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[
"Optimistic.",
"Critical.",
"Objective.",
"Arbitrary."
] | Which of the following best describes the author's tone in this passage? | Unless we spend money to spot and prevent asteroids now, one might crash into Earth and destroy life as we know it, say some scientists.
Asteroids are bigger versions of the meteoroids that race across the night sky. Most orbit the sun far from Earth and don't threaten us. But there are also thousands of asteroids whose orbits put them on a collision course with Earth.
Buy $50 million worth of new telescopes right now. Then spend $10 million a year for the next 25 years to locate most of the space rocks. By the time we spot a fatal one, the scientists say, we'll have a way to change its course.
Some scientists favor pushing asteroids off course with nuclear weapons. But the cost wouldn't be cheap.
Is it worth it? Two things experts consider when judging any risk re: 1) How likely the event is; and 2) How bad the consequences if the event occurs. Experts think an asteroid big enough to destroy lots of life might strike Earth once every 500,000 years. Sounds pretty rare-but if one did fall, it would be the end of the world. "If we don't take care of these big asteroids, they'll take care of us," says one scientist. "It's that simple."
The cure, though, might be worse than the disease. Do we really want fleets of nuclear weapons sitting around on Earth? "The world has less to fear from doomsday rocks than from a great nuclear fleet set against them," said a New York Times article. | 797.txt | 2 |
[
"unreasonable",
"criminal",
"harmful",
"costly"
] | It is commonly accepted in American society that too much sleep is ________. | American society is not nap friendly. In fact, says David Dinges, a sleep specialist at the University of Pennsylvania School of Medicine. "There's even a prohibition against admitting we need sleep." Nobody wants to be caught napping or found asleep at work. To quote proverb: "Some sleep five hours, nature requires seven, laziness nine and wickedness eleven."
Wrong. The way not to fall asleep at work is to take naps when you need them. "We have to totally change our attitude toward napping", says Dr. William Dement of Stanford University, the godfather of sleep research.
Last year a national commission led by Dement identified an "American sleep debt" which one member said was as important as the national debt, the commission was concerned about the dangers of sleepiness: people causing industrial accidents or falling asleep while driving. This may be why we have a new sleep policy in the White House. According to recent reports, president Clinton is trying to take a half-hour snooze every afternoon.
About 60 percent of American adults nap when given the opportunity. We seem to have "a midafternoon quiet phase" also called "a secondary sleep gate." Sleeping 15 minutes to two hours in the early afternoon can reduce stress and make us refreshed. Clearly, we were born to nap.
We Superstars of Snooze don't nap to replace lost shut-eye or to prepare for a night shift. Rather, we "snack" on sleep, whenever, wherever and at whatever time we feel like it. I myself have napped in buses, cars, planes and on boats; on floors and beds; and in libraries, offices and museums. | 4161.txt | 0 |
[
"don't like to take naps",
"are terribly worried about their national debt",
"sleep less than is good for them",
"have caused many industrial and traffic accidents"
] | The research done by the Dement commission shows that Americans ________. | American society is not nap friendly. In fact, says David Dinges, a sleep specialist at the University of Pennsylvania School of Medicine. "There's even a prohibition against admitting we need sleep." Nobody wants to be caught napping or found asleep at work. To quote proverb: "Some sleep five hours, nature requires seven, laziness nine and wickedness eleven."
Wrong. The way not to fall asleep at work is to take naps when you need them. "We have to totally change our attitude toward napping", says Dr. William Dement of Stanford University, the godfather of sleep research.
Last year a national commission led by Dement identified an "American sleep debt" which one member said was as important as the national debt, the commission was concerned about the dangers of sleepiness: people causing industrial accidents or falling asleep while driving. This may be why we have a new sleep policy in the White House. According to recent reports, president Clinton is trying to take a half-hour snooze every afternoon.
About 60 percent of American adults nap when given the opportunity. We seem to have "a midafternoon quiet phase" also called "a secondary sleep gate." Sleeping 15 minutes to two hours in the early afternoon can reduce stress and make us refreshed. Clearly, we were born to nap.
We Superstars of Snooze don't nap to replace lost shut-eye or to prepare for a night shift. Rather, we "snack" on sleep, whenever, wherever and at whatever time we feel like it. I myself have napped in buses, cars, planes and on boats; on floors and beds; and in libraries, offices and museums. | 4161.txt | 2 |
[
"warn us of the wickedness of napping",
"explain the danger of sleepiness",
"discuss the side effects of napping",
"convince the reader of the necessity of napping"
] | The purpose of this article is to ________. | American society is not nap friendly. In fact, says David Dinges, a sleep specialist at the University of Pennsylvania School of Medicine. "There's even a prohibition against admitting we need sleep." Nobody wants to be caught napping or found asleep at work. To quote proverb: "Some sleep five hours, nature requires seven, laziness nine and wickedness eleven."
Wrong. The way not to fall asleep at work is to take naps when you need them. "We have to totally change our attitude toward napping", says Dr. William Dement of Stanford University, the godfather of sleep research.
Last year a national commission led by Dement identified an "American sleep debt" which one member said was as important as the national debt, the commission was concerned about the dangers of sleepiness: people causing industrial accidents or falling asleep while driving. This may be why we have a new sleep policy in the White House. According to recent reports, president Clinton is trying to take a half-hour snooze every afternoon.
About 60 percent of American adults nap when given the opportunity. We seem to have "a midafternoon quiet phase" also called "a secondary sleep gate." Sleeping 15 minutes to two hours in the early afternoon can reduce stress and make us refreshed. Clearly, we were born to nap.
We Superstars of Snooze don't nap to replace lost shut-eye or to prepare for a night shift. Rather, we "snack" on sleep, whenever, wherever and at whatever time we feel like it. I myself have napped in buses, cars, planes and on boats; on floors and beds; and in libraries, offices and museums. | 4161.txt | 3 |
[
"the traditional misconception the Americans have about sleep",
"the new sleep policy of the Clinton Administration",
"the rapid development of American industry",
"the Americans' worry about the danger of sleepiness"
] | The "American sleep debt" (Line 1, Para. 3) is the result of ________. | American society is not nap friendly. In fact, says David Dinges, a sleep specialist at the University of Pennsylvania School of Medicine. "There's even a prohibition against admitting we need sleep." Nobody wants to be caught napping or found asleep at work. To quote proverb: "Some sleep five hours, nature requires seven, laziness nine and wickedness eleven."
Wrong. The way not to fall asleep at work is to take naps when you need them. "We have to totally change our attitude toward napping", says Dr. William Dement of Stanford University, the godfather of sleep research.
Last year a national commission led by Dement identified an "American sleep debt" which one member said was as important as the national debt, the commission was concerned about the dangers of sleepiness: people causing industrial accidents or falling asleep while driving. This may be why we have a new sleep policy in the White House. According to recent reports, president Clinton is trying to take a half-hour snooze every afternoon.
About 60 percent of American adults nap when given the opportunity. We seem to have "a midafternoon quiet phase" also called "a secondary sleep gate." Sleeping 15 minutes to two hours in the early afternoon can reduce stress and make us refreshed. Clearly, we were born to nap.
We Superstars of Snooze don't nap to replace lost shut-eye or to prepare for a night shift. Rather, we "snack" on sleep, whenever, wherever and at whatever time we feel like it. I myself have napped in buses, cars, planes and on boats; on floors and beds; and in libraries, offices and museums. | 4161.txt | 0 |
[
"preferable to have a sound sleep before a night shift",
"good practice to eat something light before we go to bed",
"essential to make up for cost sleep",
"natural to take a nap whenever we feel the need for it"
] | The second sentence of the last paragraph tells us that it is ________. | American society is not nap friendly. In fact, says David Dinges, a sleep specialist at the University of Pennsylvania School of Medicine. "There's even a prohibition against admitting we need sleep." Nobody wants to be caught napping or found asleep at work. To quote proverb: "Some sleep five hours, nature requires seven, laziness nine and wickedness eleven."
Wrong. The way not to fall asleep at work is to take naps when you need them. "We have to totally change our attitude toward napping", says Dr. William Dement of Stanford University, the godfather of sleep research.
Last year a national commission led by Dement identified an "American sleep debt" which one member said was as important as the national debt, the commission was concerned about the dangers of sleepiness: people causing industrial accidents or falling asleep while driving. This may be why we have a new sleep policy in the White House. According to recent reports, president Clinton is trying to take a half-hour snooze every afternoon.
About 60 percent of American adults nap when given the opportunity. We seem to have "a midafternoon quiet phase" also called "a secondary sleep gate." Sleeping 15 minutes to two hours in the early afternoon can reduce stress and make us refreshed. Clearly, we were born to nap.
We Superstars of Snooze don't nap to replace lost shut-eye or to prepare for a night shift. Rather, we "snack" on sleep, whenever, wherever and at whatever time we feel like it. I myself have napped in buses, cars, planes and on boats; on floors and beds; and in libraries, offices and museums. | 4161.txt | 3 |
[
"is subject groundless doubts",
"has fallen victim of bias",
"is conventional downgraded",
"has been overestimated"
] | The author holds in paragraph 1 that the important of education in poor countries. | The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is. | 2497.txt | 3 |
[
"challenges economists and politicians",
"takes efforts of generations",
"demands priority from the government",
"requires sufficient labor force"
] | It is stated in paragraph 1 that construction of a new education system . | The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is. | 2497.txt | 1 |
[
"the Japanese workforce is better disciplined",
"the Japanese workforce is more productive",
"the U.S workforce has a better education",
"the U.S workforce is more organize"
] | A major difference between the Japanese and U.S workforces is that . | The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is. | 2497.txt | 1 |
[
"when people had enough time",
"prior to better ways of finding food",
"when people on longer went hung",
"as a result of pressure on government"
] | The author quotes the example of our ancestors to show that education emerged . | The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is. | 2497.txt | 2 |
[
"results directly from competitive environments",
"does not depend on economic performance",
"follows improved productivity",
"cannot afford political changes"
] | According to the last paragraph , development of education . | The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is. | 2497.txt | 2 |
[
"studies on the cause of cancer",
"controversial view-points in the cause of cancer",
"the relationship between electricity and cancer.",
"different ideas about the effect of electricity on caner."
] | The main idea of this passage is | The Affect of Electricity on Cancer
Can electricity cause cancer? In a society that literally runs onelectric power, the very idea seems preposterous. But for morethan a decade, a growing band of scientists and journalists haspointed to studies that seem to link exposure to electromagneticfields with increased risk of leukemia and other malignancies. Theimplications are unsettling, to say the least, since everyonecomes into contact with such fields, which are generated by everything electrical, from power linesand antennas to personal computers and micro-wave ovens. Because evidence on the subject isinconclusive and often contradictory, it has been hard to decide whether concern about the healtheffects of electricity is legitimate-or the worst kind of paranoia.
Now the alarmists have gained some qualified support from the U.S. Environmental ProtectionAgency. In the executive summary of a new scientific review, released in draft form late last week,the EPA has put forward what amounts to the most serious government warning to date. Theagency tentatively concludes that scientific evidence "suggests a casual link" between extremelylow-frequency electromagnetic fields-those having very longwave-lengths-and leukemia,lymphoma and brain cancer, While the report falls short of classifying ELF fields as probablecarcinogens, it does identify the common 60-hertz magnetic field as "a possible, but not proven,cause of cancer in humans."
The report is no reason to panic-or even to lost sleep. If there is a cancer risk, it is a small one.The evidence is still so controversial that the draft stirred a great deal of debate within the BushAdministration, and the EPA released it over strong objections from the Pentagon and the WhitHouse. But now no one can deny that the issue must be taken seriously and that much moreresearch is needed.
At the heart of the debate is a simple and well-understood physical phenomenon: When an electriccurrent passes through a wire, tit generates an electromagnetic field that exerts forces onsurrounding objects, For many years, scientists dismissed any suggestion that such forces mightbe harmful, primarily because they are so extraordinarily weak. The ELF magnetic field generatedby a video terminal measures only a few milligauss, or about one-hundredth the strength of theearth's own magnetic field, The electric fields surrounding a power line can be as high as 10 kilovoltsper meter, but the corresponding field induced in human cells will be only about 1 millivolt permeter. This is far less than the electric fields that the cells themselves generate.
How could such minuscule forces pose a health danger? The consensus used to be that they couldnot, and for decades scientists concentrated on more powerful kinds of radiation, like X-rays, thatpack sufficient wallop to knock electrons out of the molecules that make up the human body.Such "ionizing" radiations have been clearly linked to increased cancer risks and there areregulations to control emissions.
But epidemiological studies, which find statistical associations between sets of data, do not provecause and effect. Though there is a body of laboratory work showing that exposure to ELF fieldscan have biological effects on animal tissues, a mechanism by which those effects could lead tocancerous growths has never been found.
The Pentagon is for from persuaded. In a blistering 33-page critique of the EPA report, Air Forcescientists charge its authors with having "biased the entire document" toward proving a link. "Ourreviewers are convinced that there is no suggestion that (electromagnetic fields) present in theenvironment induce or promote cancer," the Air Force concludes. "It is astonishing that the EPAwould lend its imprimatur on this report." Then Pentagon's concern is understandable. There ishardly a unit of the modern military that does not depend on the heavy use of some kind ofelectronic equipment, from huge ground-based radar towers to the defense systems built intoevery warship and plane. | 214.txt | 3 |
[
"there is casual link between electricity and cancer.",
"electricity really affects cancer.",
"controversial.",
"low frequency electromagnetic field is a possible cause of cancer"
] | The view-point of the EPA is | The Affect of Electricity on Cancer
Can electricity cause cancer? In a society that literally runs onelectric power, the very idea seems preposterous. But for morethan a decade, a growing band of scientists and journalists haspointed to studies that seem to link exposure to electromagneticfields with increased risk of leukemia and other malignancies. Theimplications are unsettling, to say the least, since everyonecomes into contact with such fields, which are generated by everything electrical, from power linesand antennas to personal computers and micro-wave ovens. Because evidence on the subject isinconclusive and often contradictory, it has been hard to decide whether concern about the healtheffects of electricity is legitimate-or the worst kind of paranoia.
Now the alarmists have gained some qualified support from the U.S. Environmental ProtectionAgency. In the executive summary of a new scientific review, released in draft form late last week,the EPA has put forward what amounts to the most serious government warning to date. Theagency tentatively concludes that scientific evidence "suggests a casual link" between extremelylow-frequency electromagnetic fields-those having very longwave-lengths-and leukemia,lymphoma and brain cancer, While the report falls short of classifying ELF fields as probablecarcinogens, it does identify the common 60-hertz magnetic field as "a possible, but not proven,cause of cancer in humans."
The report is no reason to panic-or even to lost sleep. If there is a cancer risk, it is a small one.The evidence is still so controversial that the draft stirred a great deal of debate within the BushAdministration, and the EPA released it over strong objections from the Pentagon and the WhitHouse. But now no one can deny that the issue must be taken seriously and that much moreresearch is needed.
At the heart of the debate is a simple and well-understood physical phenomenon: When an electriccurrent passes through a wire, tit generates an electromagnetic field that exerts forces onsurrounding objects, For many years, scientists dismissed any suggestion that such forces mightbe harmful, primarily because they are so extraordinarily weak. The ELF magnetic field generatedby a video terminal measures only a few milligauss, or about one-hundredth the strength of theearth's own magnetic field, The electric fields surrounding a power line can be as high as 10 kilovoltsper meter, but the corresponding field induced in human cells will be only about 1 millivolt permeter. This is far less than the electric fields that the cells themselves generate.
How could such minuscule forces pose a health danger? The consensus used to be that they couldnot, and for decades scientists concentrated on more powerful kinds of radiation, like X-rays, thatpack sufficient wallop to knock electrons out of the molecules that make up the human body.Such "ionizing" radiations have been clearly linked to increased cancer risks and there areregulations to control emissions.
But epidemiological studies, which find statistical associations between sets of data, do not provecause and effect. Though there is a body of laboratory work showing that exposure to ELF fieldscan have biological effects on animal tissues, a mechanism by which those effects could lead tocancerous growths has never been found.
The Pentagon is for from persuaded. In a blistering 33-page critique of the EPA report, Air Forcescientists charge its authors with having "biased the entire document" toward proving a link. "Ourreviewers are convinced that there is no suggestion that (electromagnetic fields) present in theenvironment induce or promote cancer," the Air Force concludes. "It is astonishing that the EPAwould lend its imprimatur on this report." Then Pentagon's concern is understandable. There ishardly a unit of the modern military that does not depend on the heavy use of some kind ofelectronic equipment, from huge ground-based radar towers to the defense systems built intoevery warship and plane. | 214.txt | 0 |
[
"it may stir a great deal of debate among the Bush Administration.",
"every unit of the modern military has depended on the heavy use of some kind of electronicequipment.",
"the Pentagon's concern was understandable.",
"they had different arguments."
] | Why did the Pentagon and Whit House object to the release of the report? Because | The Affect of Electricity on Cancer
Can electricity cause cancer? In a society that literally runs onelectric power, the very idea seems preposterous. But for morethan a decade, a growing band of scientists and journalists haspointed to studies that seem to link exposure to electromagneticfields with increased risk of leukemia and other malignancies. Theimplications are unsettling, to say the least, since everyonecomes into contact with such fields, which are generated by everything electrical, from power linesand antennas to personal computers and micro-wave ovens. Because evidence on the subject isinconclusive and often contradictory, it has been hard to decide whether concern about the healtheffects of electricity is legitimate-or the worst kind of paranoia.
Now the alarmists have gained some qualified support from the U.S. Environmental ProtectionAgency. In the executive summary of a new scientific review, released in draft form late last week,the EPA has put forward what amounts to the most serious government warning to date. Theagency tentatively concludes that scientific evidence "suggests a casual link" between extremelylow-frequency electromagnetic fields-those having very longwave-lengths-and leukemia,lymphoma and brain cancer, While the report falls short of classifying ELF fields as probablecarcinogens, it does identify the common 60-hertz magnetic field as "a possible, but not proven,cause of cancer in humans."
The report is no reason to panic-or even to lost sleep. If there is a cancer risk, it is a small one.The evidence is still so controversial that the draft stirred a great deal of debate within the BushAdministration, and the EPA released it over strong objections from the Pentagon and the WhitHouse. But now no one can deny that the issue must be taken seriously and that much moreresearch is needed.
At the heart of the debate is a simple and well-understood physical phenomenon: When an electriccurrent passes through a wire, tit generates an electromagnetic field that exerts forces onsurrounding objects, For many years, scientists dismissed any suggestion that such forces mightbe harmful, primarily because they are so extraordinarily weak. The ELF magnetic field generatedby a video terminal measures only a few milligauss, or about one-hundredth the strength of theearth's own magnetic field, The electric fields surrounding a power line can be as high as 10 kilovoltsper meter, but the corresponding field induced in human cells will be only about 1 millivolt permeter. This is far less than the electric fields that the cells themselves generate.
How could such minuscule forces pose a health danger? The consensus used to be that they couldnot, and for decades scientists concentrated on more powerful kinds of radiation, like X-rays, thatpack sufficient wallop to knock electrons out of the molecules that make up the human body.Such "ionizing" radiations have been clearly linked to increased cancer risks and there areregulations to control emissions.
But epidemiological studies, which find statistical associations between sets of data, do not provecause and effect. Though there is a body of laboratory work showing that exposure to ELF fieldscan have biological effects on animal tissues, a mechanism by which those effects could lead tocancerous growths has never been found.
The Pentagon is for from persuaded. In a blistering 33-page critique of the EPA report, Air Forcescientists charge its authors with having "biased the entire document" toward proving a link. "Ourreviewers are convinced that there is no suggestion that (electromagnetic fields) present in theenvironment induce or promote cancer," the Air Force concludes. "It is astonishing that the EPAwould lend its imprimatur on this report." Then Pentagon's concern is understandable. There ishardly a unit of the modern military that does not depend on the heavy use of some kind ofelectronic equipment, from huge ground-based radar towers to the defense systems built intoevery warship and plane. | 214.txt | 1 |
[
"the force of the electromagnetic field is too weak to be harmful.",
"the force of the electromagnetic field is weaker than the electric field that the cells generate.",
"electromagnetic field may affect health.",
"only more powerful radiation can knock electron out of human body."
] | It can be inferred from physical phenomenon | The Affect of Electricity on Cancer
Can electricity cause cancer? In a society that literally runs onelectric power, the very idea seems preposterous. But for morethan a decade, a growing band of scientists and journalists haspointed to studies that seem to link exposure to electromagneticfields with increased risk of leukemia and other malignancies. Theimplications are unsettling, to say the least, since everyonecomes into contact with such fields, which are generated by everything electrical, from power linesand antennas to personal computers and micro-wave ovens. Because evidence on the subject isinconclusive and often contradictory, it has been hard to decide whether concern about the healtheffects of electricity is legitimate-or the worst kind of paranoia.
Now the alarmists have gained some qualified support from the U.S. Environmental ProtectionAgency. In the executive summary of a new scientific review, released in draft form late last week,the EPA has put forward what amounts to the most serious government warning to date. Theagency tentatively concludes that scientific evidence "suggests a casual link" between extremelylow-frequency electromagnetic fields-those having very longwave-lengths-and leukemia,lymphoma and brain cancer, While the report falls short of classifying ELF fields as probablecarcinogens, it does identify the common 60-hertz magnetic field as "a possible, but not proven,cause of cancer in humans."
The report is no reason to panic-or even to lost sleep. If there is a cancer risk, it is a small one.The evidence is still so controversial that the draft stirred a great deal of debate within the BushAdministration, and the EPA released it over strong objections from the Pentagon and the WhitHouse. But now no one can deny that the issue must be taken seriously and that much moreresearch is needed.
At the heart of the debate is a simple and well-understood physical phenomenon: When an electriccurrent passes through a wire, tit generates an electromagnetic field that exerts forces onsurrounding objects, For many years, scientists dismissed any suggestion that such forces mightbe harmful, primarily because they are so extraordinarily weak. The ELF magnetic field generatedby a video terminal measures only a few milligauss, or about one-hundredth the strength of theearth's own magnetic field, The electric fields surrounding a power line can be as high as 10 kilovoltsper meter, but the corresponding field induced in human cells will be only about 1 millivolt permeter. This is far less than the electric fields that the cells themselves generate.
How could such minuscule forces pose a health danger? The consensus used to be that they couldnot, and for decades scientists concentrated on more powerful kinds of radiation, like X-rays, thatpack sufficient wallop to knock electrons out of the molecules that make up the human body.Such "ionizing" radiations have been clearly linked to increased cancer risks and there areregulations to control emissions.
But epidemiological studies, which find statistical associations between sets of data, do not provecause and effect. Though there is a body of laboratory work showing that exposure to ELF fieldscan have biological effects on animal tissues, a mechanism by which those effects could lead tocancerous growths has never been found.
The Pentagon is for from persuaded. In a blistering 33-page critique of the EPA report, Air Forcescientists charge its authors with having "biased the entire document" toward proving a link. "Ourreviewers are convinced that there is no suggestion that (electromagnetic fields) present in theenvironment induce or promote cancer," the Air Force concludes. "It is astonishing that the EPAwould lend its imprimatur on this report." Then Pentagon's concern is understandable. There ishardly a unit of the modern military that does not depend on the heavy use of some kind ofelectronic equipment, from huge ground-based radar towers to the defense systems built intoevery warship and plane. | 214.txt | 1 |
[
"They are indifferent.",
"They are worried very much.",
"The may exercise prudent avoidance.",
"They are shocked."
] | What do you think ordinary citizens may do after reading the different arguments? | The Affect of Electricity on Cancer
Can electricity cause cancer? In a society that literally runs onelectric power, the very idea seems preposterous. But for morethan a decade, a growing band of scientists and journalists haspointed to studies that seem to link exposure to electromagneticfields with increased risk of leukemia and other malignancies. Theimplications are unsettling, to say the least, since everyonecomes into contact with such fields, which are generated by everything electrical, from power linesand antennas to personal computers and micro-wave ovens. Because evidence on the subject isinconclusive and often contradictory, it has been hard to decide whether concern about the healtheffects of electricity is legitimate-or the worst kind of paranoia.
Now the alarmists have gained some qualified support from the U.S. Environmental ProtectionAgency. In the executive summary of a new scientific review, released in draft form late last week,the EPA has put forward what amounts to the most serious government warning to date. Theagency tentatively concludes that scientific evidence "suggests a casual link" between extremelylow-frequency electromagnetic fields-those having very longwave-lengths-and leukemia,lymphoma and brain cancer, While the report falls short of classifying ELF fields as probablecarcinogens, it does identify the common 60-hertz magnetic field as "a possible, but not proven,cause of cancer in humans."
The report is no reason to panic-or even to lost sleep. If there is a cancer risk, it is a small one.The evidence is still so controversial that the draft stirred a great deal of debate within the BushAdministration, and the EPA released it over strong objections from the Pentagon and the WhitHouse. But now no one can deny that the issue must be taken seriously and that much moreresearch is needed.
At the heart of the debate is a simple and well-understood physical phenomenon: When an electriccurrent passes through a wire, tit generates an electromagnetic field that exerts forces onsurrounding objects, For many years, scientists dismissed any suggestion that such forces mightbe harmful, primarily because they are so extraordinarily weak. The ELF magnetic field generatedby a video terminal measures only a few milligauss, or about one-hundredth the strength of theearth's own magnetic field, The electric fields surrounding a power line can be as high as 10 kilovoltsper meter, but the corresponding field induced in human cells will be only about 1 millivolt permeter. This is far less than the electric fields that the cells themselves generate.
How could such minuscule forces pose a health danger? The consensus used to be that they couldnot, and for decades scientists concentrated on more powerful kinds of radiation, like X-rays, thatpack sufficient wallop to knock electrons out of the molecules that make up the human body.Such "ionizing" radiations have been clearly linked to increased cancer risks and there areregulations to control emissions.
But epidemiological studies, which find statistical associations between sets of data, do not provecause and effect. Though there is a body of laboratory work showing that exposure to ELF fieldscan have biological effects on animal tissues, a mechanism by which those effects could lead tocancerous growths has never been found.
The Pentagon is for from persuaded. In a blistering 33-page critique of the EPA report, Air Forcescientists charge its authors with having "biased the entire document" toward proving a link. "Ourreviewers are convinced that there is no suggestion that (electromagnetic fields) present in theenvironment induce or promote cancer," the Air Force concludes. "It is astonishing that the EPAwould lend its imprimatur on this report." Then Pentagon's concern is understandable. There ishardly a unit of the modern military that does not depend on the heavy use of some kind ofelectronic equipment, from huge ground-based radar towers to the defense systems built intoevery warship and plane. | 214.txt | 2 |
[
"a great many nuclear weapons were actually used for war",
"a large number of nuclear weapons should have been used for war",
"the author is doubtful about the ruin of human beings by nuclear weapons",
"the author is anxious about the huge number of nuclear weapons on the earth"
] | From the fourth paragraph, we can infer that. | The twentieth century saw greater changes than any century before changes for the better, changes for the worse, changes that brought a lot of benefits to human beings, changes that put man in danger.Many things caused the changes, but, in my opinion, the most important was the progress in science.
Scientific research in physics and biology has vastly broadened our views. It has given us a deeper knowledge of the structure of matter and of the universe, it has brought us a better understanding of the nature of life and of its continuous development. Technology in the application of science has made big advances that have benefited us in nearly every part of life.
The continuation of such activities in the twenty-first century will result in even greater advantages to human beings: in pure science-a wider and deeper knowledge in all fields of learning; in applied science-a more reasonable sharing of material benefits, and better protection of the environment.
Sadly, however, there is another side to the picture. The creativity of science has been employed in doing damage to mankind.The application of science and technology to the development and production of weapons of mass destruction has created a real danger to the continued existence of the human race on this planet. We have seen this happen in the case of nuclear weapons, Although their actual use has so far occurred only in the Second World War, the number of nuclear weapons that were produced and made ready for use was so large that if the weapons had actually been used, the result could have been the ruin of the human race, as well as of many kinds of animals.
William Shakespeare said.The web of our life is of a mingled yarn, good and ill together. The above brief review of the application of only one part of human activities-science seems to prove what Shakespeare said.But does it have to be so? Must the ill always go together with the good? Are we biologically programmed for war? | 2693.txt | 3 |
[
"Further application of science to war.",
"More reading of William Shakespeare.",
"Proper use of science in the new century.",
"Effective ways to separate the good from the ill."
] | What do you think the author is most likely to suggest if he continues to write? | The twentieth century saw greater changes than any century before changes for the better, changes for the worse, changes that brought a lot of benefits to human beings, changes that put man in danger.Many things caused the changes, but, in my opinion, the most important was the progress in science.
Scientific research in physics and biology has vastly broadened our views. It has given us a deeper knowledge of the structure of matter and of the universe, it has brought us a better understanding of the nature of life and of its continuous development. Technology in the application of science has made big advances that have benefited us in nearly every part of life.
The continuation of such activities in the twenty-first century will result in even greater advantages to human beings: in pure science-a wider and deeper knowledge in all fields of learning; in applied science-a more reasonable sharing of material benefits, and better protection of the environment.
Sadly, however, there is another side to the picture. The creativity of science has been employed in doing damage to mankind.The application of science and technology to the development and production of weapons of mass destruction has created a real danger to the continued existence of the human race on this planet. We have seen this happen in the case of nuclear weapons, Although their actual use has so far occurred only in the Second World War, the number of nuclear weapons that were produced and made ready for use was so large that if the weapons had actually been used, the result could have been the ruin of the human race, as well as of many kinds of animals.
William Shakespeare said.The web of our life is of a mingled yarn, good and ill together. The above brief review of the application of only one part of human activities-science seems to prove what Shakespeare said.But does it have to be so? Must the ill always go together with the good? Are we biologically programmed for war? | 2693.txt | 3 |
[
"Credit cards.",
"Hire-purchase.",
"Rental and leasing schemes.",
"None of the above is right."
] | Which of the following can not make you spend more money? | Although credit cards are becoming a more acceptable part of the financial scene, they are still regarded with suspicion by many as being a major part of the "live now pay later" syndrome. Along with hire-purchase, rental and leasing schemes, they provide encouragement to spend more money. Of course, it is only the foolhardy who yield to the temptation to live, temporarily at least, beyond their means, and such people would no doubt manage to do so even without credit cards.
Advertising campaigns have, however, promoted a growing realization of the advantages of these small pieces of plastic. They obviate need to carry large amounts of cash and are always useful in emergencies.
All the credit card organizations charge interest on a monthly basis which may work out as high as 25 per cent a year, yet judicious purchasing using a card can mean that you obtain up to seven weeks, interest-free credit. Using the card abroad, where items frequently take a long time to be included on your account, can extend this period even further.
It is worthwhile shopping around before deciding on a particular credit card. It is necessary to consider the amount of credit granted; interest rates, which may vary slightly; the number and range of outlets, though most cards cover major garages, hotels, restaurants and department stores; and of course, what happens if your card is lost or stolen. A credit card thief may be sitting on a potential goldmine particularly if there is a delay in reporting the loss of the card.
However, if used wisely, a credit card can cost nothing, or at least help to tide you over a period of financial difficulty. | 1775.txt | 3 |
[
"spend more money than they have",
"spend less money than other people",
"save money",
"make money"
] | The foolhardy are people who_ . | Although credit cards are becoming a more acceptable part of the financial scene, they are still regarded with suspicion by many as being a major part of the "live now pay later" syndrome. Along with hire-purchase, rental and leasing schemes, they provide encouragement to spend more money. Of course, it is only the foolhardy who yield to the temptation to live, temporarily at least, beyond their means, and such people would no doubt manage to do so even without credit cards.
Advertising campaigns have, however, promoted a growing realization of the advantages of these small pieces of plastic. They obviate need to carry large amounts of cash and are always useful in emergencies.
All the credit card organizations charge interest on a monthly basis which may work out as high as 25 per cent a year, yet judicious purchasing using a card can mean that you obtain up to seven weeks, interest-free credit. Using the card abroad, where items frequently take a long time to be included on your account, can extend this period even further.
It is worthwhile shopping around before deciding on a particular credit card. It is necessary to consider the amount of credit granted; interest rates, which may vary slightly; the number and range of outlets, though most cards cover major garages, hotels, restaurants and department stores; and of course, what happens if your card is lost or stolen. A credit card thief may be sitting on a potential goldmine particularly if there is a delay in reporting the loss of the card.
However, if used wisely, a credit card can cost nothing, or at least help to tide you over a period of financial difficulty. | 1775.txt | 0 |
[
"to enable you to buy things without carrying large amount of cash",
"to encourage people to spend more money",
"to be always useful in emergencies",
"to help people tide over a period of financial difficulty"
] | The disadvantage of credit cards is_ . | Although credit cards are becoming a more acceptable part of the financial scene, they are still regarded with suspicion by many as being a major part of the "live now pay later" syndrome. Along with hire-purchase, rental and leasing schemes, they provide encouragement to spend more money. Of course, it is only the foolhardy who yield to the temptation to live, temporarily at least, beyond their means, and such people would no doubt manage to do so even without credit cards.
Advertising campaigns have, however, promoted a growing realization of the advantages of these small pieces of plastic. They obviate need to carry large amounts of cash and are always useful in emergencies.
All the credit card organizations charge interest on a monthly basis which may work out as high as 25 per cent a year, yet judicious purchasing using a card can mean that you obtain up to seven weeks, interest-free credit. Using the card abroad, where items frequently take a long time to be included on your account, can extend this period even further.
It is worthwhile shopping around before deciding on a particular credit card. It is necessary to consider the amount of credit granted; interest rates, which may vary slightly; the number and range of outlets, though most cards cover major garages, hotels, restaurants and department stores; and of course, what happens if your card is lost or stolen. A credit card thief may be sitting on a potential goldmine particularly if there is a delay in reporting the loss of the card.
However, if used wisely, a credit card can cost nothing, or at least help to tide you over a period of financial difficulty. | 1775.txt | 1 |
[
"paper",
"gold",
"plastic",
"tin"
] | According to the passage, credit cards are made of_ . | Although credit cards are becoming a more acceptable part of the financial scene, they are still regarded with suspicion by many as being a major part of the "live now pay later" syndrome. Along with hire-purchase, rental and leasing schemes, they provide encouragement to spend more money. Of course, it is only the foolhardy who yield to the temptation to live, temporarily at least, beyond their means, and such people would no doubt manage to do so even without credit cards.
Advertising campaigns have, however, promoted a growing realization of the advantages of these small pieces of plastic. They obviate need to carry large amounts of cash and are always useful in emergencies.
All the credit card organizations charge interest on a monthly basis which may work out as high as 25 per cent a year, yet judicious purchasing using a card can mean that you obtain up to seven weeks, interest-free credit. Using the card abroad, where items frequently take a long time to be included on your account, can extend this period even further.
It is worthwhile shopping around before deciding on a particular credit card. It is necessary to consider the amount of credit granted; interest rates, which may vary slightly; the number and range of outlets, though most cards cover major garages, hotels, restaurants and department stores; and of course, what happens if your card is lost or stolen. A credit card thief may be sitting on a potential goldmine particularly if there is a delay in reporting the loss of the card.
However, if used wisely, a credit card can cost nothing, or at least help to tide you over a period of financial difficulty. | 1775.txt | 3 |
[
"the amount of credit granted",
"the number and range of outlets",
"the possibility of loss of money",
"the department stores where you are going to use your credit cards"
] | Deciding on a particular credit, you do not have to consider_ . | Although credit cards are becoming a more acceptable part of the financial scene, they are still regarded with suspicion by many as being a major part of the "live now pay later" syndrome. Along with hire-purchase, rental and leasing schemes, they provide encouragement to spend more money. Of course, it is only the foolhardy who yield to the temptation to live, temporarily at least, beyond their means, and such people would no doubt manage to do so even without credit cards.
Advertising campaigns have, however, promoted a growing realization of the advantages of these small pieces of plastic. They obviate need to carry large amounts of cash and are always useful in emergencies.
All the credit card organizations charge interest on a monthly basis which may work out as high as 25 per cent a year, yet judicious purchasing using a card can mean that you obtain up to seven weeks, interest-free credit. Using the card abroad, where items frequently take a long time to be included on your account, can extend this period even further.
It is worthwhile shopping around before deciding on a particular credit card. It is necessary to consider the amount of credit granted; interest rates, which may vary slightly; the number and range of outlets, though most cards cover major garages, hotels, restaurants and department stores; and of course, what happens if your card is lost or stolen. A credit card thief may be sitting on a potential goldmine particularly if there is a delay in reporting the loss of the card.
However, if used wisely, a credit card can cost nothing, or at least help to tide you over a period of financial difficulty. | 1775.txt | 2 |
[
"The First World War.",
"The beauty of the sunset.",
"The new European world.",
"The lives of rural Scottish farmers."
] | What is Sunset Song mainly about? | A Tale of Scottish Rural Life
Lewis Grassic Gibbon's Sunset Song (1932) was voted "the best Scottish novel of all time" by Scotland's reading public in 2005. Once considered shocking for its frank description of aspects of the lives of Scotland's poor rural farmers, it has been adapted for stage, film, TV and radio in recent decades.
The novel is set on the fictional estate of Kinraddie, in the farming country of the Scottish northwest in the years up to and beyond World War I. At its heart is the story of Chris, who is both part of the community and a little outside it.
Grassic Gibbon gives us the most detailed and intimate account of the life of his heroine ( ) . We watch her grow through a childhood dominated by her cruel but hard-working father;experience tragedy (her mother's suicide and murder of her twin children); and learn about her feelings as she grows into a woman. We see her marry, lose her husband, then marry again. Chris has seemed so convincing a figure to some female readers that they cannot believe that she is the creation of a man.
But it would be misleading to suggest that this book is just about Chris. It is truly a novel of a place and its people. Its opening section tells of Kinraddie's long history, in a language that imitates the place's changing patterns of speech and writing.
The story itself is amazingly full of characters and incidents. It is told from Chris' point of view but also from that of the gossiping community, a community where everybody knows everybody else's business and nothing is ever forgotten.
Sunset Song has a social theme too. It is concerned with what Grassic Gibbon perceives as the destruction of traditional Scottish rural life first by modernization and then by World War I. Gibbon tried hard to show how certain characters resist the war. Despite this, the war takes the young men away, a number of them to their deaths. In particular, it takes away Chris' husband, Evan Tavendale. The war finally kills Euan, but not in the way his widow is told. In fact, the Germans aren't responsible for his death, but his own side. He is shot because he is said to have run away from a battle.
If the novel is about the end of one way of life it also looks ahead. It is a "Sunset Song" but is concerned too with the new Kinraddie, indeed of the new European world. Grassic Gibbon went on to publish two other novels about the place that continue its story. | 1274.txt | 3 |
[
"She is the heroine, of Sunset Song.",
"She had a miserable childhood.",
"She is the creation of a man.",
"She married only once."
] | Which statement is NOT true of Chris? | A Tale of Scottish Rural Life
Lewis Grassic Gibbon's Sunset Song (1932) was voted "the best Scottish novel of all time" by Scotland's reading public in 2005. Once considered shocking for its frank description of aspects of the lives of Scotland's poor rural farmers, it has been adapted for stage, film, TV and radio in recent decades.
The novel is set on the fictional estate of Kinraddie, in the farming country of the Scottish northwest in the years up to and beyond World War I. At its heart is the story of Chris, who is both part of the community and a little outside it.
Grassic Gibbon gives us the most detailed and intimate account of the life of his heroine ( ) . We watch her grow through a childhood dominated by her cruel but hard-working father;experience tragedy (her mother's suicide and murder of her twin children); and learn about her feelings as she grows into a woman. We see her marry, lose her husband, then marry again. Chris has seemed so convincing a figure to some female readers that they cannot believe that she is the creation of a man.
But it would be misleading to suggest that this book is just about Chris. It is truly a novel of a place and its people. Its opening section tells of Kinraddie's long history, in a language that imitates the place's changing patterns of speech and writing.
The story itself is amazingly full of characters and incidents. It is told from Chris' point of view but also from that of the gossiping community, a community where everybody knows everybody else's business and nothing is ever forgotten.
Sunset Song has a social theme too. It is concerned with what Grassic Gibbon perceives as the destruction of traditional Scottish rural life first by modernization and then by World War I. Gibbon tried hard to show how certain characters resist the war. Despite this, the war takes the young men away, a number of them to their deaths. In particular, it takes away Chris' husband, Evan Tavendale. The war finally kills Euan, but not in the way his widow is told. In fact, the Germans aren't responsible for his death, but his own side. He is shot because he is said to have run away from a battle.
If the novel is about the end of one way of life it also looks ahead. It is a "Sunset Song" but is concerned too with the new Kinraddie, indeed of the new European world. Grassic Gibbon went on to publish two other novels about the place that continue its story. | 1274.txt | 3 |
[
"The climate of Kinraddie.",
"The history of Kinraddie.",
"The geography of Kinraddie.",
"The language spoken in Kinraddie."
] | What is the opening section of the novel mainly concerned with? | A Tale of Scottish Rural Life
Lewis Grassic Gibbon's Sunset Song (1932) was voted "the best Scottish novel of all time" by Scotland's reading public in 2005. Once considered shocking for its frank description of aspects of the lives of Scotland's poor rural farmers, it has been adapted for stage, film, TV and radio in recent decades.
The novel is set on the fictional estate of Kinraddie, in the farming country of the Scottish northwest in the years up to and beyond World War I. At its heart is the story of Chris, who is both part of the community and a little outside it.
Grassic Gibbon gives us the most detailed and intimate account of the life of his heroine ( ) . We watch her grow through a childhood dominated by her cruel but hard-working father;experience tragedy (her mother's suicide and murder of her twin children); and learn about her feelings as she grows into a woman. We see her marry, lose her husband, then marry again. Chris has seemed so convincing a figure to some female readers that they cannot believe that she is the creation of a man.
But it would be misleading to suggest that this book is just about Chris. It is truly a novel of a place and its people. Its opening section tells of Kinraddie's long history, in a language that imitates the place's changing patterns of speech and writing.
The story itself is amazingly full of characters and incidents. It is told from Chris' point of view but also from that of the gossiping community, a community where everybody knows everybody else's business and nothing is ever forgotten.
Sunset Song has a social theme too. It is concerned with what Grassic Gibbon perceives as the destruction of traditional Scottish rural life first by modernization and then by World War I. Gibbon tried hard to show how certain characters resist the war. Despite this, the war takes the young men away, a number of them to their deaths. In particular, it takes away Chris' husband, Evan Tavendale. The war finally kills Euan, but not in the way his widow is told. In fact, the Germans aren't responsible for his death, but his own side. He is shot because he is said to have run away from a battle.
If the novel is about the end of one way of life it also looks ahead. It is a "Sunset Song" but is concerned too with the new Kinraddie, indeed of the new European world. Grassic Gibbon went on to publish two other novels about the place that continue its story. | 1274.txt | 1 |
[
"His own troops.",
"The French army.",
"The Germans.",
"The Russian soldiers."
] | Who killed Chris' husband, Evan? | A Tale of Scottish Rural Life
Lewis Grassic Gibbon's Sunset Song (1932) was voted "the best Scottish novel of all time" by Scotland's reading public in 2005. Once considered shocking for its frank description of aspects of the lives of Scotland's poor rural farmers, it has been adapted for stage, film, TV and radio in recent decades.
The novel is set on the fictional estate of Kinraddie, in the farming country of the Scottish northwest in the years up to and beyond World War I. At its heart is the story of Chris, who is both part of the community and a little outside it.
Grassic Gibbon gives us the most detailed and intimate account of the life of his heroine ( ) . We watch her grow through a childhood dominated by her cruel but hard-working father;experience tragedy (her mother's suicide and murder of her twin children); and learn about her feelings as she grows into a woman. We see her marry, lose her husband, then marry again. Chris has seemed so convincing a figure to some female readers that they cannot believe that she is the creation of a man.
But it would be misleading to suggest that this book is just about Chris. It is truly a novel of a place and its people. Its opening section tells of Kinraddie's long history, in a language that imitates the place's changing patterns of speech and writing.
The story itself is amazingly full of characters and incidents. It is told from Chris' point of view but also from that of the gossiping community, a community where everybody knows everybody else's business and nothing is ever forgotten.
Sunset Song has a social theme too. It is concerned with what Grassic Gibbon perceives as the destruction of traditional Scottish rural life first by modernization and then by World War I. Gibbon tried hard to show how certain characters resist the war. Despite this, the war takes the young men away, a number of them to their deaths. In particular, it takes away Chris' husband, Evan Tavendale. The war finally kills Euan, but not in the way his widow is told. In fact, the Germans aren't responsible for his death, but his own side. He is shot because he is said to have run away from a battle.
If the novel is about the end of one way of life it also looks ahead. It is a "Sunset Song" but is concerned too with the new Kinraddie, indeed of the new European world. Grassic Gibbon went on to publish two other novels about the place that continue its story. | 1274.txt | 0 |
[
"the end of the heroine's life",
"the end of the story",
"the end of the traditional way of life",
"the end of the day"
] | The word "'Sunset" in the title of this novel most probably means _ . | A Tale of Scottish Rural Life
Lewis Grassic Gibbon's Sunset Song (1932) was voted "the best Scottish novel of all time" by Scotland's reading public in 2005. Once considered shocking for its frank description of aspects of the lives of Scotland's poor rural farmers, it has been adapted for stage, film, TV and radio in recent decades.
The novel is set on the fictional estate of Kinraddie, in the farming country of the Scottish northwest in the years up to and beyond World War I. At its heart is the story of Chris, who is both part of the community and a little outside it.
Grassic Gibbon gives us the most detailed and intimate account of the life of his heroine ( ) . We watch her grow through a childhood dominated by her cruel but hard-working father;experience tragedy (her mother's suicide and murder of her twin children); and learn about her feelings as she grows into a woman. We see her marry, lose her husband, then marry again. Chris has seemed so convincing a figure to some female readers that they cannot believe that she is the creation of a man.
But it would be misleading to suggest that this book is just about Chris. It is truly a novel of a place and its people. Its opening section tells of Kinraddie's long history, in a language that imitates the place's changing patterns of speech and writing.
The story itself is amazingly full of characters and incidents. It is told from Chris' point of view but also from that of the gossiping community, a community where everybody knows everybody else's business and nothing is ever forgotten.
Sunset Song has a social theme too. It is concerned with what Grassic Gibbon perceives as the destruction of traditional Scottish rural life first by modernization and then by World War I. Gibbon tried hard to show how certain characters resist the war. Despite this, the war takes the young men away, a number of them to their deaths. In particular, it takes away Chris' husband, Evan Tavendale. The war finally kills Euan, but not in the way his widow is told. In fact, the Germans aren't responsible for his death, but his own side. He is shot because he is said to have run away from a battle.
If the novel is about the end of one way of life it also looks ahead. It is a "Sunset Song" but is concerned too with the new Kinraddie, indeed of the new European world. Grassic Gibbon went on to publish two other novels about the place that continue its story. | 1274.txt | 2 |
[
"how to plan your travel",
"how to travel with enough money",
"how to make your travel interesting",
"how to get life experiences"
] | This passage is about _ . | Traveling can be a way to gain life experiences, especially during Spring Break - a week long school vacation in the United States. But what if you're a student and don't have enough money for a trip? Don't worry. Here are some useful suggestions.
●Save: This probably is the most important preparation for traveling. Cut expenses to fatten your wallet so you'll have more choices about where to go and how to get there.
●Plan ahead: Don't wait until the last minute to plan your trip. Tickets may cost more when bought on short notice. Giving yourself several months to get ready can mean security and savings.
●Do your homework: No matter where you go, research the places you will visit. Decide what to see. Travel books will provide information on the cheapest hotels and restaurants.
●Plan sensibly: Write down what you expect to spend for food and hotels. Stick to your plan or you may not have enough money to cover everything.
●Travel in groups: Find someone who is interested in visiting the same places. By traveling with others you can share costs and experiences.
●Work as you go: Need more money to support your trip? Look for work in the places you visit.
●Go off the beaten path: Tourist cities may be expensive. You may want to rethink your trip and go to a lesser-known area. Smaller towns can have many interesting activities and sights.
●Pack necessary things: The most important things to take are not always clothes: Remember medicine in case you get sick and snacks in case you cannot find a cheap restaurant.
●Use the Internet: The Net can help to save money. Some useful websites include www. Travelocity. com, www. bargains-lowest fare. com and www. Economic travel. com.
By planning sensibly, even students can enjoy the travel. Your travel experiences will be remembered for a lifetime. | 2874.txt | 0 |
[
"to make a plan of the route",
"to get information in the Internet",
"to save money by spending less",
"to buy tickets in advance"
] | Before your trip, the first thing you should do is _ . | Traveling can be a way to gain life experiences, especially during Spring Break - a week long school vacation in the United States. But what if you're a student and don't have enough money for a trip? Don't worry. Here are some useful suggestions.
●Save: This probably is the most important preparation for traveling. Cut expenses to fatten your wallet so you'll have more choices about where to go and how to get there.
●Plan ahead: Don't wait until the last minute to plan your trip. Tickets may cost more when bought on short notice. Giving yourself several months to get ready can mean security and savings.
●Do your homework: No matter where you go, research the places you will visit. Decide what to see. Travel books will provide information on the cheapest hotels and restaurants.
●Plan sensibly: Write down what you expect to spend for food and hotels. Stick to your plan or you may not have enough money to cover everything.
●Travel in groups: Find someone who is interested in visiting the same places. By traveling with others you can share costs and experiences.
●Work as you go: Need more money to support your trip? Look for work in the places you visit.
●Go off the beaten path: Tourist cities may be expensive. You may want to rethink your trip and go to a lesser-known area. Smaller towns can have many interesting activities and sights.
●Pack necessary things: The most important things to take are not always clothes: Remember medicine in case you get sick and snacks in case you cannot find a cheap restaurant.
●Use the Internet: The Net can help to save money. Some useful websites include www. Travelocity. com, www. bargains-lowest fare. com and www. Economic travel. com.
By planning sensibly, even students can enjoy the travel. Your travel experiences will be remembered for a lifetime. | 2874.txt | 2 |
[
"to share costs with any other people",
"not to go to well-known places",
"not to visit dangerous places",
"to buy anything you want to buy"
] | The writer advises you _ . | Traveling can be a way to gain life experiences, especially during Spring Break - a week long school vacation in the United States. But what if you're a student and don't have enough money for a trip? Don't worry. Here are some useful suggestions.
●Save: This probably is the most important preparation for traveling. Cut expenses to fatten your wallet so you'll have more choices about where to go and how to get there.
●Plan ahead: Don't wait until the last minute to plan your trip. Tickets may cost more when bought on short notice. Giving yourself several months to get ready can mean security and savings.
●Do your homework: No matter where you go, research the places you will visit. Decide what to see. Travel books will provide information on the cheapest hotels and restaurants.
●Plan sensibly: Write down what you expect to spend for food and hotels. Stick to your plan or you may not have enough money to cover everything.
●Travel in groups: Find someone who is interested in visiting the same places. By traveling with others you can share costs and experiences.
●Work as you go: Need more money to support your trip? Look for work in the places you visit.
●Go off the beaten path: Tourist cities may be expensive. You may want to rethink your trip and go to a lesser-known area. Smaller towns can have many interesting activities and sights.
●Pack necessary things: The most important things to take are not always clothes: Remember medicine in case you get sick and snacks in case you cannot find a cheap restaurant.
●Use the Internet: The Net can help to save money. Some useful websites include www. Travelocity. com, www. bargains-lowest fare. com and www. Economic travel. com.
By planning sensibly, even students can enjoy the travel. Your travel experiences will be remembered for a lifetime. | 2874.txt | 1 |
[
"you need more shoes than clothes",
"you shouldn't look for work all the way",
"you can gain valuable life experiences",
"you should forget to do your homework"
] | During your trip, _ . | Traveling can be a way to gain life experiences, especially during Spring Break - a week long school vacation in the United States. But what if you're a student and don't have enough money for a trip? Don't worry. Here are some useful suggestions.
●Save: This probably is the most important preparation for traveling. Cut expenses to fatten your wallet so you'll have more choices about where to go and how to get there.
●Plan ahead: Don't wait until the last minute to plan your trip. Tickets may cost more when bought on short notice. Giving yourself several months to get ready can mean security and savings.
●Do your homework: No matter where you go, research the places you will visit. Decide what to see. Travel books will provide information on the cheapest hotels and restaurants.
●Plan sensibly: Write down what you expect to spend for food and hotels. Stick to your plan or you may not have enough money to cover everything.
●Travel in groups: Find someone who is interested in visiting the same places. By traveling with others you can share costs and experiences.
●Work as you go: Need more money to support your trip? Look for work in the places you visit.
●Go off the beaten path: Tourist cities may be expensive. You may want to rethink your trip and go to a lesser-known area. Smaller towns can have many interesting activities and sights.
●Pack necessary things: The most important things to take are not always clothes: Remember medicine in case you get sick and snacks in case you cannot find a cheap restaurant.
●Use the Internet: The Net can help to save money. Some useful websites include www. Travelocity. com, www. bargains-lowest fare. com and www. Economic travel. com.
By planning sensibly, even students can enjoy the travel. Your travel experiences will be remembered for a lifetime. | 2874.txt | 2 |
[
"Last-Minute Christmas Shoppers Fill U.S. Stores",
"Digital Watches Are the Red hot Items This Year",
"The Excuse of the Last-Minute Shoppers",
"Christmas, the Best Shopping Season"
] | The best title for this passage is _ . | On the last shopping day before Christmas, stores across the United States were busy but not jam-packed as shoppers scrambled for last-minute gifts, even though some refused to admit it. At Boston's Copley Mall, a small crowd gathered outside the main entrance of luxury department store Neiman Marcus, but no one waiting for the store to open would admit to being a last-minute shopper. "I'm really here to use a gift certificate and get something for myself and maybe someone else with what's left over," said Matt Doran, who lives in Boston and had been waiting since 8:30 a.m. for the store's 10 a.m. opening. Ilya Polykoff, who moved to Boston from Russia, said he was waiting "because I had the day off and I wanted to get some perfume." But he insisted that he was really shopping early because for him Christmas comes in January. The Orthodox Christmas will be celebrated on Jan. 7.
"There are lots of men out there today," said Karen McDonald, a spokes-woman for mall operator Taubman Centers, after returning from the Lakeside Mall in Sterling Heights, Michigan. "There is panic out there but people seem to be in good spirits," she said, adding that most shopping traffic peaked around midday. According to the International Council of Shopping Centers, December 24 was the sixth busiest holiday shopping day in 1997, while 44 percent of holiday sales were recorded in the December 15 to December 24 period. Ed Nally, manager of the Swatch Store known mostly for its brightly colored plastic watches, described the atmosphere as festive rather than crazed. He did say, however, that Dec. 21 was the turning point date, after which shoppers started. "The closer to Christmas, the crazier they get," Nally said. "They become more agitated, less patient." He said red-hot items this year were phones, beepers and the new digital swatch watch that costs $ 70 and came onto the market a week before Christmas. | 2740.txt | 0 |
[
"they wanted to use a gift certificate",
"Christmas would be celebrated on Jan. 7th",
"they did not want gifts recipients to know that they bought them gifts on the last day",
"they bought gifts during the shopping season lasting from December 15th to December 24th"
] | From the passage we can infer that people would not admit to be a last-minute shopper because _ . | On the last shopping day before Christmas, stores across the United States were busy but not jam-packed as shoppers scrambled for last-minute gifts, even though some refused to admit it. At Boston's Copley Mall, a small crowd gathered outside the main entrance of luxury department store Neiman Marcus, but no one waiting for the store to open would admit to being a last-minute shopper. "I'm really here to use a gift certificate and get something for myself and maybe someone else with what's left over," said Matt Doran, who lives in Boston and had been waiting since 8:30 a.m. for the store's 10 a.m. opening. Ilya Polykoff, who moved to Boston from Russia, said he was waiting "because I had the day off and I wanted to get some perfume." But he insisted that he was really shopping early because for him Christmas comes in January. The Orthodox Christmas will be celebrated on Jan. 7.
"There are lots of men out there today," said Karen McDonald, a spokes-woman for mall operator Taubman Centers, after returning from the Lakeside Mall in Sterling Heights, Michigan. "There is panic out there but people seem to be in good spirits," she said, adding that most shopping traffic peaked around midday. According to the International Council of Shopping Centers, December 24 was the sixth busiest holiday shopping day in 1997, while 44 percent of holiday sales were recorded in the December 15 to December 24 period. Ed Nally, manager of the Swatch Store known mostly for its brightly colored plastic watches, described the atmosphere as festive rather than crazed. He did say, however, that Dec. 21 was the turning point date, after which shoppers started. "The closer to Christmas, the crazier they get," Nally said. "They become more agitated, less patient." He said red-hot items this year were phones, beepers and the new digital swatch watch that costs $ 70 and came onto the market a week before Christmas. | 2740.txt | 2 |
[
"Most customers came to the mall early in the morning.",
"Shop assistants were most busy at noon.",
"There were more shoppers in the mall from 7:00 to 9:00 p. m.",
"Less people went shopping around midday."
] | Which of the following statement is true? | On the last shopping day before Christmas, stores across the United States were busy but not jam-packed as shoppers scrambled for last-minute gifts, even though some refused to admit it. At Boston's Copley Mall, a small crowd gathered outside the main entrance of luxury department store Neiman Marcus, but no one waiting for the store to open would admit to being a last-minute shopper. "I'm really here to use a gift certificate and get something for myself and maybe someone else with what's left over," said Matt Doran, who lives in Boston and had been waiting since 8:30 a.m. for the store's 10 a.m. opening. Ilya Polykoff, who moved to Boston from Russia, said he was waiting "because I had the day off and I wanted to get some perfume." But he insisted that he was really shopping early because for him Christmas comes in January. The Orthodox Christmas will be celebrated on Jan. 7.
"There are lots of men out there today," said Karen McDonald, a spokes-woman for mall operator Taubman Centers, after returning from the Lakeside Mall in Sterling Heights, Michigan. "There is panic out there but people seem to be in good spirits," she said, adding that most shopping traffic peaked around midday. According to the International Council of Shopping Centers, December 24 was the sixth busiest holiday shopping day in 1997, while 44 percent of holiday sales were recorded in the December 15 to December 24 period. Ed Nally, manager of the Swatch Store known mostly for its brightly colored plastic watches, described the atmosphere as festive rather than crazed. He did say, however, that Dec. 21 was the turning point date, after which shoppers started. "The closer to Christmas, the crazier they get," Nally said. "They become more agitated, less patient." He said red-hot items this year were phones, beepers and the new digital swatch watch that costs $ 70 and came onto the market a week before Christmas. | 2740.txt | 1 |
[
"More people went shopping on Dee. 20th than on Dec. 22nd according to Ed Nally.",
"On Dec. 24th, people were crowded outside Boston's Copley Mall, but they were happy.",
"Dec. 24th was the sixth busiest holiday shopping day in 1997.",
"One can buy brightly colored plastic watches in Swatch Store."
] | Which of the following statement is NOT true? | On the last shopping day before Christmas, stores across the United States were busy but not jam-packed as shoppers scrambled for last-minute gifts, even though some refused to admit it. At Boston's Copley Mall, a small crowd gathered outside the main entrance of luxury department store Neiman Marcus, but no one waiting for the store to open would admit to being a last-minute shopper. "I'm really here to use a gift certificate and get something for myself and maybe someone else with what's left over," said Matt Doran, who lives in Boston and had been waiting since 8:30 a.m. for the store's 10 a.m. opening. Ilya Polykoff, who moved to Boston from Russia, said he was waiting "because I had the day off and I wanted to get some perfume." But he insisted that he was really shopping early because for him Christmas comes in January. The Orthodox Christmas will be celebrated on Jan. 7.
"There are lots of men out there today," said Karen McDonald, a spokes-woman for mall operator Taubman Centers, after returning from the Lakeside Mall in Sterling Heights, Michigan. "There is panic out there but people seem to be in good spirits," she said, adding that most shopping traffic peaked around midday. According to the International Council of Shopping Centers, December 24 was the sixth busiest holiday shopping day in 1997, while 44 percent of holiday sales were recorded in the December 15 to December 24 period. Ed Nally, manager of the Swatch Store known mostly for its brightly colored plastic watches, described the atmosphere as festive rather than crazed. He did say, however, that Dec. 21 was the turning point date, after which shoppers started. "The closer to Christmas, the crazier they get," Nally said. "They become more agitated, less patient." He said red-hot items this year were phones, beepers and the new digital swatch watch that costs $ 70 and came onto the market a week before Christmas. | 2740.txt | 0 |
[
"cheery",
"fetish",
"joyous",
"merry"
] | The word "festive" in paragraph 2 can not be understood as _ . | On the last shopping day before Christmas, stores across the United States were busy but not jam-packed as shoppers scrambled for last-minute gifts, even though some refused to admit it. At Boston's Copley Mall, a small crowd gathered outside the main entrance of luxury department store Neiman Marcus, but no one waiting for the store to open would admit to being a last-minute shopper. "I'm really here to use a gift certificate and get something for myself and maybe someone else with what's left over," said Matt Doran, who lives in Boston and had been waiting since 8:30 a.m. for the store's 10 a.m. opening. Ilya Polykoff, who moved to Boston from Russia, said he was waiting "because I had the day off and I wanted to get some perfume." But he insisted that he was really shopping early because for him Christmas comes in January. The Orthodox Christmas will be celebrated on Jan. 7.
"There are lots of men out there today," said Karen McDonald, a spokes-woman for mall operator Taubman Centers, after returning from the Lakeside Mall in Sterling Heights, Michigan. "There is panic out there but people seem to be in good spirits," she said, adding that most shopping traffic peaked around midday. According to the International Council of Shopping Centers, December 24 was the sixth busiest holiday shopping day in 1997, while 44 percent of holiday sales were recorded in the December 15 to December 24 period. Ed Nally, manager of the Swatch Store known mostly for its brightly colored plastic watches, described the atmosphere as festive rather than crazed. He did say, however, that Dec. 21 was the turning point date, after which shoppers started. "The closer to Christmas, the crazier they get," Nally said. "They become more agitated, less patient." He said red-hot items this year were phones, beepers and the new digital swatch watch that costs $ 70 and came onto the market a week before Christmas. | 2740.txt | 1 |
[
"they will not develop into phobias",
"their influence is psychological",
"they exist widely in the world",
"they will disappear gradually"
] | Children's fears are usually taken lightly because. | Almost every child is scared of something, from monsters in the cupboard to dogs in the park. But the fact that such fears are common and normal doesn't mean they can be taken lightly. Kids experience fears and phobias much more strongly than adults. And the influence of the fear can be physical as well as psychological . It can build up so they almost seem scared of everything-a kind of childhood anxiety. Dr. Creswell says:"Your child may always seem to expect the worst to happen and lack confidence in his or her ability to deal with any challenge."So don't make the same old mistake of treating them as if they're silly for boing a"scaredy cat". Handing the fears is essential.
Children can be born nervous and., if you have such a baby, you'll tend to prevent them from getting worried. So if they fear dogs, You'll keep them away from dogs, but in fact that can just confirm to the child that dogs are scary. What is worse, keeping your child away from what they fear can turn that feeling into a phobia. Instead, you should encourage them to get in touch with the thing they fear, in a safe and supportive environment. Dr. Andy Field, a researcher of childhood fears, says:"You should't force, for example, a dog anxious child to go up to a dog. But you can approach it yourself, show them there is nothing to be afraid of, stroke it, and talk about the dog being friendly. Once your child dares to stroke a dog-one that's good with children, of course-then you should encourage them to carry on until they feel calmer, and reward them for‘being brave'." | 3367.txt | 2 |
[
"make the same old mistake",
"overcome them by themselves",
"experience the worst of things",
"grow up lacking self-confidence"
] | If we fail to help children to overcome fears, they will. | Almost every child is scared of something, from monsters in the cupboard to dogs in the park. But the fact that such fears are common and normal doesn't mean they can be taken lightly. Kids experience fears and phobias much more strongly than adults. And the influence of the fear can be physical as well as psychological . It can build up so they almost seem scared of everything-a kind of childhood anxiety. Dr. Creswell says:"Your child may always seem to expect the worst to happen and lack confidence in his or her ability to deal with any challenge."So don't make the same old mistake of treating them as if they're silly for boing a"scaredy cat". Handing the fears is essential.
Children can be born nervous and., if you have such a baby, you'll tend to prevent them from getting worried. So if they fear dogs, You'll keep them away from dogs, but in fact that can just confirm to the child that dogs are scary. What is worse, keeping your child away from what they fear can turn that feeling into a phobia. Instead, you should encourage them to get in touch with the thing they fear, in a safe and supportive environment. Dr. Andy Field, a researcher of childhood fears, says:"You should't force, for example, a dog anxious child to go up to a dog. But you can approach it yourself, show them there is nothing to be afraid of, stroke it, and talk about the dog being friendly. Once your child dares to stroke a dog-one that's good with children, of course-then you should encourage them to carry on until they feel calmer, and reward them for‘being brave'." | 3367.txt | 3 |
[
"tell the child not to be afraid of it",
"show the child how to approach it",
"keep the child away from it",
"ask the child to stroke it"
] | According to Dr. Andy Field, if a child is afraid of a cat, parents should. | Almost every child is scared of something, from monsters in the cupboard to dogs in the park. But the fact that such fears are common and normal doesn't mean they can be taken lightly. Kids experience fears and phobias much more strongly than adults. And the influence of the fear can be physical as well as psychological . It can build up so they almost seem scared of everything-a kind of childhood anxiety. Dr. Creswell says:"Your child may always seem to expect the worst to happen and lack confidence in his or her ability to deal with any challenge."So don't make the same old mistake of treating them as if they're silly for boing a"scaredy cat". Handing the fears is essential.
Children can be born nervous and., if you have such a baby, you'll tend to prevent them from getting worried. So if they fear dogs, You'll keep them away from dogs, but in fact that can just confirm to the child that dogs are scary. What is worse, keeping your child away from what they fear can turn that feeling into a phobia. Instead, you should encourage them to get in touch with the thing they fear, in a safe and supportive environment. Dr. Andy Field, a researcher of childhood fears, says:"You should't force, for example, a dog anxious child to go up to a dog. But you can approach it yourself, show them there is nothing to be afraid of, stroke it, and talk about the dog being friendly. Once your child dares to stroke a dog-one that's good with children, of course-then you should encourage them to carry on until they feel calmer, and reward them for‘being brave'." | 3367.txt | 1 |
[
"Fun creates long-lasting satisfaction.",
"Fun provides enjoyment while pain leads to happiness.",
"Happiness is enduring whereas fun is short-lived.",
"Fun that is long-standing may lead to happiness."
] | Which of the following is true? | I live in the land of Disney, Hollywood and year-round sun. You may think people in such a glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. These rich, beautiful individuals have constant access to glamorous parties, fancy cars, expensive homes, everything that spells "happiness". But in memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun: depression, alcoholism, drug addiction, broken marriages, troubled children and profound loneliness.
Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he's honest, he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure and excitement. Marriage has such moments, but they are not its most distinguishing features.
Similarly, couples that choose not to have children are deciding in favor of painless fun over painful happiness. They can dine out ever they want and sleep as late as they want. Couples with infant children are lucky to get a whole night's sleep or a three-day vacation. I don't know any parent who would choose the word fun to describe raising children.
Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations we can ever come to. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those rich and glamorous people we were so sure are happy because they are always having so much fun actually may not be happy at all. | 84.txt | 2 |
[
"rite memoir after memoir about their happiness.",
"tell the public that happiness has nothing to do with fun.",
"teach people how to enjoy their lives.",
"bring happiness to the public instead of going to glamorous parties."
] | To the author, Hollywood stars all have an important role to play that is to _ . | I live in the land of Disney, Hollywood and year-round sun. You may think people in such a glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. These rich, beautiful individuals have constant access to glamorous parties, fancy cars, expensive homes, everything that spells "happiness". But in memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun: depression, alcoholism, drug addiction, broken marriages, troubled children and profound loneliness.
Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he's honest, he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure and excitement. Marriage has such moments, but they are not its most distinguishing features.
Similarly, couples that choose not to have children are deciding in favor of painless fun over painful happiness. They can dine out ever they want and sleep as late as they want. Couples with infant children are lucky to get a whole night's sleep or a three-day vacation. I don't know any parent who would choose the word fun to describe raising children.
Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations we can ever come to. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those rich and glamorous people we were so sure are happy because they are always having so much fun actually may not be happy at all. | 84.txt | 1 |
[
"affords greater fun.",
"leads to raising children.",
"indicates commitment.",
"ends in pain."
] | In the author's opinion, marriage _ . | I live in the land of Disney, Hollywood and year-round sun. You may think people in such a glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. These rich, beautiful individuals have constant access to glamorous parties, fancy cars, expensive homes, everything that spells "happiness". But in memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun: depression, alcoholism, drug addiction, broken marriages, troubled children and profound loneliness.
Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he's honest, he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure and excitement. Marriage has such moments, but they are not its most distinguishing features.
Similarly, couples that choose not to have children are deciding in favor of painless fun over painful happiness. They can dine out ever they want and sleep as late as they want. Couples with infant children are lucky to get a whole night's sleep or a three-day vacation. I don't know any parent who would choose the word fun to describe raising children.
Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations we can ever come to. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those rich and glamorous people we were so sure are happy because they are always having so much fun actually may not be happy at all. | 84.txt | 2 |
[
"are lucky since they can have a whole night's sleep.",
"find fun in tucking them into bed at night.",
"find more time to play and joke with them.",
"derive happiness from their endeavor."
] | Couples having infant children _ . | I live in the land of Disney, Hollywood and year-round sun. You may think people in such a glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. These rich, beautiful individuals have constant access to glamorous parties, fancy cars, expensive homes, everything that spells "happiness". But in memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun: depression, alcoholism, drug addiction, broken marriages, troubled children and profound loneliness.
Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he's honest, he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure and excitement. Marriage has such moments, but they are not its most distinguishing features.
Similarly, couples that choose not to have children are deciding in favor of painless fun over painful happiness. They can dine out ever they want and sleep as late as they want. Couples with infant children are lucky to get a whole night's sleep or a three-day vacation. I don't know any parent who would choose the word fun to describe raising children.
Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations we can ever come to. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those rich and glamorous people we were so sure are happy because they are always having so much fun actually may not be happy at all. | 84.txt | 3 |
[
"stop playing games and joking with others.",
"make the best use of his time increasing happiness.",
"give a free hand to money.",
"keep himself with his family."
] | If one get the meaning of the true sense of happiness, he will _ . | I live in the land of Disney, Hollywood and year-round sun. You may think people in such a glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. These rich, beautiful individuals have constant access to glamorous parties, fancy cars, expensive homes, everything that spells "happiness". But in memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun: depression, alcoholism, drug addiction, broken marriages, troubled children and profound loneliness.
Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he's honest, he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure and excitement. Marriage has such moments, but they are not its most distinguishing features.
Similarly, couples that choose not to have children are deciding in favor of painless fun over painful happiness. They can dine out ever they want and sleep as late as they want. Couples with infant children are lucky to get a whole night's sleep or a three-day vacation. I don't know any parent who would choose the word fun to describe raising children.
Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations we can ever come to. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those rich and glamorous people we were so sure are happy because they are always having so much fun actually may not be happy at all. | 84.txt | 1 |
[
"put an end to stem cell research",
"end Intel's relations with Gordian",
"settle the dispute on stem cell research quickly",
"expel Gordian from stem cell research for good"
] | When Andy Grove decided to cut the Gordian knot, he meat to ________. | Intel chairman Andy Grove has decided to cut the Gordian knot of controversy surrounding stem cell research by simply writing a check.
The check, which he pledged last week, could be for as much as 55 million, depending on how many donors make gifts of between 550,000 and 5,500,000, which he has promised to match. It will be made out to the University of California-San Francisco (UCSF).
Thanks in part to such private donations, university research into uses for human stem cells-the cells at the earliest stages of development that can form any body part-will continue in California. With private financial support, the state will be less likely to lose talented scientists who would be tempted to leave the field or even leave the country as research dependent on federal money slows to glacial pace.
Hindered by limits President Bush placed on stem cell research a year age, scientists are turning to laboratories that can carry out work without using federal money. This is awkward for universities, which must spend extra money building separate labs and keeping rigor cots records proving no federal funds were involved. Grove's donation, a first step toward a $20 million target at UCSF, will ease the burden.
The president's decision a year ago to allow research on already existing stem cell lines was portrayed as a reasonable compromise between scientists' needs for cells to work with, and concerns that this kind of research could lead to wholesale creation and destruction of human embryos , cloned infants and a general contempt for human life.
But Bush's effort to please both sides ended up pleasing neither. And it certainly didn't provide the basis for cutting edge research. Of the 78 existing stem cell lines which Bush said are all that science would ever need, only one is in this country (at the University of Wisconsin) and only five are ready for distribution to researchers. All were grown in conjunction with mouse cells, making future therapeutic uses unlikely.
The Bush administration seems bent on satisfying the small but vocal group of Americans who oppose stem cell research under any conditions. Fortunately, Grove and others are more interested in advancing scientific research that could benefit the large number of Americans who suffer from Parkinson's disease, nerve injuries, heart diseases and many other problems. | 768.txt | 2 |
[
"interested businesses and individuals",
"the United States federal government",
"a foundation set up by the Intel Company",
"executives of leading American companies"
] | For UCSF to carry on stem cell research, new funds have to come from ________. | Intel chairman Andy Grove has decided to cut the Gordian knot of controversy surrounding stem cell research by simply writing a check.
The check, which he pledged last week, could be for as much as 55 million, depending on how many donors make gifts of between 550,000 and 5,500,000, which he has promised to match. It will be made out to the University of California-San Francisco (UCSF).
Thanks in part to such private donations, university research into uses for human stem cells-the cells at the earliest stages of development that can form any body part-will continue in California. With private financial support, the state will be less likely to lose talented scientists who would be tempted to leave the field or even leave the country as research dependent on federal money slows to glacial pace.
Hindered by limits President Bush placed on stem cell research a year age, scientists are turning to laboratories that can carry out work without using federal money. This is awkward for universities, which must spend extra money building separate labs and keeping rigor cots records proving no federal funds were involved. Grove's donation, a first step toward a $20 million target at UCSF, will ease the burden.
The president's decision a year ago to allow research on already existing stem cell lines was portrayed as a reasonable compromise between scientists' needs for cells to work with, and concerns that this kind of research could lead to wholesale creation and destruction of human embryos , cloned infants and a general contempt for human life.
But Bush's effort to please both sides ended up pleasing neither. And it certainly didn't provide the basis for cutting edge research. Of the 78 existing stem cell lines which Bush said are all that science would ever need, only one is in this country (at the University of Wisconsin) and only five are ready for distribution to researchers. All were grown in conjunction with mouse cells, making future therapeutic uses unlikely.
The Bush administration seems bent on satisfying the small but vocal group of Americans who oppose stem cell research under any conditions. Fortunately, Grove and others are more interested in advancing scientific research that could benefit the large number of Americans who suffer from Parkinson's disease, nerve injuries, heart diseases and many other problems. | 768.txt | 0 |
[
"conduct the research in laboratories overseas",
"abandon the research altogether in the near future",
"have to carry out the research secretly",
"have to raise money to build separate labs"
] | As a result of the limit Bust placed on stem cell research. American universities will ________. | Intel chairman Andy Grove has decided to cut the Gordian knot of controversy surrounding stem cell research by simply writing a check.
The check, which he pledged last week, could be for as much as 55 million, depending on how many donors make gifts of between 550,000 and 5,500,000, which he has promised to match. It will be made out to the University of California-San Francisco (UCSF).
Thanks in part to such private donations, university research into uses for human stem cells-the cells at the earliest stages of development that can form any body part-will continue in California. With private financial support, the state will be less likely to lose talented scientists who would be tempted to leave the field or even leave the country as research dependent on federal money slows to glacial pace.
Hindered by limits President Bush placed on stem cell research a year age, scientists are turning to laboratories that can carry out work without using federal money. This is awkward for universities, which must spend extra money building separate labs and keeping rigor cots records proving no federal funds were involved. Grove's donation, a first step toward a $20 million target at UCSF, will ease the burden.
The president's decision a year ago to allow research on already existing stem cell lines was portrayed as a reasonable compromise between scientists' needs for cells to work with, and concerns that this kind of research could lead to wholesale creation and destruction of human embryos , cloned infants and a general contempt for human life.
But Bush's effort to please both sides ended up pleasing neither. And it certainly didn't provide the basis for cutting edge research. Of the 78 existing stem cell lines which Bush said are all that science would ever need, only one is in this country (at the University of Wisconsin) and only five are ready for distribution to researchers. All were grown in conjunction with mouse cells, making future therapeutic uses unlikely.
The Bush administration seems bent on satisfying the small but vocal group of Americans who oppose stem cell research under any conditions. Fortunately, Grove and others are more interested in advancing scientific research that could benefit the large number of Americans who suffer from Parkinson's disease, nerve injuries, heart diseases and many other problems. | 768.txt | 3 |
[
"human stem cells are used in the research",
"a lot more private donations can be secured",
"more federal money is used for the research",
"talented scientists are involved in the research"
] | We may infer from the passage that future therapeutic uses of stem cells will be unlikely unless ________. | Intel chairman Andy Grove has decided to cut the Gordian knot of controversy surrounding stem cell research by simply writing a check.
The check, which he pledged last week, could be for as much as 55 million, depending on how many donors make gifts of between 550,000 and 5,500,000, which he has promised to match. It will be made out to the University of California-San Francisco (UCSF).
Thanks in part to such private donations, university research into uses for human stem cells-the cells at the earliest stages of development that can form any body part-will continue in California. With private financial support, the state will be less likely to lose talented scientists who would be tempted to leave the field or even leave the country as research dependent on federal money slows to glacial pace.
Hindered by limits President Bush placed on stem cell research a year age, scientists are turning to laboratories that can carry out work without using federal money. This is awkward for universities, which must spend extra money building separate labs and keeping rigor cots records proving no federal funds were involved. Grove's donation, a first step toward a $20 million target at UCSF, will ease the burden.
The president's decision a year ago to allow research on already existing stem cell lines was portrayed as a reasonable compromise between scientists' needs for cells to work with, and concerns that this kind of research could lead to wholesale creation and destruction of human embryos , cloned infants and a general contempt for human life.
But Bush's effort to please both sides ended up pleasing neither. And it certainly didn't provide the basis for cutting edge research. Of the 78 existing stem cell lines which Bush said are all that science would ever need, only one is in this country (at the University of Wisconsin) and only five are ready for distribution to researchers. All were grown in conjunction with mouse cells, making future therapeutic uses unlikely.
The Bush administration seems bent on satisfying the small but vocal group of Americans who oppose stem cell research under any conditions. Fortunately, Grove and others are more interested in advancing scientific research that could benefit the large number of Americans who suffer from Parkinson's disease, nerve injuries, heart diseases and many other problems. | 768.txt | 0 |
[
"his administration is financially pinched",
"he did not want to offend its opponents",
"it amounts to a contempt for human life",
"it did not promise any therapeutic value"
] | The reason lying behind President Bush's placing limits on stem cell research is that ________. | Intel chairman Andy Grove has decided to cut the Gordian knot of controversy surrounding stem cell research by simply writing a check.
The check, which he pledged last week, could be for as much as 55 million, depending on how many donors make gifts of between 550,000 and 5,500,000, which he has promised to match. It will be made out to the University of California-San Francisco (UCSF).
Thanks in part to such private donations, university research into uses for human stem cells-the cells at the earliest stages of development that can form any body part-will continue in California. With private financial support, the state will be less likely to lose talented scientists who would be tempted to leave the field or even leave the country as research dependent on federal money slows to glacial pace.
Hindered by limits President Bush placed on stem cell research a year age, scientists are turning to laboratories that can carry out work without using federal money. This is awkward for universities, which must spend extra money building separate labs and keeping rigor cots records proving no federal funds were involved. Grove's donation, a first step toward a $20 million target at UCSF, will ease the burden.
The president's decision a year ago to allow research on already existing stem cell lines was portrayed as a reasonable compromise between scientists' needs for cells to work with, and concerns that this kind of research could lead to wholesale creation and destruction of human embryos , cloned infants and a general contempt for human life.
But Bush's effort to please both sides ended up pleasing neither. And it certainly didn't provide the basis for cutting edge research. Of the 78 existing stem cell lines which Bush said are all that science would ever need, only one is in this country (at the University of Wisconsin) and only five are ready for distribution to researchers. All were grown in conjunction with mouse cells, making future therapeutic uses unlikely.
The Bush administration seems bent on satisfying the small but vocal group of Americans who oppose stem cell research under any conditions. Fortunately, Grove and others are more interested in advancing scientific research that could benefit the large number of Americans who suffer from Parkinson's disease, nerve injuries, heart diseases and many other problems. | 768.txt | 1 |
[
"The author presents the advantages and disadvantages of plankton as a food source.",
"The author quotes public opinion to support the argument for farming plankton.",
"The author classifies the different food sources according to amount of carbohydrate.",
"The author makes a general statement about plankton as a food source and then moves to a specific example."
] | Which of the following best portrays the organization of the passage? | Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals. Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food value however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year. The sea's plankton generates more than twice as much.
Despite its enormous food potential, little effort was made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the sea's resources loom even more important as a means of feeding an expanding world population.
No one yet has seriously suggested that " planktonburgers" may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.
One type of plankton that seems to have great harvest possibilities is a tiny shrimplike creature called krill. Growing to two or three inches long, krill provide the major food for the giant blue whale, the largest animal ever to inhabit the Earth. Realizing that this whale may grow 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.
Krill swim about just below the surface in huge schools sometimes miles wide, mainly in the cold Antarctic. Because of their pink color, they often appear as a solid reddish mass when viewed from a ship or from the air. Krill are very high in food value. A pound of these crustaceans contains about 460 calories-about the same as shrimp or lobster, to which they are related.
If the krill can feed such huge creatures as whales, many scientists reason, they must certainly be contenders as new food source for humans. | 3913.txt | 3 |
[
"It is easier to cultivate.",
"It produces more carbohydrates.",
"It does not require soil.",
"It is more palatable."
] | According to the passage, why is plankton regarded to be more valuable than land grasses? | Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals. Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food value however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year. The sea's plankton generates more than twice as much.
Despite its enormous food potential, little effort was made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the sea's resources loom even more important as a means of feeding an expanding world population.
No one yet has seriously suggested that " planktonburgers" may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.
One type of plankton that seems to have great harvest possibilities is a tiny shrimplike creature called krill. Growing to two or three inches long, krill provide the major food for the giant blue whale, the largest animal ever to inhabit the Earth. Realizing that this whale may grow 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.
Krill swim about just below the surface in huge schools sometimes miles wide, mainly in the cold Antarctic. Because of their pink color, they often appear as a solid reddish mass when viewed from a ship or from the air. Krill are very high in food value. A pound of these crustaceans contains about 460 calories-about the same as shrimp or lobster, to which they are related.
If the krill can feed such huge creatures as whales, many scientists reason, they must certainly be contenders as new food source for humans. | 3913.txt | 1 |
[
"To describe the appearance of one type of plankton.",
"To illustrate how much plankton a whale consumes.",
"To suggest plankton as a possible food sources.",
"To compare the food values of beef and plankton."
] | Why does the author mention " planktonburgers" ? | Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals. Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food value however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year. The sea's plankton generates more than twice as much.
Despite its enormous food potential, little effort was made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the sea's resources loom even more important as a means of feeding an expanding world population.
No one yet has seriously suggested that " planktonburgers" may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.
One type of plankton that seems to have great harvest possibilities is a tiny shrimplike creature called krill. Growing to two or three inches long, krill provide the major food for the giant blue whale, the largest animal ever to inhabit the Earth. Realizing that this whale may grow 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.
Krill swim about just below the surface in huge schools sometimes miles wide, mainly in the cold Antarctic. Because of their pink color, they often appear as a solid reddish mass when viewed from a ship or from the air. Krill are very high in food value. A pound of these crustaceans contains about 460 calories-about the same as shrimp or lobster, to which they are related.
If the krill can feed such huge creatures as whales, many scientists reason, they must certainly be contenders as new food source for humans. | 3913.txt | 2 |
[
"They are the smallest marine animals.",
"They are pink in color.",
"They are similar in size to lobsters.",
"They have grass like bodies."
] | What is mentioned as one conspicuous feature of krill? | Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals. Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food value however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year. The sea's plankton generates more than twice as much.
Despite its enormous food potential, little effort was made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the sea's resources loom even more important as a means of feeding an expanding world population.
No one yet has seriously suggested that " planktonburgers" may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.
One type of plankton that seems to have great harvest possibilities is a tiny shrimplike creature called krill. Growing to two or three inches long, krill provide the major food for the giant blue whale, the largest animal ever to inhabit the Earth. Realizing that this whale may grow 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.
Krill swim about just below the surface in huge schools sometimes miles wide, mainly in the cold Antarctic. Because of their pink color, they often appear as a solid reddish mass when viewed from a ship or from the air. Krill are very high in food value. A pound of these crustaceans contains about 460 calories-about the same as shrimp or lobster, to which they are related.
If the krill can feed such huge creatures as whales, many scientists reason, they must certainly be contenders as new food source for humans. | 3913.txt | 1 |
[
"high in food value.",
"in abundant supply in the oceans.",
"an appropriate food for other animals.",
"free of chemicals and pollutants."
] | The author mentions all of the following as reasons why plankton could be considered a human food source except that it is _ . | Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals. Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food value however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year. The sea's plankton generates more than twice as much.
Despite its enormous food potential, little effort was made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the sea's resources loom even more important as a means of feeding an expanding world population.
No one yet has seriously suggested that " planktonburgers" may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.
One type of plankton that seems to have great harvest possibilities is a tiny shrimplike creature called krill. Growing to two or three inches long, krill provide the major food for the giant blue whale, the largest animal ever to inhabit the Earth. Realizing that this whale may grow 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.
Krill swim about just below the surface in huge schools sometimes miles wide, mainly in the cold Antarctic. Because of their pink color, they often appear as a solid reddish mass when viewed from a ship or from the air. Krill are very high in food value. A pound of these crustaceans contains about 460 calories-about the same as shrimp or lobster, to which they are related.
If the krill can feed such huge creatures as whales, many scientists reason, they must certainly be contenders as new food source for humans. | 3913.txt | 3 |
[
"People's personal information is easily accessed without their knowledge.",
"In the 21st century people try every means to look into others' secrets.",
"People tend to be more frank with each other in the information age.",
"Criminals are easily caught on the spot with advanced technology."
] | What does the author mean by saying "the 21st century equivalent of being caught naked" (Lines 3-4, Para. 2)? | Someday a stranger will read your e-mail without your permission or scan the Websites you've visited. Or perhaps someone will casually glance through your credit card purchases or cell phone bills to find out your shopping preferences or calling habits.
In fact, it's likely some of these things have already happened to you. Who would watch you without your permission? It might be a spouse, a girlfriend, a marketing company, a boss, a cop or a criminal. Whoever it is, they will see you in a way you never intended to be seen-the 21st century equivalent of being caught naked.
Psychologists tell us boundaries are healthy, that it's important to reveal yourself to friends, family and lovers in stages, at appropriate times. But few boundaries remain. The digital bread crumbs you leave everywhere make it easy for strangers to reconstruct who you are, where you are and what you like. In some cases, a simple Google search can reveal what you think. Like it or not, increasingly we live in a world where you simply cannot keep a secret.
The key question is: Does that matter?
For many Americans, the answer apparently is "no."
When opinion polls ask Americans about privacy, most say they are concerned about losing it. A survey found an overwhelming pessimism about privacy, with 60 percent of respondents saying they feel their privacy is "slipping away, and that bothers me."
But people say one thing and do another. Only a tiny fraction of Americans change any behaviors in an effort to preserve their privacy. Few people turn down a discount at tollbooths to avoid using the EZ-Pass system that can track automobile movements, and few turn down supermarket loyalty cards. Privacy economist Alessandro Acquisti has run a series of tests that reveal people will surrender personal information like Social Security numbers just to get their hands on a pitiful 50-cents-off coupon .
But privacy does matter-at least sometimes. It's like health: When you have it, you don't notice it. Only when it's gone do you wish you'd done more to protect it. | 1549.txt | 0 |
[
"Friends should open their hearts to each other.",
"Friends should always be faithful to each other.",
"There should be a distance even between friends.",
"There should be fewer disputes between friends."
] | What would psychologists advise on the relationships between friends? | Someday a stranger will read your e-mail without your permission or scan the Websites you've visited. Or perhaps someone will casually glance through your credit card purchases or cell phone bills to find out your shopping preferences or calling habits.
In fact, it's likely some of these things have already happened to you. Who would watch you without your permission? It might be a spouse, a girlfriend, a marketing company, a boss, a cop or a criminal. Whoever it is, they will see you in a way you never intended to be seen-the 21st century equivalent of being caught naked.
Psychologists tell us boundaries are healthy, that it's important to reveal yourself to friends, family and lovers in stages, at appropriate times. But few boundaries remain. The digital bread crumbs you leave everywhere make it easy for strangers to reconstruct who you are, where you are and what you like. In some cases, a simple Google search can reveal what you think. Like it or not, increasingly we live in a world where you simply cannot keep a secret.
The key question is: Does that matter?
For many Americans, the answer apparently is "no."
When opinion polls ask Americans about privacy, most say they are concerned about losing it. A survey found an overwhelming pessimism about privacy, with 60 percent of respondents saying they feel their privacy is "slipping away, and that bothers me."
But people say one thing and do another. Only a tiny fraction of Americans change any behaviors in an effort to preserve their privacy. Few people turn down a discount at tollbooths to avoid using the EZ-Pass system that can track automobile movements, and few turn down supermarket loyalty cards. Privacy economist Alessandro Acquisti has run a series of tests that reveal people will surrender personal information like Social Security numbers just to get their hands on a pitiful 50-cents-off coupon .
But privacy does matter-at least sometimes. It's like health: When you have it, you don't notice it. Only when it's gone do you wish you'd done more to protect it. | 1549.txt | 2 |
[
"Modern society has finally evolved into an open society.",
"People leave traces around when using modern technology.",
"There are always people who are curious about others' affairs.",
"Many search engines profit by revealing people's identities."
] | Why does the author say "we live in a world where you simply cannot keep a secret" (Line 5, Para. 3)? | Someday a stranger will read your e-mail without your permission or scan the Websites you've visited. Or perhaps someone will casually glance through your credit card purchases or cell phone bills to find out your shopping preferences or calling habits.
In fact, it's likely some of these things have already happened to you. Who would watch you without your permission? It might be a spouse, a girlfriend, a marketing company, a boss, a cop or a criminal. Whoever it is, they will see you in a way you never intended to be seen-the 21st century equivalent of being caught naked.
Psychologists tell us boundaries are healthy, that it's important to reveal yourself to friends, family and lovers in stages, at appropriate times. But few boundaries remain. The digital bread crumbs you leave everywhere make it easy for strangers to reconstruct who you are, where you are and what you like. In some cases, a simple Google search can reveal what you think. Like it or not, increasingly we live in a world where you simply cannot keep a secret.
The key question is: Does that matter?
For many Americans, the answer apparently is "no."
When opinion polls ask Americans about privacy, most say they are concerned about losing it. A survey found an overwhelming pessimism about privacy, with 60 percent of respondents saying they feel their privacy is "slipping away, and that bothers me."
But people say one thing and do another. Only a tiny fraction of Americans change any behaviors in an effort to preserve their privacy. Few people turn down a discount at tollbooths to avoid using the EZ-Pass system that can track automobile movements, and few turn down supermarket loyalty cards. Privacy economist Alessandro Acquisti has run a series of tests that reveal people will surrender personal information like Social Security numbers just to get their hands on a pitiful 50-cents-off coupon .
But privacy does matter-at least sometimes. It's like health: When you have it, you don't notice it. Only when it's gone do you wish you'd done more to protect it. | 1549.txt | 1 |
[
"They change behaviors that might disclose their identity.",
"They use various loyalty cards for business transactions.",
"They rely more and more on electronic devices.",
"They talk a lot but hardly do anything about it."
] | What do most Americans do with regard to privacy protection? | Someday a stranger will read your e-mail without your permission or scan the Websites you've visited. Or perhaps someone will casually glance through your credit card purchases or cell phone bills to find out your shopping preferences or calling habits.
In fact, it's likely some of these things have already happened to you. Who would watch you without your permission? It might be a spouse, a girlfriend, a marketing company, a boss, a cop or a criminal. Whoever it is, they will see you in a way you never intended to be seen-the 21st century equivalent of being caught naked.
Psychologists tell us boundaries are healthy, that it's important to reveal yourself to friends, family and lovers in stages, at appropriate times. But few boundaries remain. The digital bread crumbs you leave everywhere make it easy for strangers to reconstruct who you are, where you are and what you like. In some cases, a simple Google search can reveal what you think. Like it or not, increasingly we live in a world where you simply cannot keep a secret.
The key question is: Does that matter?
For many Americans, the answer apparently is "no."
When opinion polls ask Americans about privacy, most say they are concerned about losing it. A survey found an overwhelming pessimism about privacy, with 60 percent of respondents saying they feel their privacy is "slipping away, and that bothers me."
But people say one thing and do another. Only a tiny fraction of Americans change any behaviors in an effort to preserve their privacy. Few people turn down a discount at tollbooths to avoid using the EZ-Pass system that can track automobile movements, and few turn down supermarket loyalty cards. Privacy economist Alessandro Acquisti has run a series of tests that reveal people will surrender personal information like Social Security numbers just to get their hands on a pitiful 50-cents-off coupon .
But privacy does matter-at least sometimes. It's like health: When you have it, you don't notice it. Only when it's gone do you wish you'd done more to protect it. | 1549.txt | 3 |
[
"people will make every effort to keep it",
"its importance is rarely understood",
"it is something that can easily be lost",
"people don't cherish it until they lose it"
] | According to the passage, privacy is like health in that _ . | Someday a stranger will read your e-mail without your permission or scan the Websites you've visited. Or perhaps someone will casually glance through your credit card purchases or cell phone bills to find out your shopping preferences or calling habits.
In fact, it's likely some of these things have already happened to you. Who would watch you without your permission? It might be a spouse, a girlfriend, a marketing company, a boss, a cop or a criminal. Whoever it is, they will see you in a way you never intended to be seen-the 21st century equivalent of being caught naked.
Psychologists tell us boundaries are healthy, that it's important to reveal yourself to friends, family and lovers in stages, at appropriate times. But few boundaries remain. The digital bread crumbs you leave everywhere make it easy for strangers to reconstruct who you are, where you are and what you like. In some cases, a simple Google search can reveal what you think. Like it or not, increasingly we live in a world where you simply cannot keep a secret.
The key question is: Does that matter?
For many Americans, the answer apparently is "no."
When opinion polls ask Americans about privacy, most say they are concerned about losing it. A survey found an overwhelming pessimism about privacy, with 60 percent of respondents saying they feel their privacy is "slipping away, and that bothers me."
But people say one thing and do another. Only a tiny fraction of Americans change any behaviors in an effort to preserve their privacy. Few people turn down a discount at tollbooths to avoid using the EZ-Pass system that can track automobile movements, and few turn down supermarket loyalty cards. Privacy economist Alessandro Acquisti has run a series of tests that reveal people will surrender personal information like Social Security numbers just to get their hands on a pitiful 50-cents-off coupon .
But privacy does matter-at least sometimes. It's like health: When you have it, you don't notice it. Only when it's gone do you wish you'd done more to protect it. | 1549.txt | 3 |
[
"Mumtaz",
"Shah",
"Either Mumtaz or Shah",
"Both Mumtaz and Shah"
] | The Taj Mahal was built for _ . | The Taj Mahal is considered to be one of the most beautiful buildings in the world and the finest example of the late style of Indian architecture.It is at Agra in northern India. It lies beside the River Jumna in the middle of gardens with quiet pools.
The Taj Mahal was built by the Mogul emperor Shah Jehan, who ruled India in the seventeenth century. It is in memory of his favorite wife, Arjumand Banu Bagam, known as Mumtaz Mahal, who died in 1631. The building, which was completed between 1632 and 1638, was designed by a local Muslim architect Ustad Ahmad Lahori. The whole building, with gardens and gateway structures, was completed in 1643. The Taj Mahal stands at one end of the garden tomb with marble path. The room is softly lighted by the light that passes through double screens of carved marble set high in the walls. The building now is kept in good condition.
The Taj Mahal took 22 years to build. Shah Jehan planned a similar building, but in black instead of white, to lie on the other side of the river. But before it could be built, Shah Jehan was imprisoned by his son and buried next to his wife in the Taj Mahal. | 649.txt | 0 |
[
"His own tomb hadn't been built.",
"He hoped to be buried there.",
"King and Queen should be buried together.",
"He liked Mumtaz all his life."
] | Why do you think Shah Jehan was buried next to his wife? | The Taj Mahal is considered to be one of the most beautiful buildings in the world and the finest example of the late style of Indian architecture.It is at Agra in northern India. It lies beside the River Jumna in the middle of gardens with quiet pools.
The Taj Mahal was built by the Mogul emperor Shah Jehan, who ruled India in the seventeenth century. It is in memory of his favorite wife, Arjumand Banu Bagam, known as Mumtaz Mahal, who died in 1631. The building, which was completed between 1632 and 1638, was designed by a local Muslim architect Ustad Ahmad Lahori. The whole building, with gardens and gateway structures, was completed in 1643. The Taj Mahal stands at one end of the garden tomb with marble path. The room is softly lighted by the light that passes through double screens of carved marble set high in the walls. The building now is kept in good condition.
The Taj Mahal took 22 years to build. Shah Jehan planned a similar building, but in black instead of white, to lie on the other side of the river. But before it could be built, Shah Jehan was imprisoned by his son and buried next to his wife in the Taj Mahal. | 649.txt | 0 |
[
"why the Taj Mahal was built",
"the love story between Shah and Mumtaz",
"some information about the Taj Mahal",
"the Taj Mahal-the pride of Indians"
] | The passage mainly tells us _ . | The Taj Mahal is considered to be one of the most beautiful buildings in the world and the finest example of the late style of Indian architecture.It is at Agra in northern India. It lies beside the River Jumna in the middle of gardens with quiet pools.
The Taj Mahal was built by the Mogul emperor Shah Jehan, who ruled India in the seventeenth century. It is in memory of his favorite wife, Arjumand Banu Bagam, known as Mumtaz Mahal, who died in 1631. The building, which was completed between 1632 and 1638, was designed by a local Muslim architect Ustad Ahmad Lahori. The whole building, with gardens and gateway structures, was completed in 1643. The Taj Mahal stands at one end of the garden tomb with marble path. The room is softly lighted by the light that passes through double screens of carved marble set high in the walls. The building now is kept in good condition.
The Taj Mahal took 22 years to build. Shah Jehan planned a similar building, but in black instead of white, to lie on the other side of the river. But before it could be built, Shah Jehan was imprisoned by his son and buried next to his wife in the Taj Mahal. | 649.txt | 2 |
[
"the Taj Mahal looks more beautiful than before.",
"the Taj Mahal doesn't exist now.",
"the Taj Mahal has completely changed.",
"the Taj Mahal has become a place of interest."
] | Form the passage we can learn that _ . | The Taj Mahal is considered to be one of the most beautiful buildings in the world and the finest example of the late style of Indian architecture.It is at Agra in northern India. It lies beside the River Jumna in the middle of gardens with quiet pools.
The Taj Mahal was built by the Mogul emperor Shah Jehan, who ruled India in the seventeenth century. It is in memory of his favorite wife, Arjumand Banu Bagam, known as Mumtaz Mahal, who died in 1631. The building, which was completed between 1632 and 1638, was designed by a local Muslim architect Ustad Ahmad Lahori. The whole building, with gardens and gateway structures, was completed in 1643. The Taj Mahal stands at one end of the garden tomb with marble path. The room is softly lighted by the light that passes through double screens of carved marble set high in the walls. The building now is kept in good condition.
The Taj Mahal took 22 years to build. Shah Jehan planned a similar building, but in black instead of white, to lie on the other side of the river. But before it could be built, Shah Jehan was imprisoned by his son and buried next to his wife in the Taj Mahal. | 649.txt | 3 |
[
"Animals have driven humanity's success.",
"Tool-making and language are uniquely human habits.",
"Employing wolves is uniquely human habit.",
"People live with animals everywhere."
] | What do we learn from the first paragraph about animals? | The unique human habit of taking in and employing animalseven competitors like wolvesspurred on human tool-making and language, which have both driven humanity's success, Pat Shipman says, paleoanthropologist of Penn State University. "Wherever you go in the world, whatever ecosystem, whatever culture, people live with animals," Shipman said.
For early humans, taking in and caring for animals would seem like a poor strategy for survival. "On the face of it, you are wasting your resources. So this is a very weird behavior," Shipman said. But it's not so weird in the context something else humans were doing about 2.6 million years ago: switching from a mostly vegetarian diet to one rich in meat. This happened because humans invented stone hunting tools that enabled them to compete with other top predators. Quite a rapid and bizarre switch for any animal. So we invented the equipment, learned how to track and kill, and eventually took in animals who also knew how to huntlike wolves and other canines. Others, like goats, cows and horses, provided milk, hair and, finally, hides and meat.
Managing all of these animalsor just tracking themrequires technology, knowledge and ways to preserve and convey information. So languages had to develop and evolve to meet the challenges. Tracking game has even been argued to be the origin of scientific inquiry, said Peter Richerson, professor emeritus in the Department of Environmental Science and Policy at the University of California, Davis. One of the signs that this happened is in petroglyphs and other rock art left by ancient peoples. At first they were abstract, geometric patterns that are impossible to decipher. Then they converge on one subject: animals.
There have also been genetic changes in both humans and our animals. For the animals those changes developed because human bred them for specific traits, like a cow that gives more mill or a hen that lays more eggs. But this evolutionary influence works both ways. Dogs, for instance, might have been selectively taken in by humans who shared genes for more compassion, Those humans then prospered with the dogs' help in hunting and securing their homes. | 2624.txt | 3 |
[
"Early humans were poor in survival resources.",
"Taking in animal was a very weird behavior.",
"Early humans didn't know how to track and kill.",
"Early humans switched from a vegetarian diet to meat."
] | Why did Shipman say taking in animal is a poor strategy for survival? | The unique human habit of taking in and employing animalseven competitors like wolvesspurred on human tool-making and language, which have both driven humanity's success, Pat Shipman says, paleoanthropologist of Penn State University. "Wherever you go in the world, whatever ecosystem, whatever culture, people live with animals," Shipman said.
For early humans, taking in and caring for animals would seem like a poor strategy for survival. "On the face of it, you are wasting your resources. So this is a very weird behavior," Shipman said. But it's not so weird in the context something else humans were doing about 2.6 million years ago: switching from a mostly vegetarian diet to one rich in meat. This happened because humans invented stone hunting tools that enabled them to compete with other top predators. Quite a rapid and bizarre switch for any animal. So we invented the equipment, learned how to track and kill, and eventually took in animals who also knew how to huntlike wolves and other canines. Others, like goats, cows and horses, provided milk, hair and, finally, hides and meat.
Managing all of these animalsor just tracking themrequires technology, knowledge and ways to preserve and convey information. So languages had to develop and evolve to meet the challenges. Tracking game has even been argued to be the origin of scientific inquiry, said Peter Richerson, professor emeritus in the Department of Environmental Science and Policy at the University of California, Davis. One of the signs that this happened is in petroglyphs and other rock art left by ancient peoples. At first they were abstract, geometric patterns that are impossible to decipher. Then they converge on one subject: animals.
There have also been genetic changes in both humans and our animals. For the animals those changes developed because human bred them for specific traits, like a cow that gives more mill or a hen that lays more eggs. But this evolutionary influence works both ways. Dogs, for instance, might have been selectively taken in by humans who shared genes for more compassion, Those humans then prospered with the dogs' help in hunting and securing their homes. | 2624.txt | 0 |
[
"Early humans should have communication in tracking game.",
"Language can enable humans to compete with other top predators.",
"Animals should understand the orders given by humans.",
"Language could give a rapid and bizarre switch for any animal."
] | Why did languages have to develop and evolve to meet the challenges? | The unique human habit of taking in and employing animalseven competitors like wolvesspurred on human tool-making and language, which have both driven humanity's success, Pat Shipman says, paleoanthropologist of Penn State University. "Wherever you go in the world, whatever ecosystem, whatever culture, people live with animals," Shipman said.
For early humans, taking in and caring for animals would seem like a poor strategy for survival. "On the face of it, you are wasting your resources. So this is a very weird behavior," Shipman said. But it's not so weird in the context something else humans were doing about 2.6 million years ago: switching from a mostly vegetarian diet to one rich in meat. This happened because humans invented stone hunting tools that enabled them to compete with other top predators. Quite a rapid and bizarre switch for any animal. So we invented the equipment, learned how to track and kill, and eventually took in animals who also knew how to huntlike wolves and other canines. Others, like goats, cows and horses, provided milk, hair and, finally, hides and meat.
Managing all of these animalsor just tracking themrequires technology, knowledge and ways to preserve and convey information. So languages had to develop and evolve to meet the challenges. Tracking game has even been argued to be the origin of scientific inquiry, said Peter Richerson, professor emeritus in the Department of Environmental Science and Policy at the University of California, Davis. One of the signs that this happened is in petroglyphs and other rock art left by ancient peoples. At first they were abstract, geometric patterns that are impossible to decipher. Then they converge on one subject: animals.
There have also been genetic changes in both humans and our animals. For the animals those changes developed because human bred them for specific traits, like a cow that gives more mill or a hen that lays more eggs. But this evolutionary influence works both ways. Dogs, for instance, might have been selectively taken in by humans who shared genes for more compassion, Those humans then prospered with the dogs' help in hunting and securing their homes. | 2624.txt | 0 |
[
"Caring for animals seemed common after people invented tools.",
"After language developed early humans learned how to track and kill.",
"Managing and tracking animals are the origin of modem science.",
"Language developed from abstract to specific because of animals."
] | What do we learn from the statement of Pat Shipman and Peter Richerson? | The unique human habit of taking in and employing animalseven competitors like wolvesspurred on human tool-making and language, which have both driven humanity's success, Pat Shipman says, paleoanthropologist of Penn State University. "Wherever you go in the world, whatever ecosystem, whatever culture, people live with animals," Shipman said.
For early humans, taking in and caring for animals would seem like a poor strategy for survival. "On the face of it, you are wasting your resources. So this is a very weird behavior," Shipman said. But it's not so weird in the context something else humans were doing about 2.6 million years ago: switching from a mostly vegetarian diet to one rich in meat. This happened because humans invented stone hunting tools that enabled them to compete with other top predators. Quite a rapid and bizarre switch for any animal. So we invented the equipment, learned how to track and kill, and eventually took in animals who also knew how to huntlike wolves and other canines. Others, like goats, cows and horses, provided milk, hair and, finally, hides and meat.
Managing all of these animalsor just tracking themrequires technology, knowledge and ways to preserve and convey information. So languages had to develop and evolve to meet the challenges. Tracking game has even been argued to be the origin of scientific inquiry, said Peter Richerson, professor emeritus in the Department of Environmental Science and Policy at the University of California, Davis. One of the signs that this happened is in petroglyphs and other rock art left by ancient peoples. At first they were abstract, geometric patterns that are impossible to decipher. Then they converge on one subject: animals.
There have also been genetic changes in both humans and our animals. For the animals those changes developed because human bred them for specific traits, like a cow that gives more mill or a hen that lays more eggs. But this evolutionary influence works both ways. Dogs, for instance, might have been selectively taken in by humans who shared genes for more compassion, Those humans then prospered with the dogs' help in hunting and securing their homes. | 2624.txt | 2 |
[
"Animals changes are developed by themselves.",
"Human bred animals for specific genes.",
"Evolutionary influence works on both humans and animals.",
"Genes could make the dogs help people in hunting."
] | What do we learn from the last paragraph? | The unique human habit of taking in and employing animalseven competitors like wolvesspurred on human tool-making and language, which have both driven humanity's success, Pat Shipman says, paleoanthropologist of Penn State University. "Wherever you go in the world, whatever ecosystem, whatever culture, people live with animals," Shipman said.
For early humans, taking in and caring for animals would seem like a poor strategy for survival. "On the face of it, you are wasting your resources. So this is a very weird behavior," Shipman said. But it's not so weird in the context something else humans were doing about 2.6 million years ago: switching from a mostly vegetarian diet to one rich in meat. This happened because humans invented stone hunting tools that enabled them to compete with other top predators. Quite a rapid and bizarre switch for any animal. So we invented the equipment, learned how to track and kill, and eventually took in animals who also knew how to huntlike wolves and other canines. Others, like goats, cows and horses, provided milk, hair and, finally, hides and meat.
Managing all of these animalsor just tracking themrequires technology, knowledge and ways to preserve and convey information. So languages had to develop and evolve to meet the challenges. Tracking game has even been argued to be the origin of scientific inquiry, said Peter Richerson, professor emeritus in the Department of Environmental Science and Policy at the University of California, Davis. One of the signs that this happened is in petroglyphs and other rock art left by ancient peoples. At first they were abstract, geometric patterns that are impossible to decipher. Then they converge on one subject: animals.
There have also been genetic changes in both humans and our animals. For the animals those changes developed because human bred them for specific traits, like a cow that gives more mill or a hen that lays more eggs. But this evolutionary influence works both ways. Dogs, for instance, might have been selectively taken in by humans who shared genes for more compassion, Those humans then prospered with the dogs' help in hunting and securing their homes. | 2624.txt | 2 |
[
"make efforts to clone the endangered pandas",
"save endangered animals from dying out",
"collect DNA of endangered animals to study",
"transfer the nuclear of one animal to another"
] | The aim of "Noah's Ark" project is to _ . | With only about 1, 000 pandas left in the world, China is desperately trying to clone the animal and save the endangered species. That's a move similar to what a Texas A & M University researchers have been undertaking for the past five years in a project called "Noah's Ark".
Noah's Ark is aimed at collecting eggs, embryos, semen and DNA of endangered animals and storing them in liquid nitrogen. If certain species should become extinct, Dr. Duane Kraemer, a professor in Texas A & M's College of Veterinary Medicine, says there would be enough of the basic building blocks to reintroduce the species in the future.
It is estimated that as many as 2, 000 species of mammals, birds reptiles will become extinct in over 100 years. The panda, native only to China, is in danger of becoming extinct in the next 25 years.
This week, Chinese scientists said they grew an embryo by introducing cells from a dead female panda into the egg cells of a Japanese white rabbit. They are now trying to implant the embryo into a host animal.
The entire procedure could take from three to five years to complete.
"The nuclear transfer of one species to another is not easy, and the lack of available(capable of being used) panda eggs could be a major problem," Kraemer believes. "They will probably have to do several hundred transfers to result in one pregnancy (having a baby). It takes a long time and it's difficult, but this could be groundbreaking science if it works. They are certainly not putting any live pandas at risk, so it is worth the effort," adds Kraemer, who is one of the leaders of the Project at Texas A& M, the first-ever attempt at cloning a dog.
"They are trying to do something that's never been done, and this is very similar to our work in Noah's Ark. We're both trying to save animals that face extinction. I certainly appreciate their effort and there's a lot we can learn from what they are attempting to do. It's a research that is very much needed." | 2860.txt | 1 |
[
"available panda eggs",
"host animals",
"qualified researchers",
"enough money"
] | According to Professor Kraemer, the major problem in cloning pandas would be the lack of _ . | With only about 1, 000 pandas left in the world, China is desperately trying to clone the animal and save the endangered species. That's a move similar to what a Texas A & M University researchers have been undertaking for the past five years in a project called "Noah's Ark".
Noah's Ark is aimed at collecting eggs, embryos, semen and DNA of endangered animals and storing them in liquid nitrogen. If certain species should become extinct, Dr. Duane Kraemer, a professor in Texas A & M's College of Veterinary Medicine, says there would be enough of the basic building blocks to reintroduce the species in the future.
It is estimated that as many as 2, 000 species of mammals, birds reptiles will become extinct in over 100 years. The panda, native only to China, is in danger of becoming extinct in the next 25 years.
This week, Chinese scientists said they grew an embryo by introducing cells from a dead female panda into the egg cells of a Japanese white rabbit. They are now trying to implant the embryo into a host animal.
The entire procedure could take from three to five years to complete.
"The nuclear transfer of one species to another is not easy, and the lack of available(capable of being used) panda eggs could be a major problem," Kraemer believes. "They will probably have to do several hundred transfers to result in one pregnancy (having a baby). It takes a long time and it's difficult, but this could be groundbreaking science if it works. They are certainly not putting any live pandas at risk, so it is worth the effort," adds Kraemer, who is one of the leaders of the Project at Texas A& M, the first-ever attempt at cloning a dog.
"They are trying to do something that's never been done, and this is very similar to our work in Noah's Ark. We're both trying to save animals that face extinction. I certainly appreciate their effort and there's a lot we can learn from what they are attempting to do. It's a research that is very much needed." | 2860.txt | 0 |
[
"China's Success in Pandas Cloning",
"The First Cloned Panda in the World",
"Exploring the Possibility to Clone Pandas",
"China -the Native Place of Pandas Forever"
] | The best title for the passage may be _ . | With only about 1, 000 pandas left in the world, China is desperately trying to clone the animal and save the endangered species. That's a move similar to what a Texas A & M University researchers have been undertaking for the past five years in a project called "Noah's Ark".
Noah's Ark is aimed at collecting eggs, embryos, semen and DNA of endangered animals and storing them in liquid nitrogen. If certain species should become extinct, Dr. Duane Kraemer, a professor in Texas A & M's College of Veterinary Medicine, says there would be enough of the basic building blocks to reintroduce the species in the future.
It is estimated that as many as 2, 000 species of mammals, birds reptiles will become extinct in over 100 years. The panda, native only to China, is in danger of becoming extinct in the next 25 years.
This week, Chinese scientists said they grew an embryo by introducing cells from a dead female panda into the egg cells of a Japanese white rabbit. They are now trying to implant the embryo into a host animal.
The entire procedure could take from three to five years to complete.
"The nuclear transfer of one species to another is not easy, and the lack of available(capable of being used) panda eggs could be a major problem," Kraemer believes. "They will probably have to do several hundred transfers to result in one pregnancy (having a baby). It takes a long time and it's difficult, but this could be groundbreaking science if it works. They are certainly not putting any live pandas at risk, so it is worth the effort," adds Kraemer, who is one of the leaders of the Project at Texas A& M, the first-ever attempt at cloning a dog.
"They are trying to do something that's never been done, and this is very similar to our work in Noah's Ark. We're both trying to save animals that face extinction. I certainly appreciate their effort and there's a lot we can learn from what they are attempting to do. It's a research that is very much needed." | 2860.txt | 2 |
[
"Kraemer and his team have succeeded in cloning a dog",
"scientists try to implant a panda's egg into a rabbit",
"Kraemer will work with Chinese scientists in clone researches",
"about two thousand of species will probably die out in a century"
] | From the passage we know that _ . | With only about 1, 000 pandas left in the world, China is desperately trying to clone the animal and save the endangered species. That's a move similar to what a Texas A & M University researchers have been undertaking for the past five years in a project called "Noah's Ark".
Noah's Ark is aimed at collecting eggs, embryos, semen and DNA of endangered animals and storing them in liquid nitrogen. If certain species should become extinct, Dr. Duane Kraemer, a professor in Texas A & M's College of Veterinary Medicine, says there would be enough of the basic building blocks to reintroduce the species in the future.
It is estimated that as many as 2, 000 species of mammals, birds reptiles will become extinct in over 100 years. The panda, native only to China, is in danger of becoming extinct in the next 25 years.
This week, Chinese scientists said they grew an embryo by introducing cells from a dead female panda into the egg cells of a Japanese white rabbit. They are now trying to implant the embryo into a host animal.
The entire procedure could take from three to five years to complete.
"The nuclear transfer of one species to another is not easy, and the lack of available(capable of being used) panda eggs could be a major problem," Kraemer believes. "They will probably have to do several hundred transfers to result in one pregnancy (having a baby). It takes a long time and it's difficult, but this could be groundbreaking science if it works. They are certainly not putting any live pandas at risk, so it is worth the effort," adds Kraemer, who is one of the leaders of the Project at Texas A& M, the first-ever attempt at cloning a dog.
"They are trying to do something that's never been done, and this is very similar to our work in Noah's Ark. We're both trying to save animals that face extinction. I certainly appreciate their effort and there's a lot we can learn from what they are attempting to do. It's a research that is very much needed." | 2860.txt | 3 |
[
"It may shed light on people's desire to crack a secret.",
"It has proved to be key to McDonald's business success.",
"It appeals to kid's curiosity to find out what is hidden inside.",
"It may be a pleasant way for kids to reduce their food intake."
] | What do we learn about McDonald's inclusion of toys in its Happy Meals? | The secret to eating less and being happy about it may have been cracked years ago-by McDonald's. According to a new study from Cornell University's Food and Brand Lab, small non-food rewards--like the toys in McDonald's Happy Meals--stimulate the same reward centers in the brain as food does.
The researchers, led by Martin Reimann, carried out a series of experiments to see if people would choose a smaller meal if it was paired with a non-food item.
They found that the majority of both kids and adults opted for a haft-sized portion when combined with a prize. Both options were priced the same.
Even more interesting is that the promise of a future reward was enough to make adults choose the smaller portion. One of the prizes used was a lottery ticket , with a $10, $ 50 or $100 payout, and this was as effective as a tangible gift in persuading people to eat less.
"The fact that participants were willing to substitute part of a food item for the mere prospect of a relatively small monetary award is interesting," says Reimann.
He theorizes that it is the emotional component of these intangible prizes that make them effective. In fact, vaguely-stated possibilities of winning a prize were more effective than options with hard odds included.
"One explanation for this finding is that possible awards may be more emotionally provoking than certainty Reimann." The of added attraction and awards," says uncertainty winning provides desirability through emotional 'thrills.' The possibility of receiving an award also produces a state of hope--a state that is in itself psychologically rewarding." In other words, there's a reason why people like to gamble.
How might this knowledge be used to help people eat more healthily?
One possibility is a healthy option that offers the chance to win a spa weekend. Or maybe the reward of a half-sized portion could be a half-sized dessert to be claimed only on a future date. That would get you back in the restaurant--and make you eat a little less. | 1985.txt | 3 |
[
"Reducing food intake is not that difficult if people go to McDonald's more.",
"Most kids and adults don't actually feel hungry when they eat half of their meal.",
"Eating a smaller portion of food does good to the health of kids and adults alike.",
"Most kids and adults would choose a smaller meal that came with a non-food item."
] | What is the finding of the researchers led by Martin Reimann? | The secret to eating less and being happy about it may have been cracked years ago-by McDonald's. According to a new study from Cornell University's Food and Brand Lab, small non-food rewards--like the toys in McDonald's Happy Meals--stimulate the same reward centers in the brain as food does.
The researchers, led by Martin Reimann, carried out a series of experiments to see if people would choose a smaller meal if it was paired with a non-food item.
They found that the majority of both kids and adults opted for a haft-sized portion when combined with a prize. Both options were priced the same.
Even more interesting is that the promise of a future reward was enough to make adults choose the smaller portion. One of the prizes used was a lottery ticket , with a $10, $ 50 or $100 payout, and this was as effective as a tangible gift in persuading people to eat less.
"The fact that participants were willing to substitute part of a food item for the mere prospect of a relatively small monetary award is interesting," says Reimann.
He theorizes that it is the emotional component of these intangible prizes that make them effective. In fact, vaguely-stated possibilities of winning a prize were more effective than options with hard odds included.
"One explanation for this finding is that possible awards may be more emotionally provoking than certainty Reimann." The of added attraction and awards," says uncertainty winning provides desirability through emotional 'thrills.' The possibility of receiving an award also produces a state of hope--a state that is in itself psychologically rewarding." In other words, there's a reason why people like to gamble.
How might this knowledge be used to help people eat more healthily?
One possibility is a healthy option that offers the chance to win a spa weekend. Or maybe the reward of a half-sized portion could be a half-sized dessert to be claimed only on a future date. That would get you back in the restaurant--and make you eat a little less. | 1985.txt | 3 |
[
"Kids preferred an award in the form of money to one in the form of a toy.",
"Adults chose the smaller portion on the mere promise of a future award.",
"Both kids and adults felt satisfied with only half of their meal portions.",
"Neither children nor adults could resist the temptation of a free toy."
] | What is most interesting in Martin Reimann's finding? | The secret to eating less and being happy about it may have been cracked years ago-by McDonald's. According to a new study from Cornell University's Food and Brand Lab, small non-food rewards--like the toys in McDonald's Happy Meals--stimulate the same reward centers in the brain as food does.
The researchers, led by Martin Reimann, carried out a series of experiments to see if people would choose a smaller meal if it was paired with a non-food item.
They found that the majority of both kids and adults opted for a haft-sized portion when combined with a prize. Both options were priced the same.
Even more interesting is that the promise of a future reward was enough to make adults choose the smaller portion. One of the prizes used was a lottery ticket , with a $10, $ 50 or $100 payout, and this was as effective as a tangible gift in persuading people to eat less.
"The fact that participants were willing to substitute part of a food item for the mere prospect of a relatively small monetary award is interesting," says Reimann.
He theorizes that it is the emotional component of these intangible prizes that make them effective. In fact, vaguely-stated possibilities of winning a prize were more effective than options with hard odds included.
"One explanation for this finding is that possible awards may be more emotionally provoking than certainty Reimann." The of added attraction and awards," says uncertainty winning provides desirability through emotional 'thrills.' The possibility of receiving an award also produces a state of hope--a state that is in itself psychologically rewarding." In other words, there's a reason why people like to gamble.
How might this knowledge be used to help people eat more healthily?
One possibility is a healthy option that offers the chance to win a spa weekend. Or maybe the reward of a half-sized portion could be a half-sized dessert to be claimed only on a future date. That would get you back in the restaurant--and make you eat a little less. | 1985.txt | 1 |
[
"The emotional component of the prizes is at work.",
"People now care more about quality than quantity.",
"People prefer certainty awards to possible awards.",
"The desire for a future reward is overwhelming."
] | How does Martin Reimann interpret his finding? | The secret to eating less and being happy about it may have been cracked years ago-by McDonald's. According to a new study from Cornell University's Food and Brand Lab, small non-food rewards--like the toys in McDonald's Happy Meals--stimulate the same reward centers in the brain as food does.
The researchers, led by Martin Reimann, carried out a series of experiments to see if people would choose a smaller meal if it was paired with a non-food item.
They found that the majority of both kids and adults opted for a haft-sized portion when combined with a prize. Both options were priced the same.
Even more interesting is that the promise of a future reward was enough to make adults choose the smaller portion. One of the prizes used was a lottery ticket , with a $10, $ 50 or $100 payout, and this was as effective as a tangible gift in persuading people to eat less.
"The fact that participants were willing to substitute part of a food item for the mere prospect of a relatively small monetary award is interesting," says Reimann.
He theorizes that it is the emotional component of these intangible prizes that make them effective. In fact, vaguely-stated possibilities of winning a prize were more effective than options with hard odds included.
"One explanation for this finding is that possible awards may be more emotionally provoking than certainty Reimann." The of added attraction and awards," says uncertainty winning provides desirability through emotional 'thrills.' The possibility of receiving an award also produces a state of hope--a state that is in itself psychologically rewarding." In other words, there's a reason why people like to gamble.
How might this knowledge be used to help people eat more healthily?
One possibility is a healthy option that offers the chance to win a spa weekend. Or maybe the reward of a half-sized portion could be a half-sized dessert to be claimed only on a future date. That would get you back in the restaurant--and make you eat a little less. | 1985.txt | 0 |
[
"People should eat much less if they wish to stay healthy and happy.",
"More fast food restaurants are likely to follow McDonald's example.",
"We can lead people to eat less while helping the restaurant business.",
"More studies are needed to find out the impact of emotion on behavior."
] | What can we infer from Martin Reimann's finding? | The secret to eating less and being happy about it may have been cracked years ago-by McDonald's. According to a new study from Cornell University's Food and Brand Lab, small non-food rewards--like the toys in McDonald's Happy Meals--stimulate the same reward centers in the brain as food does.
The researchers, led by Martin Reimann, carried out a series of experiments to see if people would choose a smaller meal if it was paired with a non-food item.
They found that the majority of both kids and adults opted for a haft-sized portion when combined with a prize. Both options were priced the same.
Even more interesting is that the promise of a future reward was enough to make adults choose the smaller portion. One of the prizes used was a lottery ticket , with a $10, $ 50 or $100 payout, and this was as effective as a tangible gift in persuading people to eat less.
"The fact that participants were willing to substitute part of a food item for the mere prospect of a relatively small monetary award is interesting," says Reimann.
He theorizes that it is the emotional component of these intangible prizes that make them effective. In fact, vaguely-stated possibilities of winning a prize were more effective than options with hard odds included.
"One explanation for this finding is that possible awards may be more emotionally provoking than certainty Reimann." The of added attraction and awards," says uncertainty winning provides desirability through emotional 'thrills.' The possibility of receiving an award also produces a state of hope--a state that is in itself psychologically rewarding." In other words, there's a reason why people like to gamble.
How might this knowledge be used to help people eat more healthily?
One possibility is a healthy option that offers the chance to win a spa weekend. Or maybe the reward of a half-sized portion could be a half-sized dessert to be claimed only on a future date. That would get you back in the restaurant--and make you eat a little less. | 1985.txt | 2 |
[
"Factors that slowed the growth of cities in Europe.",
"The evolution of cities in North America",
"Trade between North American and European cities",
"The effects of the United Sates' independence on urban growth in New England."
] | What does the passage mainly discuss? | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 1 |
[
"North American colonies",
"cities",
"centuries",
"town economies"
] | The word "they" in line 4 refers to | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 1 |
[
"Their economic success",
"The type of merchandise they exported",
"Their ability to distribute goods to interior settlements",
"The pace of their development"
] | The passage compares early European and North American cities on the basis of which of the following? | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 3 |
[
"as usual",
"in contrast",
"to some degree",
"for that reason"
] | The word "accordingly" in line 11 is closest in meaning to | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 3 |
[
"an abundance of natural resources",
"financial support from colonial governments",
"proximity to parts of Europe",
"a favorable climate"
] | According to the passage,early colonial cities were established along the Atlantic coastline of North America due to | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 2 |
[
"Manufacturing equipment",
"Capital goods",
"Consumer goods",
"Raw materials"
] | The passage indicates that during colonial times, the Atlantic coastline cities prepared which of the following for shipment to Europe? | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 3 |
[
"location of the plantations",
"access of plantation owners to shipping",
"relationships between plantation residents and city residents",
"economic self-sufficiency of the plantations"
] | According to the passage,all of the following aspects of the plantation system influenced the growth of southern cities EXCEPT the | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 2 |
[
"more prosperous",
"smaller",
"less economically self-sufficient",
"tied less closely to England than to France"
] | It can be inferred from the passage that, in comparison with northern cities, most southern cities were | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 1 |
[
"imagined",
"discovered",
"documented",
"planned"
] | The word "recorded" in line 26 is closest in meaning to | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 2 |
[
"attracting",
"employing",
"instructing",
"representing"
] | The word "drawing" in line 28 is closest in meaning to | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 0 |
[
"significant obstacles to industrial growth",
"decreased dependence on foreign trade",
"increased numbers of people leaving employment on farms",
"increased migration from northern states to southern states"
] | The passage mentions the period following the Civil War (line 29) because it was a time of | The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865). | 2054.txt | 2 |
[
"supported",
"shaped",
"stimulated",
"suggested"
] | The word "justified"in the passage(paragraph 1) is closest in meaning to | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 0 |
[
"understand intellectual principles ofteaching",
"strengthen their intellectual connectionto their work",
"use scientific fact to improve disciplineand teaching",
"adopt a more disciplined approach toteaching"
] | According to paragraph 1, it was believedthat reflection could help teachers | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 1 |
[
"continue",
"occur",
"succeed",
"apply"
] | The word "flourish"in the passage(paragraph 2) is closest in meaning to | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 2 |
[
"It was designed so that teachers wouldeventually reflect without help from others.",
"It was used by a group of teachers over aperiod of years.",
"It involved having teachers take part indiscussions of classroom events.",
"It involved having teachers record inwriting their reflections about teaching."
] | All of the following are mentioned aboutthe experimental strategy described in paragraph 2 EXCEPT: | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 3 |
[
"the number of teachers involved in theirprogram was too large",
"the concepts of teacher reflection wereso abstract that they could not be applied",
"the ideas involved in reflection wereactually not new and refreshing",
"several years would be needed to acquirethe habit of reflecting on their teaching"
] | According to paragraph 2, Wildman andNiles worried that the teachers they were working with might feel that | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 1 |
[
"unbiased",
"positive",
"systematic",
"thorough"
] | The word "objective"in the passage(paragraph 3) is closest in meaning to | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 0 |
[
"Correctly calculate the amount of timeneeded for reflection.",
"Provide sufficiently detaileddescriptions of the methods they used to help them reflect.",
"Examine thoughtfully the possible causesof events in their classrooms.",
"Establish realistic goals for themselvesin practicing reflection."
] | According to paragraph3, what did theteachers working with Wildman and Niles often fail to do whenthey attempted topractice reflection? | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 2 |
[
"It describes and comments on steps takento overcome problems identified earlier in the passage.",
"It challenges the earlier claim thatteachers rarely have the time to think about their own or others' teaching.",
"It identifies advantages gained byteachers who followed the training program described earlier in the passage.",
"It explains the process used to definethe principles discussed later in the passage."
] | How is paragraph 4related to otheraspects of the discussion of reflection in the passage? | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 0 |
[
"commonly held",
"persuasive",
"original",
"practical"
] | The word "compelling"in the passage(paragraph 5) is closest in meaning to | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 1 |
[
"it is not generally supported by teachereducators",
"the benefits of reflection may not beapparent immediately",
"it is impossible to teach and reflect onone's teaching at the same time",
"they have often failed in their attemptsto become reflective practitioners"
] | According to paragraph 6, teachers maybe discouraged from reflecting because | Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing"conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ...and not rich or detailed enough to drive systematic reflection."Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect -for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. | 995.txt | 1 |
[
"he was the judge there",
"it took place at his hospital",
"he wanted some of the fish.",
"he wanted to help the patient"
] | Dr. Schweizer settled the argument because _ . | This incident occurred one morning outsideAlbert Schweizer‘s hospital in the African jungle. Apatient had gone fishing in another man‘s boat. Theowner of the boat thought he should be given all thefish that were caught. Dr. Schweizer said to the boatowner;
You are right because the other man ought tohave asked permission to use your boat. But you are wrong because you are careless andlazy. You merely twisted the chain of your canoe round a palm tree instead of fastening it witha padlock. Of laziness you are guilty because you were asleep in your hut on this moonlit nightinstead of making use of the good chance for fishing.‖
He turned to the patient: ―But you were in the wrong when you took the boat withoutasking the owner‘s permission. You were in the right because you were not so lazy as he wasand you did want to let the moonlit night go by without making some use of it.‖
Dr. Schwerzer divided the catch among the fisher-man, the boat owner, and the hospital. | 2548.txt | 1 |
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