verbal language class, understanding of the processes needed for effective language acquisition is necessarily inferred by the students. Communicating clearly with everyone in the class is difficult enough, so talking about why an activity is useful is quite likely to confuse and bemuse rather than enlighten students in a language coursE.For this reason transparent, open-ended activities with clear task goals form. the foundation of any intensely verbal coursE.In other words, short demonstrations are followed by pair and group work doing the demonstrated activity and it is up to the students to make sure they involve themselves while the teacher is trying to target the activities so they are appropriae, allowing the students to discover for themselves ways in which the activity helps achieve their language target. Making activities appropriate is the key, meaning that students should be able to quickly realize that they can vary and extend what they are doing -- that the example is a starting point, not a prescriptive pattern but a working start point which points them in a direction for exploration.What do you think the author has most probably talked about previously, according to the passage?A.How to learn faster than others.B.How to deal with pressurE.C.What to do with interesting subject.D.How to relax oneself while studying.

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