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[
"enclosed",
"permanent",
"motionless",
"intact"
] | The word "immobile" in the passage(Paragraph 7)is closest in meaning to | Rainfall is not completely absent in desert areas, but it is highly variable. An annual rainfall of four inches is often used to define the limits of a desert. The impact of rainfall upon the surface water and groundwater resources of the desert is greatly influenced by landforms. Flats and depressions where water can collect are common features, but they make up only a small part of the landscape.
Arid lands, surprisingly, contain some of the world's largest river systems, such as the Murray-Darling in Australia, the Rio Grande in North America, the Indus in Asia, and the Nile in Africa. These rivers and river systems are known as "exogenous" because their sources lie outside the arid zone. They are vital for sustaining life in some of the driest parts of the world. For centuries, the annual floods of the Nile, Tigris, and Euphrates, for example, have brought fertile silts and water to the inhabitants of their lower valleys. Today, river discharges are increasingly controlled by human intervention, creating a need for international river-basin agreements. The filling of the Ataturk and other dams in Turkey has drastically reduced flows in the Euphrates, with potentially serious consequences for Syria and Iraq.
The flow of exogenous rivers varies with the season. The desert sections of long rivers respond several months after rain has fallen outside the desert, so that peak flows may be in the dry season. This is useful for irrigation, but the high temperatures, low humidities, and different day lengths of the dry season, compared to the normal growing season, can present difficulties with some crops.
Regularly flowing rivers and streams that originate within arid lands are known as "endogenous." These are generally fed by groundwater springs, and many issue from limestone massifs, such as the Atlas Mountains in Morocco. Basaltic rocks also support springs, notably at the Jabal Al-Arab on the Jordan-Syria border. Endogenous rivers often do not reach the sea but drain into inland basins, where the water evaporates or is lost in the ground. Most desert streambeds are normally dry, but they occasionally receive large flows of water and sediment.
Deserts contain large amounts of groundwater when compared to the amounts they hold in surface stores such as lakes and rivers. But only a small fraction of groundwater enters the hydrological cycle-feeding the flows of streams, maintaining lake levels, and being recharged (or refilleD. through surface flows and rainwater. In recent years, groundwater has become an increasingly important source of freshwater for desert dwellers. The United Nations Environment Programme and the World Bank have funded attempts to survey the groundwater resources of arid lands and to develop appropriate extraction techniques. Such programs are much needed because in many arid lands there is only a vague idea of the extent of groundwater resources. It is known, however, that the distribution of groundwater is uneven, and that much of it lies at great depths.
Groundwater is stored in the pore spaces and joints of rocks and unconsolidated (unsolidifieD. sediments or in the openings widened through fractures and weathering. The water-saturated rock or sediment is known as an "aquifer". Because they are porous, sedimentary rocks, such as sandstones and conglomerates, are important potential sources of groundwater. Large quantities of water may also be stored in limestones when joints and cracks have been enlarged to form cavities. Most limestone and sandstone aquifers are deep and extensive but may contain groundwaters that are not being recharged. Most shallow aquifers in sand and gravel deposits produce lower yields, but they can be rapidly recharged. Some deep aquifers are known as "fossil waters. The term "fossil" describes water that has been present for several thousand years. These aquifers became saturated more than 10,000 years ago and are no longer being recharged.
Water does not remain immobile in an aquifer but can seep out at springs or leak into other aquifers. The rate of movement may be very slow: in the Indus plain, the movement of saline (salty) groundwaters has still not reached equilibrium after 70 years of being tapped. The mineral content of groundwater normally increases with the depth, but even quite shallow aquifers can be highly saline. | 872.txt | 2 |
[
"The most visible forms of water are not the most widespread forms of water in the desert.",
"Groundwater in the desert cannot become a source of drinking water but can be used for irrigation.",
"Most of the water in the desert is contained in shallow aquifers that are being rapidly recharged.",
"Desert areas that lack endogenous or exogenous rivers and streams cannot support life."
] | The passage supports which of the following statements about water in the desert? | Rainfall is not completely absent in desert areas, but it is highly variable. An annual rainfall of four inches is often used to define the limits of a desert. The impact of rainfall upon the surface water and groundwater resources of the desert is greatly influenced by landforms. Flats and depressions where water can collect are common features, but they make up only a small part of the landscape.
Arid lands, surprisingly, contain some of the world's largest river systems, such as the Murray-Darling in Australia, the Rio Grande in North America, the Indus in Asia, and the Nile in Africa. These rivers and river systems are known as "exogenous" because their sources lie outside the arid zone. They are vital for sustaining life in some of the driest parts of the world. For centuries, the annual floods of the Nile, Tigris, and Euphrates, for example, have brought fertile silts and water to the inhabitants of their lower valleys. Today, river discharges are increasingly controlled by human intervention, creating a need for international river-basin agreements. The filling of the Ataturk and other dams in Turkey has drastically reduced flows in the Euphrates, with potentially serious consequences for Syria and Iraq.
The flow of exogenous rivers varies with the season. The desert sections of long rivers respond several months after rain has fallen outside the desert, so that peak flows may be in the dry season. This is useful for irrigation, but the high temperatures, low humidities, and different day lengths of the dry season, compared to the normal growing season, can present difficulties with some crops.
Regularly flowing rivers and streams that originate within arid lands are known as "endogenous." These are generally fed by groundwater springs, and many issue from limestone massifs, such as the Atlas Mountains in Morocco. Basaltic rocks also support springs, notably at the Jabal Al-Arab on the Jordan-Syria border. Endogenous rivers often do not reach the sea but drain into inland basins, where the water evaporates or is lost in the ground. Most desert streambeds are normally dry, but they occasionally receive large flows of water and sediment.
Deserts contain large amounts of groundwater when compared to the amounts they hold in surface stores such as lakes and rivers. But only a small fraction of groundwater enters the hydrological cycle-feeding the flows of streams, maintaining lake levels, and being recharged (or refilleD. through surface flows and rainwater. In recent years, groundwater has become an increasingly important source of freshwater for desert dwellers. The United Nations Environment Programme and the World Bank have funded attempts to survey the groundwater resources of arid lands and to develop appropriate extraction techniques. Such programs are much needed because in many arid lands there is only a vague idea of the extent of groundwater resources. It is known, however, that the distribution of groundwater is uneven, and that much of it lies at great depths.
Groundwater is stored in the pore spaces and joints of rocks and unconsolidated (unsolidifieD. sediments or in the openings widened through fractures and weathering. The water-saturated rock or sediment is known as an "aquifer". Because they are porous, sedimentary rocks, such as sandstones and conglomerates, are important potential sources of groundwater. Large quantities of water may also be stored in limestones when joints and cracks have been enlarged to form cavities. Most limestone and sandstone aquifers are deep and extensive but may contain groundwaters that are not being recharged. Most shallow aquifers in sand and gravel deposits produce lower yields, but they can be rapidly recharged. Some deep aquifers are known as "fossil waters. The term "fossil" describes water that has been present for several thousand years. These aquifers became saturated more than 10,000 years ago and are no longer being recharged.
Water does not remain immobile in an aquifer but can seep out at springs or leak into other aquifers. The rate of movement may be very slow: in the Indus plain, the movement of saline (salty) groundwaters has still not reached equilibrium after 70 years of being tapped. The mineral content of groundwater normally increases with the depth, but even quite shallow aquifers can be highly saline. | 872.txt | 0 |
[
"spent more money than they earned",
"saved more money than previously",
"invested and consumed at an accelerated pace",
"spent their money wisely"
] | From this passage,we learn that people _ . | Investment in the public sector,such as electricity,irrigation,public services and transport (excluding vehicles,ships and planes) increased by about 10%,although the emphasis moved to the transport and away from the other sectors mentioned.Trade and services recorded a 16 % ～17 % investment growth,including a 30 % increase in investment in business premises.Industrial investment is estimated to have risen by 8%.Although the share of agriculture in total gross investment in the economy continued to decline,investment grew by 9 % in absolute equipment.Housing construction had 12% more invested in it in 1964,not so much owing to increased demand,as to fears of new taxes and limitation of building.
Total consumption in real terms rose by close on 11% during 1964,and per capita personal consumption by under 7 %,as in 1963.The undesirable trend towards a rapid rise in consumption,evident in previous years,remained unaltered.Since at current prices consumption rose by 16 % and disposable income by 13 %,there was evidently a fall in the rate of saving in the private sector of the economy.Once again consumption patterns indicated a swift advance in the standard of living.Expenditure on food declined in significance,although consumption of fruit increased.Spending on furniture and household equipment,health,education and recreation continued to increase.The greatest proof of altered living standards was the rapid expansion of expenditure on transport (including private cars) and personal services of all kinds,which occurred during 1964.The progressive wealth of large sectors of the public was demonstrated by the changing composition of durable goods purchased.Saturation point was rapidly being approached for items such as the first household radio,gas cookers,and electric refrigerators,whereas increasing purchases of automobiles and television sets were registered. | 1263.txt | 2 |
[
"expenditure on luxuries increased",
"people were wealthy",
"people consumed less",
"people saved less"
] | The author thinks that the trend towards a rapid rise in consumption was "undesirable"because _ . | Investment in the public sector,such as electricity,irrigation,public services and transport (excluding vehicles,ships and planes) increased by about 10%,although the emphasis moved to the transport and away from the other sectors mentioned.Trade and services recorded a 16 % ～17 % investment growth,including a 30 % increase in investment in business premises.Industrial investment is estimated to have risen by 8%.Although the share of agriculture in total gross investment in the economy continued to decline,investment grew by 9 % in absolute equipment.Housing construction had 12% more invested in it in 1964,not so much owing to increased demand,as to fears of new taxes and limitation of building.
Total consumption in real terms rose by close on 11% during 1964,and per capita personal consumption by under 7 %,as in 1963.The undesirable trend towards a rapid rise in consumption,evident in previous years,remained unaltered.Since at current prices consumption rose by 16 % and disposable income by 13 %,there was evidently a fall in the rate of saving in the private sector of the economy.Once again consumption patterns indicated a swift advance in the standard of living.Expenditure on food declined in significance,although consumption of fruit increased.Spending on furniture and household equipment,health,education and recreation continued to increase.The greatest proof of altered living standards was the rapid expansion of expenditure on transport (including private cars) and personal services of all kinds,which occurred during 1964.The progressive wealth of large sectors of the public was demonstrated by the changing composition of durable goods purchased.Saturation point was rapidly being approached for items such as the first household radio,gas cookers,and electric refrigerators,whereas increasing purchases of automobiles and television sets were registered. | 1263.txt | 2 |
[
"food",
"automobiles",
"education",
"entertainment"
] | Expenditure increased on all the following EXCEPT _ . | Investment in the public sector,such as electricity,irrigation,public services and transport (excluding vehicles,ships and planes) increased by about 10%,although the emphasis moved to the transport and away from the other sectors mentioned.Trade and services recorded a 16 % ～17 % investment growth,including a 30 % increase in investment in business premises.Industrial investment is estimated to have risen by 8%.Although the share of agriculture in total gross investment in the economy continued to decline,investment grew by 9 % in absolute equipment.Housing construction had 12% more invested in it in 1964,not so much owing to increased demand,as to fears of new taxes and limitation of building.
Total consumption in real terms rose by close on 11% during 1964,and per capita personal consumption by under 7 %,as in 1963.The undesirable trend towards a rapid rise in consumption,evident in previous years,remained unaltered.Since at current prices consumption rose by 16 % and disposable income by 13 %,there was evidently a fall in the rate of saving in the private sector of the economy.Once again consumption patterns indicated a swift advance in the standard of living.Expenditure on food declined in significance,although consumption of fruit increased.Spending on furniture and household equipment,health,education and recreation continued to increase.The greatest proof of altered living standards was the rapid expansion of expenditure on transport (including private cars) and personal services of all kinds,which occurred during 1964.The progressive wealth of large sectors of the public was demonstrated by the changing composition of durable goods purchased.Saturation point was rapidly being approached for items such as the first household radio,gas cookers,and electric refrigerators,whereas increasing purchases of automobiles and television sets were registered. | 1263.txt | 0 |
[
"people had to spend more on transportation and furniture",
"the price of fruit dropped dramatically",
"people were more money conscious",
"people were more healthy conscious"
] | It can be inferred from the increase of fruit consumption that _ . | Investment in the public sector,such as electricity,irrigation,public services and transport (excluding vehicles,ships and planes) increased by about 10%,although the emphasis moved to the transport and away from the other sectors mentioned.Trade and services recorded a 16 % ～17 % investment growth,including a 30 % increase in investment in business premises.Industrial investment is estimated to have risen by 8%.Although the share of agriculture in total gross investment in the economy continued to decline,investment grew by 9 % in absolute equipment.Housing construction had 12% more invested in it in 1964,not so much owing to increased demand,as to fears of new taxes and limitation of building.
Total consumption in real terms rose by close on 11% during 1964,and per capita personal consumption by under 7 %,as in 1963.The undesirable trend towards a rapid rise in consumption,evident in previous years,remained unaltered.Since at current prices consumption rose by 16 % and disposable income by 13 %,there was evidently a fall in the rate of saving in the private sector of the economy.Once again consumption patterns indicated a swift advance in the standard of living.Expenditure on food declined in significance,although consumption of fruit increased.Spending on furniture and household equipment,health,education and recreation continued to increase.The greatest proof of altered living standards was the rapid expansion of expenditure on transport (including private cars) and personal services of all kinds,which occurred during 1964.The progressive wealth of large sectors of the public was demonstrated by the changing composition of durable goods purchased.Saturation point was rapidly being approached for items such as the first household radio,gas cookers,and electric refrigerators,whereas increasing purchases of automobiles and television sets were registered. | 1263.txt | 3 |
[
"marked",
"approached",
"listed",
"booked"
] | The word "registered"in the last line most probably means _ . | Investment in the public sector,such as electricity,irrigation,public services and transport (excluding vehicles,ships and planes) increased by about 10%,although the emphasis moved to the transport and away from the other sectors mentioned.Trade and services recorded a 16 % ～17 % investment growth,including a 30 % increase in investment in business premises.Industrial investment is estimated to have risen by 8%.Although the share of agriculture in total gross investment in the economy continued to decline,investment grew by 9 % in absolute equipment.Housing construction had 12% more invested in it in 1964,not so much owing to increased demand,as to fears of new taxes and limitation of building.
Total consumption in real terms rose by close on 11% during 1964,and per capita personal consumption by under 7 %,as in 1963.The undesirable trend towards a rapid rise in consumption,evident in previous years,remained unaltered.Since at current prices consumption rose by 16 % and disposable income by 13 %,there was evidently a fall in the rate of saving in the private sector of the economy.Once again consumption patterns indicated a swift advance in the standard of living.Expenditure on food declined in significance,although consumption of fruit increased.Spending on furniture and household equipment,health,education and recreation continued to increase.The greatest proof of altered living standards was the rapid expansion of expenditure on transport (including private cars) and personal services of all kinds,which occurred during 1964.The progressive wealth of large sectors of the public was demonstrated by the changing composition of durable goods purchased.Saturation point was rapidly being approached for items such as the first household radio,gas cookers,and electric refrigerators,whereas increasing purchases of automobiles and television sets were registered. | 1263.txt | 0 |
[
"the harder an athlete trains, the better his performance will be",
"rest after vigorous training improves an athlete's performance",
"strict systematic training is essential to an athlete's top performance",
"improvement of an athlete's performance occurs in the course of training"
] | The first paragraph of the passage tells us that ________. | It is no secret among athletes that in order to improve performance you've got to work hard.
However, hard training breaks you down and makes you weaker, it is rest that makes you stronger.
Improvement only occurs during the rest period following hard training. This adaptation is accomplished by improving efficiency of the heart and certain systems within the muscle cells.
During recovery periods these systems build to greater levels to compensate for the stress that you have applied. The result is that you are now at a higher level of performance.
If sufficient rest is not included in a training program, imbalance between excess training and inadequate rest will occur, and performance will decline. The "overtraining syndrome " is the name given to the collection of emotional, behavioral, and physical symptoms due to overtraining that has persisted for weeks to months. It is marked by cumulative exhaustion that persists even after recovery periods.
The most common symptom is fatigue. This may limit workouts and may be present at rest. The athletes may also become moody, easily imitated, have altered sleep patterns, become depressed, or lose the competitive desire and enthusiasm for the sport. Some will report decreased appetite and weight loss. Physical symptoms include persistent muscular soreness, increased frequency of viral illnesses, and increased incidence of injuries.
The treatment for the overtraining syndrome is rest. The longer the overtraining has occurred, the more rest required, therefore, early detection is very important. If the overtraining has only occurred for a short period of time (e.g. 3-4 weeks) then interrupting training for 3-5 days is usually sufficient rest. It is important that the factors that lead to overtraining be identified and corrected. Otherwise, the overtraining syndrome is likely to recur. The overtraining syndrome should be considered in any athlete who manifests symptoms of prolonged fatigue and whose performance has leveled off or decreased. It is important to exclude any underlying illness that may be responsible for the fatigue. | 4244.txt | 1 |
[
"a series of physical symptoms that occur after training",
"undue emphasis on the importance of physical exertion",
"training that is not adequately compensated for by rest",
"training that has exceeded an athlete's emotional limits"
] | By "overtraining" the author means ________. | It is no secret among athletes that in order to improve performance you've got to work hard.
However, hard training breaks you down and makes you weaker, it is rest that makes you stronger.
Improvement only occurs during the rest period following hard training. This adaptation is accomplished by improving efficiency of the heart and certain systems within the muscle cells.
During recovery periods these systems build to greater levels to compensate for the stress that you have applied. The result is that you are now at a higher level of performance.
If sufficient rest is not included in a training program, imbalance between excess training and inadequate rest will occur, and performance will decline. The "overtraining syndrome " is the name given to the collection of emotional, behavioral, and physical symptoms due to overtraining that has persisted for weeks to months. It is marked by cumulative exhaustion that persists even after recovery periods.
The most common symptom is fatigue. This may limit workouts and may be present at rest. The athletes may also become moody, easily imitated, have altered sleep patterns, become depressed, or lose the competitive desire and enthusiasm for the sport. Some will report decreased appetite and weight loss. Physical symptoms include persistent muscular soreness, increased frequency of viral illnesses, and increased incidence of injuries.
The treatment for the overtraining syndrome is rest. The longer the overtraining has occurred, the more rest required, therefore, early detection is very important. If the overtraining has only occurred for a short period of time (e.g. 3-4 weeks) then interrupting training for 3-5 days is usually sufficient rest. It is important that the factors that lead to overtraining be identified and corrected. Otherwise, the overtraining syndrome is likely to recur. The overtraining syndrome should be considered in any athlete who manifests symptoms of prolonged fatigue and whose performance has leveled off or decreased. It is important to exclude any underlying illness that may be responsible for the fatigue. | 4244.txt | 2 |
[
"It occurs when athletes lose interest in sports.",
"It appears right after a hard training session.",
"The fatigue it results in is unavoidable in the athlete's training process.",
"It manifests itself in fatigue which lingers even after a recovery period."
] | What does the passage tell us about the "overtraining" syndrome? | It is no secret among athletes that in order to improve performance you've got to work hard.
However, hard training breaks you down and makes you weaker, it is rest that makes you stronger.
Improvement only occurs during the rest period following hard training. This adaptation is accomplished by improving efficiency of the heart and certain systems within the muscle cells.
During recovery periods these systems build to greater levels to compensate for the stress that you have applied. The result is that you are now at a higher level of performance.
If sufficient rest is not included in a training program, imbalance between excess training and inadequate rest will occur, and performance will decline. The "overtraining syndrome " is the name given to the collection of emotional, behavioral, and physical symptoms due to overtraining that has persisted for weeks to months. It is marked by cumulative exhaustion that persists even after recovery periods.
The most common symptom is fatigue. This may limit workouts and may be present at rest. The athletes may also become moody, easily imitated, have altered sleep patterns, become depressed, or lose the competitive desire and enthusiasm for the sport. Some will report decreased appetite and weight loss. Physical symptoms include persistent muscular soreness, increased frequency of viral illnesses, and increased incidence of injuries.
The treatment for the overtraining syndrome is rest. The longer the overtraining has occurred, the more rest required, therefore, early detection is very important. If the overtraining has only occurred for a short period of time (e.g. 3-4 weeks) then interrupting training for 3-5 days is usually sufficient rest. It is important that the factors that lead to overtraining be identified and corrected. Otherwise, the overtraining syndrome is likely to recur. The overtraining syndrome should be considered in any athlete who manifests symptoms of prolonged fatigue and whose performance has leveled off or decreased. It is important to exclude any underlying illness that may be responsible for the fatigue. | 4244.txt | 3 |
[
"Slow down.",
"Become dull.",
"Stop improving.",
"Be on the decline."
] | What does the phrase "level off" (Line 5, Para. 4) most probably mean? | It is no secret among athletes that in order to improve performance you've got to work hard.
However, hard training breaks you down and makes you weaker, it is rest that makes you stronger.
Improvement only occurs during the rest period following hard training. This adaptation is accomplished by improving efficiency of the heart and certain systems within the muscle cells.
During recovery periods these systems build to greater levels to compensate for the stress that you have applied. The result is that you are now at a higher level of performance.
If sufficient rest is not included in a training program, imbalance between excess training and inadequate rest will occur, and performance will decline. The "overtraining syndrome " is the name given to the collection of emotional, behavioral, and physical symptoms due to overtraining that has persisted for weeks to months. It is marked by cumulative exhaustion that persists even after recovery periods.
The most common symptom is fatigue. This may limit workouts and may be present at rest. The athletes may also become moody, easily imitated, have altered sleep patterns, become depressed, or lose the competitive desire and enthusiasm for the sport. Some will report decreased appetite and weight loss. Physical symptoms include persistent muscular soreness, increased frequency of viral illnesses, and increased incidence of injuries.
The treatment for the overtraining syndrome is rest. The longer the overtraining has occurred, the more rest required, therefore, early detection is very important. If the overtraining has only occurred for a short period of time (e.g. 3-4 weeks) then interrupting training for 3-5 days is usually sufficient rest. It is important that the factors that lead to overtraining be identified and corrected. Otherwise, the overtraining syndrome is likely to recur. The overtraining syndrome should be considered in any athlete who manifests symptoms of prolonged fatigue and whose performance has leveled off or decreased. It is important to exclude any underlying illness that may be responsible for the fatigue. | 4244.txt | 2 |
[
"overtraining syndrome should be treated as a serious illness",
"overtraining syndrome should be prevented before it occurs",
"an athlete with overtraining syndrome should take a lengthy rest",
"illness causing fatigue should not be mistaken for overtraining syndrome"
] | The author advises at the end of the passage that ________. | It is no secret among athletes that in order to improve performance you've got to work hard.
However, hard training breaks you down and makes you weaker, it is rest that makes you stronger.
Improvement only occurs during the rest period following hard training. This adaptation is accomplished by improving efficiency of the heart and certain systems within the muscle cells.
During recovery periods these systems build to greater levels to compensate for the stress that you have applied. The result is that you are now at a higher level of performance.
If sufficient rest is not included in a training program, imbalance between excess training and inadequate rest will occur, and performance will decline. The "overtraining syndrome " is the name given to the collection of emotional, behavioral, and physical symptoms due to overtraining that has persisted for weeks to months. It is marked by cumulative exhaustion that persists even after recovery periods.
The most common symptom is fatigue. This may limit workouts and may be present at rest. The athletes may also become moody, easily imitated, have altered sleep patterns, become depressed, or lose the competitive desire and enthusiasm for the sport. Some will report decreased appetite and weight loss. Physical symptoms include persistent muscular soreness, increased frequency of viral illnesses, and increased incidence of injuries.
The treatment for the overtraining syndrome is rest. The longer the overtraining has occurred, the more rest required, therefore, early detection is very important. If the overtraining has only occurred for a short period of time (e.g. 3-4 weeks) then interrupting training for 3-5 days is usually sufficient rest. It is important that the factors that lead to overtraining be identified and corrected. Otherwise, the overtraining syndrome is likely to recur. The overtraining syndrome should be considered in any athlete who manifests symptoms of prolonged fatigue and whose performance has leveled off or decreased. It is important to exclude any underlying illness that may be responsible for the fatigue. | 4244.txt | 3 |
[
"Japanese parents are more involved in preschool education than American parents",
"'s economic success is a result of its scientific achievements",
"Japanese preschool education emphasizes academic instruction",
"'s higher education is superior to theirs"
] | We learn from the first paragraph that many Americans believe _ . | In a time of low academic achievement by children in the , many Americans are turning to , a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in , there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. | 689.txt | 2 |
[
"problem solving",
"group experience",
"parental guidance",
"individually-oriented development"
] | Most Americans surveyed believe that preschools should also attach importance to _ . | In a time of low academic achievement by children in the , many Americans are turning to , a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in , there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. | 689.txt | 1 |
[
"preparing children academically",
"developing children's artistic interests",
"tapping children's potential",
"shaping children's character"
] | In 's preschool education, the focus is on _ . | In a time of low academic achievement by children in the , many Americans are turning to , a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in , there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. | 689.txt | 3 |
[
"broaden children's horizon",
"cultivate children's creativity",
"lighten children's study load",
"enrich children's knowledge"
] | Free play has been introduced in some Japanese kindergartens in order to _ . | In a time of low academic achievement by children in the , many Americans are turning to , a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in , there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. | 689.txt | 2 |
[
"They can do better in their future studies.",
"They can accumulate more group experience there.",
"They can be individually oriented when they grow up.",
"They can have better chances of getting a first-rate education."
] | Why do some Japanese parents send their children to university-based kindergartens? | In a time of low academic achievement by children in the , many Americans are turning to , a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in , there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. | 689.txt | 3 |
[
"the language of the younger generation is usually inferior to that of the older generation",
"the students had a poor command of English because they didn't work hard enough",
"he was an excellent language teacher because he had been teaching English for sixteen years",
"English teachers should be held responsible for the students' poor command of English"
] | The speaker the author mentioned in the passage believed that _ . | The speaker, a teacher from a community college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.
My topic is not standards nor its decline. What the speaker was really saying is that eh is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies. But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.
Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language. | 3118.txt | 3 |
[
"gave a correct judgment of the English level of the students",
"had exaggerated the language problems of the students",
"was right in saying that English teachers were not doing their jobs",
"could think and speak intelligently"
] | In the author's opinion, the speaker _ . | The speaker, a teacher from a community college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.
My topic is not standards nor its decline. What the speaker was really saying is that eh is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies. But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.
Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language. | 3118.txt | 1 |
[
"neutral",
"positive",
"critical",
"compromising"
] | The author's attitude towards the speaker's remarks is _ . | The speaker, a teacher from a community college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.
My topic is not standards nor its decline. What the speaker was really saying is that eh is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies. But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.
Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language. | 3118.txt | 2 |
[
"it is justifiable to include English as a school subject",
"the author disagrees with the speaker over the standard of English at Grade 9 level",
"English language teaching is by no means an easy job",
"language improvement needs time and effort"
] | It can be concluded from the passage that _ . | The speaker, a teacher from a community college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.
My topic is not standards nor its decline. What the speaker was really saying is that eh is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies. But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.
Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language. | 3118.txt | 3 |
[
"it is unfair to blame the English teachers for the language deficiencies of the students",
"young people would not commit offences against the language is the teachers did their jobs properly",
"to eliminate language deficiencies one must have sensitive eyes and ears",
"to improve the standard of English requires the effort of several generations"
] | In the passage the author argues that _ . | The speaker, a teacher from a community college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.
My topic is not standards nor its decline. What the speaker was really saying is that eh is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies. But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.
Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language. | 3118.txt | 0 |
[
"it's certain that evil will prevail if good men do nothing about it",
"it's unnecessary for good people to do anything in face of evil",
"it's only natural for virtue to defeat evil",
"it's desirable for good men to keep away from evil"
] | What the wise man said suggests that_ . | A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.
Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability .
My job as a police pfficer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external control on people's behavior is far less effective than internal restraints such as guilt, shame and embarrassment.
Fortunately there are still communities-smaller towns, usually-where schools maintain discipline and where parents hold up standards that proclaim:
"In this family certain things are not tolerated-they simply are not done!"
Yet more and more, especially in our large cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.
The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home.
I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.
Americans desperately need more people who believe that the person who commits a crime is the one responsible for it. | 1429.txt | 0 |
[
"society is to be held responsible",
"modern civilization is responsible for it",
"the standards of living should be improved",
"the criminal himself should bear the blame"
] | According to the author, if a person is found guilty of a crime, _ . | A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.
Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability .
My job as a police pfficer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external control on people's behavior is far less effective than internal restraints such as guilt, shame and embarrassment.
Fortunately there are still communities-smaller towns, usually-where schools maintain discipline and where parents hold up standards that proclaim:
"In this family certain things are not tolerated-they simply are not done!"
Yet more and more, especially in our large cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.
The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home.
I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.
Americans desperately need more people who believe that the person who commits a crime is the one responsible for it. | 1429.txt | 3 |
[
"better sense of discipline",
"more mutual respect",
"less effective government",
"less self-discipline"
] | Compared with those in small towns, people in large cities have | A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.
Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability .
My job as a police pfficer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external control on people's behavior is far less effective than internal restraints such as guilt, shame and embarrassment.
Fortunately there are still communities-smaller towns, usually-where schools maintain discipline and where parents hold up standards that proclaim:
"In this family certain things are not tolerated-they simply are not done!"
Yet more and more, especially in our large cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.
The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home.
I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.
Americans desperately need more people who believe that the person who commits a crime is the one responsible for it. | 1429.txt | 3 |
[
"people in large cities tend to excuse criminals",
"people in small towns still stick to old discipline and standards",
"today's society lacks sympathy for people in difficulty",
"people in disadvantaged circumstances are engaged in criminal activities"
] | The writer is sorry to have noticed that_ . | A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.
Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability .
My job as a police pfficer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external control on people's behavior is far less effective than internal restraints such as guilt, shame and embarrassment.
Fortunately there are still communities-smaller towns, usually-where schools maintain discipline and where parents hold up standards that proclaim:
"In this family certain things are not tolerated-they simply are not done!"
Yet more and more, especially in our large cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.
The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home.
I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.
Americans desperately need more people who believe that the person who commits a crime is the one responsible for it. | 1429.txt | 0 |
[
"stricter discipline should be maintained in schools and families",
"more good examples should be set for people to follow",
"more people should accept the value of accountability",
"more restrictions should be imposed on people"
] | The key point of the passage is that | A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.
Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability .
My job as a police pfficer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external control on people's behavior is far less effective than internal restraints such as guilt, shame and embarrassment.
Fortunately there are still communities-smaller towns, usually-where schools maintain discipline and where parents hold up standards that proclaim:
"In this family certain things are not tolerated-they simply are not done!"
Yet more and more, especially in our large cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.
The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home.
I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.
Americans desperately need more people who believe that the person who commits a crime is the one responsible for it. | 1429.txt | 2 |
[
"stand 60 miles in height .",
"be 60 miles from side to side.",
"cover 60 miles of the earth.",
"be 60 miles above the earth."
] | The huge mirror would _ . | Scientists would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.
Why do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at might and fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed. | 1015.txt | 1 |
[
"reflect sunlight.",
"absorb sunlight.",
"see what the earth looks like.",
"see how clouds move."
] | The mirror would be used to _ . | Scientists would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.
Why do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at might and fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed. | 1015.txt | 0 |
[
"hurt fruit crops.",
"set fire to cities.",
"bring longer daytime.",
"shine through walls."
] | The strong light from the mirror could possibly _ . | Scientists would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.
Why do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at might and fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed. | 1015.txt | 2 |
[
"something in a story.",
"already made.",
"just an idea.",
"to be made soon."
] | The huge mirror is _ . | Scientists would like to place a huge mirror in space above the earth. It might be sixty miles wide. It would be used to catch the rays of the sun. It would direct the sun's rays upon the earth as a child might do to make sunlight dance on the wall with a hand mirror.
Why do they want to do this? The sun's rays could be helpful in many ways. They could light up cities by night. The warm rays could stop frosts which might come at might and fruit crops. They could melt dangerous icebergs in the ocean. Perhaps they could change cloud movements and bring rain where it is needed. | 1015.txt | 2 |
[
"tis the iet stoomn that affeets how fast airplanes fly.",
"Planes go slower when they are moving with the wind.",
"It takes more time to fly from NY to London than from London to NY.",
"The jet stream always blows from the east to the west across the Atantic."
] | What information coa we get from the first passage? | Have you ever wondered?
1 Why do airplanes take longer to fly west than east?
It can take five hours to go west-east from New York(NY) to London but seven hours to travel east-west from London to NY. The reason for the difference is an atmospheric phenomenon know as the jet stream. The jet stream is a very high altitude wind which always blows from the west to the east across the Atlantic. The planes movement a constams air speed thus go faster in the west-east direction when the air moving with the wind than in the opposite direction.
2 What would happen if the gravity on Earth was suddenly turned off?
Supposing we could magically turn off gravity. Would buildings and other structures float away? What happened would depend on how strongly the things were attached to the Earth. The Earth is moving at quite a speed moving at over a thousand miles per hour. If you turn something round your head on a string, it goes around in a circle until you let go of the strong go of the string. Things not attacked to the Earth would fly off in a straight line. People in buildings would suddenly shoot upwards at a great speed until they hit the ceiling. Most things would fly off into space. | 2314.txt | 0 |
[
"buildings and other structures would float away",
"trees and buildings would not so easily fly off",
"something around your head would not float away",
"everything outside buildings would fly off into space"
] | It can be interred that without gravity. | Have you ever wondered?
1 Why do airplanes take longer to fly west than east?
It can take five hours to go west-east from New York(NY) to London but seven hours to travel east-west from London to NY. The reason for the difference is an atmospheric phenomenon know as the jet stream. The jet stream is a very high altitude wind which always blows from the west to the east across the Atlantic. The planes movement a constams air speed thus go faster in the west-east direction when the air moving with the wind than in the opposite direction.
2 What would happen if the gravity on Earth was suddenly turned off?
Supposing we could magically turn off gravity. Would buildings and other structures float away? What happened would depend on how strongly the things were attached to the Earth. The Earth is moving at quite a speed moving at over a thousand miles per hour. If you turn something round your head on a string, it goes around in a circle until you let go of the strong go of the string. Things not attacked to the Earth would fly off in a straight line. People in buildings would suddenly shoot upwards at a great speed until they hit the ceiling. Most things would fly off into space. | 2314.txt | 1 |
[
"In s research paper",
"In a tort story.",
"In a travel magazine.",
"In a student's book."
] | Where can wemost probably read this text? | Have you ever wondered?
1 Why do airplanes take longer to fly west than east?
It can take five hours to go west-east from New York(NY) to London but seven hours to travel east-west from London to NY. The reason for the difference is an atmospheric phenomenon know as the jet stream. The jet stream is a very high altitude wind which always blows from the west to the east across the Atlantic. The planes movement a constams air speed thus go faster in the west-east direction when the air moving with the wind than in the opposite direction.
2 What would happen if the gravity on Earth was suddenly turned off?
Supposing we could magically turn off gravity. Would buildings and other structures float away? What happened would depend on how strongly the things were attached to the Earth. The Earth is moving at quite a speed moving at over a thousand miles per hour. If you turn something round your head on a string, it goes around in a circle until you let go of the strong go of the string. Things not attacked to the Earth would fly off in a straight line. People in buildings would suddenly shoot upwards at a great speed until they hit the ceiling. Most things would fly off into space. | 2314.txt | 3 |
[
"a bar which is painted in different colors.",
"the fact that white and black customers are served separately.",
"a bar of chocolate having different colors.",
"a counter where people of different colors are served with beer."
] | " Color bar" in the first paragraph comes closest in meaning to _ . | There was on shop in the town of Mufulira, which was notorious for its color bar. It was a drugstore. While Europeans were served at the counter, a long line of Africans queued at the window and often not only were kept waiting but, when their turn came to be served, were rudely treated by the shop assistants. One day I was determined to make a public protest against this kind of thing, and many of the schoolboys in my class followed me to the store and waited outside to see what would happen when I went in.
I simply went into the shop and asked the manager politely for some medicine. As soon as he saw me standing in the place where only European customers were allowed to stand he shouted at me in a bastard language that is only used by an employed when speaking to his servants. I stood at the counter and politely requested in English that I should be served. The manager became exasperated and said to me in English, " If you stand there till Christmas I will never serve you."
I went to the District commissioner's office. Fortunately the District Commissioner was out, for he was one of the old school; however, I saw a young District Officer who was a friend of mine. He was very concerned to hear my story and told me that if ever I wanted anything more from the drugstore all I had to do was come to him personally and he would buy my medicine for me. I protested that that was not good enough. I asked him to accompany me back to the store and to make a protest to the manager. This he did, and I well remember him saying to the manager, " Here is Mr. Kaunda who is a responsible member of the Urban Advisory Council, and you treat him like a common servant." The manager of the drugstore apologized and said, " If only he had introduced himself and explained who he was, then, of course I should have given him proper service."
I had to explain once again that he had missed my point. Why should I have to introduce myself every time I went into a store...any more than I should have to buy my medicine by going to a European friend? I want to prove that any man of any color, whatever his position, should have the right to go into any shop and buy what he wanted. | 3909.txt | 1 |
[
"a black school teacher",
"an African servant",
"a black, but a friend of Europeans",
"a rich black"
] | The writer was, at the time of the story, _ . | There was on shop in the town of Mufulira, which was notorious for its color bar. It was a drugstore. While Europeans were served at the counter, a long line of Africans queued at the window and often not only were kept waiting but, when their turn came to be served, were rudely treated by the shop assistants. One day I was determined to make a public protest against this kind of thing, and many of the schoolboys in my class followed me to the store and waited outside to see what would happen when I went in.
I simply went into the shop and asked the manager politely for some medicine. As soon as he saw me standing in the place where only European customers were allowed to stand he shouted at me in a bastard language that is only used by an employed when speaking to his servants. I stood at the counter and politely requested in English that I should be served. The manager became exasperated and said to me in English, " If you stand there till Christmas I will never serve you."
I went to the District commissioner's office. Fortunately the District Commissioner was out, for he was one of the old school; however, I saw a young District Officer who was a friend of mine. He was very concerned to hear my story and told me that if ever I wanted anything more from the drugstore all I had to do was come to him personally and he would buy my medicine for me. I protested that that was not good enough. I asked him to accompany me back to the store and to make a protest to the manager. This he did, and I well remember him saying to the manager, " Here is Mr. Kaunda who is a responsible member of the Urban Advisory Council, and you treat him like a common servant." The manager of the drugstore apologized and said, " If only he had introduced himself and explained who he was, then, of course I should have given him proper service."
I had to explain once again that he had missed my point. Why should I have to introduce myself every time I went into a store...any more than I should have to buy my medicine by going to a European friend? I want to prove that any man of any color, whatever his position, should have the right to go into any shop and buy what he wanted. | 3909.txt | 0 |
[
"he hadn't learned to speak polite English.",
"he thought the writer wouldn't understand English.",
"that was the usual language used by Europeans when speaking to Africans.",
"that was the only language he could speak when he was angry."
] | The manager of the drugstore shouted at the writer in a bastard language because _ . | There was on shop in the town of Mufulira, which was notorious for its color bar. It was a drugstore. While Europeans were served at the counter, a long line of Africans queued at the window and often not only were kept waiting but, when their turn came to be served, were rudely treated by the shop assistants. One day I was determined to make a public protest against this kind of thing, and many of the schoolboys in my class followed me to the store and waited outside to see what would happen when I went in.
I simply went into the shop and asked the manager politely for some medicine. As soon as he saw me standing in the place where only European customers were allowed to stand he shouted at me in a bastard language that is only used by an employed when speaking to his servants. I stood at the counter and politely requested in English that I should be served. The manager became exasperated and said to me in English, " If you stand there till Christmas I will never serve you."
I went to the District commissioner's office. Fortunately the District Commissioner was out, for he was one of the old school; however, I saw a young District Officer who was a friend of mine. He was very concerned to hear my story and told me that if ever I wanted anything more from the drugstore all I had to do was come to him personally and he would buy my medicine for me. I protested that that was not good enough. I asked him to accompany me back to the store and to make a protest to the manager. This he did, and I well remember him saying to the manager, " Here is Mr. Kaunda who is a responsible member of the Urban Advisory Council, and you treat him like a common servant." The manager of the drugstore apologized and said, " If only he had introduced himself and explained who he was, then, of course I should have given him proper service."
I had to explain once again that he had missed my point. Why should I have to introduce myself every time I went into a store...any more than I should have to buy my medicine by going to a European friend? I want to prove that any man of any color, whatever his position, should have the right to go into any shop and buy what he wanted. | 3909.txt | 2 |
[
"he believed in the age-old practice of racial discrimination.",
"he was a very old man.",
"he graduated from an old, conservative school.",
"he was in charge of an old school."
] | In the third paragraph, " he was one of the old school" means _ . | There was on shop in the town of Mufulira, which was notorious for its color bar. It was a drugstore. While Europeans were served at the counter, a long line of Africans queued at the window and often not only were kept waiting but, when their turn came to be served, were rudely treated by the shop assistants. One day I was determined to make a public protest against this kind of thing, and many of the schoolboys in my class followed me to the store and waited outside to see what would happen when I went in.
I simply went into the shop and asked the manager politely for some medicine. As soon as he saw me standing in the place where only European customers were allowed to stand he shouted at me in a bastard language that is only used by an employed when speaking to his servants. I stood at the counter and politely requested in English that I should be served. The manager became exasperated and said to me in English, " If you stand there till Christmas I will never serve you."
I went to the District commissioner's office. Fortunately the District Commissioner was out, for he was one of the old school; however, I saw a young District Officer who was a friend of mine. He was very concerned to hear my story and told me that if ever I wanted anything more from the drugstore all I had to do was come to him personally and he would buy my medicine for me. I protested that that was not good enough. I asked him to accompany me back to the store and to make a protest to the manager. This he did, and I well remember him saying to the manager, " Here is Mr. Kaunda who is a responsible member of the Urban Advisory Council, and you treat him like a common servant." The manager of the drugstore apologized and said, " If only he had introduced himself and explained who he was, then, of course I should have given him proper service."
I had to explain once again that he had missed my point. Why should I have to introduce myself every time I went into a store...any more than I should have to buy my medicine by going to a European friend? I want to prove that any man of any color, whatever his position, should have the right to go into any shop and buy what he wanted. | 3909.txt | 0 |
[
"Because he thought he was educated and should be treated differently.",
"Because he thought, being an important person, he should not be kept waiting.",
"Because he thought his white friends would help him out.",
"Because he wanted to protest against racial discrimination."
] | Why didn't the writer wait at the window of the drugstore like other black African? | There was on shop in the town of Mufulira, which was notorious for its color bar. It was a drugstore. While Europeans were served at the counter, a long line of Africans queued at the window and often not only were kept waiting but, when their turn came to be served, were rudely treated by the shop assistants. One day I was determined to make a public protest against this kind of thing, and many of the schoolboys in my class followed me to the store and waited outside to see what would happen when I went in.
I simply went into the shop and asked the manager politely for some medicine. As soon as he saw me standing in the place where only European customers were allowed to stand he shouted at me in a bastard language that is only used by an employed when speaking to his servants. I stood at the counter and politely requested in English that I should be served. The manager became exasperated and said to me in English, " If you stand there till Christmas I will never serve you."
I went to the District commissioner's office. Fortunately the District Commissioner was out, for he was one of the old school; however, I saw a young District Officer who was a friend of mine. He was very concerned to hear my story and told me that if ever I wanted anything more from the drugstore all I had to do was come to him personally and he would buy my medicine for me. I protested that that was not good enough. I asked him to accompany me back to the store and to make a protest to the manager. This he did, and I well remember him saying to the manager, " Here is Mr. Kaunda who is a responsible member of the Urban Advisory Council, and you treat him like a common servant." The manager of the drugstore apologized and said, " If only he had introduced himself and explained who he was, then, of course I should have given him proper service."
I had to explain once again that he had missed my point. Why should I have to introduce myself every time I went into a store...any more than I should have to buy my medicine by going to a European friend? I want to prove that any man of any color, whatever his position, should have the right to go into any shop and buy what he wanted. | 3909.txt | 3 |
[
"he was an English student",
"he had never been abroad",
"he couldn't learn by himself",
"he hadn't studied any foreign languages"
] | Mr Jackson knew only English because _ . | Mr Jackson lived in the centre of London but he had a hotel near the airport. There a lot of foreigners stayed for night. He didn't know any other language but English and he found it difficult for him to understand the foreign visitors. Sometimes he had to use the body language to " talk" with them, and tried his best to make himself understood. But he was often misunderstood and it brought him a lot of trouble. A friend of his who learned a few foreign languages in a university would teach him. He was happy and studied hard. At first he learned some, but soon he found it wasn't easy to remember the words and expressions. His friend advised him to write down the useful expressions in his notebook so that he could use them when necessary. He did as he was told. He found it helpful for him to do so.
One evening there were plenty of people in the dining room. They were all busy eating something except a Japanese. He was walking around there and waiting for his wife who was dressing herself up upstairs. Mr Jackson thought to himself, " The man wants to eat something but he doesn't know any English. Let me help him."
As he knew only a little Japanese, he had to bring out his notebook and showed it to the man, pointing to the sentence " I'm hungry" .
The Japanese had a look at it and gave him two pounds and left. | 642.txt | 3 |
[
"Succeeded",
"feared",
"Failed",
"gave up"
] | As not all foreigners understood his gestures, sometimes Mr Jackson _ to communicate with them. | Mr Jackson lived in the centre of London but he had a hotel near the airport. There a lot of foreigners stayed for night. He didn't know any other language but English and he found it difficult for him to understand the foreign visitors. Sometimes he had to use the body language to " talk" with them, and tried his best to make himself understood. But he was often misunderstood and it brought him a lot of trouble. A friend of his who learned a few foreign languages in a university would teach him. He was happy and studied hard. At first he learned some, but soon he found it wasn't easy to remember the words and expressions. His friend advised him to write down the useful expressions in his notebook so that he could use them when necessary. He did as he was told. He found it helpful for him to do so.
One evening there were plenty of people in the dining room. They were all busy eating something except a Japanese. He was walking around there and waiting for his wife who was dressing herself up upstairs. Mr Jackson thought to himself, " The man wants to eat something but he doesn't know any English. Let me help him."
As he knew only a little Japanese, he had to bring out his notebook and showed it to the man, pointing to the sentence " I'm hungry" .
The Japanese had a look at it and gave him two pounds and left. | 642.txt | 2 |
[
"Mr Jackson was a beggar",
"Mr Jackson was a translator",
"Mr Jackson could help him",
"Mr Jackson could ring his wife up"
] | The Japanese thought _ , so he gave him two pounds. | Mr Jackson lived in the centre of London but he had a hotel near the airport. There a lot of foreigners stayed for night. He didn't know any other language but English and he found it difficult for him to understand the foreign visitors. Sometimes he had to use the body language to " talk" with them, and tried his best to make himself understood. But he was often misunderstood and it brought him a lot of trouble. A friend of his who learned a few foreign languages in a university would teach him. He was happy and studied hard. At first he learned some, but soon he found it wasn't easy to remember the words and expressions. His friend advised him to write down the useful expressions in his notebook so that he could use them when necessary. He did as he was told. He found it helpful for him to do so.
One evening there were plenty of people in the dining room. They were all busy eating something except a Japanese. He was walking around there and waiting for his wife who was dressing herself up upstairs. Mr Jackson thought to himself, " The man wants to eat something but he doesn't know any English. Let me help him."
As he knew only a little Japanese, he had to bring out his notebook and showed it to the man, pointing to the sentence " I'm hungry" .
The Japanese had a look at it and gave him two pounds and left. | 642.txt | 0 |
[
"She had a heart attack.",
"She had a problem with her health.",
"She was unhappy about her weight.",
"She could not sleep well."
] | Why did Ellen Parker visit the doctor? | Ellen Parker was worried about her health. She could not walk very quickly and it was difficult for her to climb stairs. She was soon out of breath.
" I suppose I had better go to the doctor." she thought.
She went to the doctor and told him her problem.
" I'm not at all surprised." he said, " I know what your problem is."
He examined her and then gave her some advice.
" If you don't do what I say, Mrs Parker," he said, " You will have a heart attack. It could kill you."
Ellen was very worried as she left the doctors. She knew that she had to take his advice but that it would not be easy and it would take time.
The next day she went shopping. The first shop she went into was a butcher shop.
" I'd like ten pounds of steak, please." she said.
" Certainly, madam." the butcher replied and went into the cold room and found a large piece of steak. He brought the huge piece of meat back into the shop and placed it on the scale.
" That's just ten pounds." he said.
" That's big enough." Mrs Parker said.
The butcher worked out the price.
" At S｜4.99 a pound that will be S｜49.90, please. Would you like me to cut it up into smaller pieces for you?"
" Oh, I don't want to buy the meat." Mrs Parker said.
" If you don't want to buy it," the butcher replied angrily, " Why did you ask me to get it for you?"
" My doctor told me that I am too heavy and have to lose ten pounds. I wanted to see what ten pounds of meat looked like." | 663.txt | 1 |
[
"She wanted to buy some for dinner.",
"She wanted to lose weight.",
"Her doctor had told her to eat steak.",
"She wanted to see what ten pounds of meat looked like."
] | Why did Ellen Parker ask for ten pounds of steak? | Ellen Parker was worried about her health. She could not walk very quickly and it was difficult for her to climb stairs. She was soon out of breath.
" I suppose I had better go to the doctor." she thought.
She went to the doctor and told him her problem.
" I'm not at all surprised." he said, " I know what your problem is."
He examined her and then gave her some advice.
" If you don't do what I say, Mrs Parker," he said, " You will have a heart attack. It could kill you."
Ellen was very worried as she left the doctors. She knew that she had to take his advice but that it would not be easy and it would take time.
The next day she went shopping. The first shop she went into was a butcher shop.
" I'd like ten pounds of steak, please." she said.
" Certainly, madam." the butcher replied and went into the cold room and found a large piece of steak. He brought the huge piece of meat back into the shop and placed it on the scale.
" That's just ten pounds." he said.
" That's big enough." Mrs Parker said.
The butcher worked out the price.
" At S｜4.99 a pound that will be S｜49.90, please. Would you like me to cut it up into smaller pieces for you?"
" Oh, I don't want to buy the meat." Mrs Parker said.
" If you don't want to buy it," the butcher replied angrily, " Why did you ask me to get it for you?"
" My doctor told me that I am too heavy and have to lose ten pounds. I wanted to see what ten pounds of meat looked like." | 663.txt | 3 |
[
"She ate too much steak.",
"She weighed too much.",
"She was often out of breath.",
"She could not walk very quickly."
] | What was Ellen Parker's real problem? | Ellen Parker was worried about her health. She could not walk very quickly and it was difficult for her to climb stairs. She was soon out of breath.
" I suppose I had better go to the doctor." she thought.
She went to the doctor and told him her problem.
" I'm not at all surprised." he said, " I know what your problem is."
He examined her and then gave her some advice.
" If you don't do what I say, Mrs Parker," he said, " You will have a heart attack. It could kill you."
Ellen was very worried as she left the doctors. She knew that she had to take his advice but that it would not be easy and it would take time.
The next day she went shopping. The first shop she went into was a butcher shop.
" I'd like ten pounds of steak, please." she said.
" Certainly, madam." the butcher replied and went into the cold room and found a large piece of steak. He brought the huge piece of meat back into the shop and placed it on the scale.
" That's just ten pounds." he said.
" That's big enough." Mrs Parker said.
The butcher worked out the price.
" At S｜4.99 a pound that will be S｜49.90, please. Would you like me to cut it up into smaller pieces for you?"
" Oh, I don't want to buy the meat." Mrs Parker said.
" If you don't want to buy it," the butcher replied angrily, " Why did you ask me to get it for you?"
" My doctor told me that I am too heavy and have to lose ten pounds. I wanted to see what ten pounds of meat looked like." | 663.txt | 1 |
[
"only logical and natural",
"the expected position",
"probably a mistake",
"merely effective instruction"
] | The author feels that counting on educators to teach reading correctly is _ . | Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the "look-say" or "whole-word" method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.
The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, "learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these "Run-Spot-Run" readers.
However, in 1955, Rudolf Flesch touched off what has been called "the great debate" in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indictedthe nation's public schools for miseducating students by using the look-say method. He said - and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed - that another approach to beginning reading, founded on phonics, is far superior.
Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step. | 4074.txt | 2 |
[
"it overlooks decoding",
"Rudolf Flesch agrees with him",
"he says it is boring",
"many schools continue to use this method"
] | The author indicts the look-say reading approach because _ . | Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the "look-say" or "whole-word" method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.
The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, "learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these "Run-Spot-Run" readers.
However, in 1955, Rudolf Flesch touched off what has been called "the great debate" in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indictedthe nation's public schools for miseducating students by using the look-say method. He said - and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed - that another approach to beginning reading, founded on phonics, is far superior.
Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step. | 4074.txt | 0 |
[
"look-say is simpler",
"Phonics takes longer to learn",
"look-say is easier to teach",
"phonics gives readers access to far more words"
] | One major difference between the look-say method of learning reading and the phonics method is _ . | Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the "look-say" or "whole-word" method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.
The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, "learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these "Run-Spot-Run" readers.
However, in 1955, Rudolf Flesch touched off what has been called "the great debate" in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indictedthe nation's public schools for miseducating students by using the look-say method. He said - and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed - that another approach to beginning reading, founded on phonics, is far superior.
Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step. | 4074.txt | 3 |
[
"talk about shortly",
"start or cause",
"compare with",
"oppose"
] | The phrase "touch-off" (Para 3, Line 1) most probably means _ . | Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the "look-say" or "whole-word" method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.
The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, "learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these "Run-Spot-Run" readers.
However, in 1955, Rudolf Flesch touched off what has been called "the great debate" in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indictedthe nation's public schools for miseducating students by using the look-say method. He said - and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed - that another approach to beginning reading, founded on phonics, is far superior.
Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step. | 4074.txt | 1 |
[
"Phonics approach regards whole-word method as unimportant.",
"The whole-word approach emphasizes decoding.",
"In phonics approach, it is necessary and logical to employ decoding.",
"Phonics is superior because it stresses the meaning of words thus the vast majority of most common words can be learned."
] | According to the author, which of the following statements is true? | Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the "look-say" or "whole-word" method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.
The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, "learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these "Run-Spot-Run" readers.
However, in 1955, Rudolf Flesch touched off what has been called "the great debate" in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indictedthe nation's public schools for miseducating students by using the look-say method. He said - and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed - that another approach to beginning reading, founded on phonics, is far superior.
Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step. | 4074.txt | 2 |
[
"Curious",
"Unhappy",
"Thoughtful",
"Uncertain"
] | The word despondent in the passage is closest in meaning to | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 1 |
[
"Differentiate one possible meaning of a particular facial expression from other meanings of it",
"Support Darwin's theory of evolution",
"Provide an example of a facial expression whose meaning is widely understood",
"Contrast a facial expression that is easily understood with other facial expressions"
] | The author mentions "Baring the teeth in a hostile way" in order to | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 2 |
[
"Estimate",
"Agree",
"Expect",
"Understand"
] | The word concur in the passage is closest in meaning to | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 1 |
[
"Emotions",
"People",
"Photographs",
"Cultures"
] | The word them in the passage refers to | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 2 |
[
"They did not want to be shown photographs.",
"They were famous for their story-telling skills.",
"They knew very little about Western culture.",
"They did not encourage the expression of emotions."
] | According to paragraph 2, which of the following was true of the Fore people of New Guinea? | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 2 |
[
"They would become less intense.",
"They would last longer than usual.",
"They would cause problems later.",
"They would become more negative"
] | According to the passage, what did Darwin believe would happen to human emotions that were not expressed? | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 0 |
[
"The reactions of people in experiments to cartoons",
"The tendency of people in experiments to cooperate",
"The release of neurotransmitters by people during experiments",
"The long-term effects of repressing emotions"
] | According to the passage, research involving which of the following supported the facial-feedback hypothesis? | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 0 |
[
"Judge",
"Reject",
"Draw",
"Want"
] | The word rate in the passage is closest in meaning to | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 0 |
[
"Contradictory",
"Confusing",
"Dependent",
"Applicable"
] | The word relevant in the passage is closest in meaning to | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 3 |
[
"It first suppresses stress, then intensifies it.",
"It may cause fear and tension in those who see it.",
"It can damage the lip muscles.",
"It may either heighten or reduce emotional response."
] | According to the passage, stiffening the upper lip may have which of the following effects? | Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
Most investigators concur that certain facial expressions suggest the same emotions in all people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response. | 1506.txt | 3 |
[
"It will have two pre-facingcameras and advanced imaging soRware.",
"It will have one rear-facing camera and advanced imaging hardware.",
"It will have two rear-facing carneras and advanced imaging software.",
"It will have one pre.facing camera and advanced imaging hardware."
] | What is the feature ofthe new tablet? | The Wall Street Journal quoted sources close to the company as saying a run of 4.000 devices will be manufactured next month.The tablet will have two rear-facing cameras and advanced imaging software--and will be shown off at the firm's forthcoming developers'conference.Google has said it will not comment on"rumor and speculation".But in March，Google showed off Project Tango，all effort to bring 3D technology to its handheld devices.A prototype smart phone had been given out to 200 developers to try out.
The technology makes use of infrared sensors to measure depth of surroundings.While the ability to create 3D images with small devices is by no means a new technologicA. feat，Google's strategy will be to harness the hardware to contribute to，among other things，its mapping effort.For instance，the devices could be used to create quickly a 3D map of indoor environments.According to the Wall Street Journal，the 3D tablet will be shown offat Google's annual developers'conference at the end ofJune.
As it did with the Google Glass eyewear product.it is expected the firm will A.low a select number of developers and engineers to experiment with the technology before a consumer launch is planned.although still a relatively minor industry,the race to create the"killer app"for building and viewing virtual reality environments is building a pace.In March，Facebook swooped in on a$2bn(￡1.2bn) deal for Oculus VR，a company making a virtuA. reA.ity headset.
A mini-site for Project Tango has highlighted a few of the firm's plans in the area."Project Tango is an attempt to create a mobile device unlike like any other,"the site explains."A mobile device that shares our sense of space and movement，that understands and perceives the world the same way we do."
In the past few years，devices able to view and create 3D images have made it to market，but suffered heavily from a lack of consumer interest，said Jack Kent，an analyst at IHS."If Google really pushes it，that might change dynamics of the market。"he told the BBC. | 1191.txt | 2 |
[
"The devices could be used to take a clear photo for indoor environments.",
"111ey can be applied to the accurate 3D imaging of indoor environments.",
"They can be employed to create a probable 3D map of indoor environments.",
"They could be utilized to form quickly a 3D map of indoor environments."
] | What contribution will Google's strategy make to its mapping effort? | The Wall Street Journal quoted sources close to the company as saying a run of 4.000 devices will be manufactured next month.The tablet will have two rear-facing cameras and advanced imaging software--and will be shown off at the firm's forthcoming developers'conference.Google has said it will not comment on"rumor and speculation".But in March，Google showed off Project Tango，all effort to bring 3D technology to its handheld devices.A prototype smart phone had been given out to 200 developers to try out.
The technology makes use of infrared sensors to measure depth of surroundings.While the ability to create 3D images with small devices is by no means a new technologicA. feat，Google's strategy will be to harness the hardware to contribute to，among other things，its mapping effort.For instance，the devices could be used to create quickly a 3D map of indoor environments.According to the Wall Street Journal，the 3D tablet will be shown offat Google's annual developers'conference at the end ofJune.
As it did with the Google Glass eyewear product.it is expected the firm will A.low a select number of developers and engineers to experiment with the technology before a consumer launch is planned.although still a relatively minor industry,the race to create the"killer app"for building and viewing virtual reality environments is building a pace.In March，Facebook swooped in on a$2bn(￡1.2bn) deal for Oculus VR，a company making a virtuA. reA.ity headset.
A mini-site for Project Tango has highlighted a few of the firm's plans in the area."Project Tango is an attempt to create a mobile device unlike like any other,"the site explains."A mobile device that shares our sense of space and movement，that understands and perceives the world the same way we do."
In the past few years，devices able to view and create 3D images have made it to market，but suffered heavily from a lack of consumer interest，said Jack Kent，an analyst at IHS."If Google really pushes it，that might change dynamics of the market。"he told the BBC. | 1191.txt | 3 |
[
"the fiercest app.",
"the most useful app.",
"tile most crucial app.",
"the top secret app."
] | Which one is the correspond meaning of"killer app"in Para.3? | The Wall Street Journal quoted sources close to the company as saying a run of 4.000 devices will be manufactured next month.The tablet will have two rear-facing cameras and advanced imaging software--and will be shown off at the firm's forthcoming developers'conference.Google has said it will not comment on"rumor and speculation".But in March，Google showed off Project Tango，all effort to bring 3D technology to its handheld devices.A prototype smart phone had been given out to 200 developers to try out.
The technology makes use of infrared sensors to measure depth of surroundings.While the ability to create 3D images with small devices is by no means a new technologicA. feat，Google's strategy will be to harness the hardware to contribute to，among other things，its mapping effort.For instance，the devices could be used to create quickly a 3D map of indoor environments.According to the Wall Street Journal，the 3D tablet will be shown offat Google's annual developers'conference at the end ofJune.
As it did with the Google Glass eyewear product.it is expected the firm will A.low a select number of developers and engineers to experiment with the technology before a consumer launch is planned.although still a relatively minor industry,the race to create the"killer app"for building and viewing virtual reality environments is building a pace.In March，Facebook swooped in on a$2bn(￡1.2bn) deal for Oculus VR，a company making a virtuA. reA.ity headset.
A mini-site for Project Tango has highlighted a few of the firm's plans in the area."Project Tango is an attempt to create a mobile device unlike like any other,"the site explains."A mobile device that shares our sense of space and movement，that understands and perceives the world the same way we do."
In the past few years，devices able to view and create 3D images have made it to market，but suffered heavily from a lack of consumer interest，said Jack Kent，an analyst at IHS."If Google really pushes it，that might change dynamics of the market。"he told the BBC. | 1191.txt | 1 |
[
"It could understand and perceive the world in its particular way.",
"It call possess the sanle perception of our own for the whole world.",
"It could be utilized to share our sense of the world.",
"It can share our sense of space and movemem and perceive the world as we do."
] | What makes the expected mobile device distinctive according to Para.4? | The Wall Street Journal quoted sources close to the company as saying a run of 4.000 devices will be manufactured next month.The tablet will have two rear-facing cameras and advanced imaging software--and will be shown off at the firm's forthcoming developers'conference.Google has said it will not comment on"rumor and speculation".But in March，Google showed off Project Tango，all effort to bring 3D technology to its handheld devices.A prototype smart phone had been given out to 200 developers to try out.
The technology makes use of infrared sensors to measure depth of surroundings.While the ability to create 3D images with small devices is by no means a new technologicA. feat，Google's strategy will be to harness the hardware to contribute to，among other things，its mapping effort.For instance，the devices could be used to create quickly a 3D map of indoor environments.According to the Wall Street Journal，the 3D tablet will be shown offat Google's annual developers'conference at the end ofJune.
As it did with the Google Glass eyewear product.it is expected the firm will A.low a select number of developers and engineers to experiment with the technology before a consumer launch is planned.although still a relatively minor industry,the race to create the"killer app"for building and viewing virtual reality environments is building a pace.In March，Facebook swooped in on a$2bn(￡1.2bn) deal for Oculus VR，a company making a virtuA. reA.ity headset.
A mini-site for Project Tango has highlighted a few of the firm's plans in the area."Project Tango is an attempt to create a mobile device unlike like any other,"the site explains."A mobile device that shares our sense of space and movement，that understands and perceives the world the same way we do."
In the past few years，devices able to view and create 3D images have made it to market，but suffered heavily from a lack of consumer interest，said Jack Kent，an analyst at IHS."If Google really pushes it，that might change dynamics of the market。"he told the BBC. | 1191.txt | 3 |
[
"These devices will probably have a bright future.",
"They.would be always in a lack of consumer interest.",
"They may be in a way shut out ofthe market.",
"They could suffer from a bleak future in all the products."
] | How does the author think ofthe prospect ofdevices able to create 3D images? | The Wall Street Journal quoted sources close to the company as saying a run of 4.000 devices will be manufactured next month.The tablet will have two rear-facing cameras and advanced imaging software--and will be shown off at the firm's forthcoming developers'conference.Google has said it will not comment on"rumor and speculation".But in March，Google showed off Project Tango，all effort to bring 3D technology to its handheld devices.A prototype smart phone had been given out to 200 developers to try out.
The technology makes use of infrared sensors to measure depth of surroundings.While the ability to create 3D images with small devices is by no means a new technologicA. feat，Google's strategy will be to harness the hardware to contribute to，among other things，its mapping effort.For instance，the devices could be used to create quickly a 3D map of indoor environments.According to the Wall Street Journal，the 3D tablet will be shown offat Google's annual developers'conference at the end ofJune.
As it did with the Google Glass eyewear product.it is expected the firm will A.low a select number of developers and engineers to experiment with the technology before a consumer launch is planned.although still a relatively minor industry,the race to create the"killer app"for building and viewing virtual reality environments is building a pace.In March，Facebook swooped in on a$2bn(￡1.2bn) deal for Oculus VR，a company making a virtuA. reA.ity headset.
A mini-site for Project Tango has highlighted a few of the firm's plans in the area."Project Tango is an attempt to create a mobile device unlike like any other,"the site explains."A mobile device that shares our sense of space and movement，that understands and perceives the world the same way we do."
In the past few years，devices able to view and create 3D images have made it to market，but suffered heavily from a lack of consumer interest，said Jack Kent，an analyst at IHS."If Google really pushes it，that might change dynamics of the market。"he told the BBC. | 1191.txt | 0 |
[
"Music training can improve the function of the brain.",
"Singers or instrument players tend to have better hearing.",
"There has been little evidence to prove the power of music.",
"Musicians are born with ability to hear targeted sound amid noise."
] | What do we learn from the first paragraph? | Musicians - from karaoke singers to professional cello players - are better able to hear targeted sounds in a noisy environment, according to new research that adds to evidence that music makes the brain work better.
" In the past ten years there's been an explosion of research on music and the brain," Aniruddh Patel, Senior Fellow at the Neurosciences Institute in San Diego, said today at a press briefing.
Most recently brain-imaging studies have shown that music activates many diverse parts of the brain, including an overlap in where the brain processes music and language.
Language is a natural aspect to consider in looking at how music affects the brain, Patel said. Like music, language is " universal, there's a strong learning component, and it carries complex meanings."
For example, brains of people exposed to even casual musical training have an enhanced ability to generate the brain wave patterns associated with specific sounds, be they musical or spoken, said study leader Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University in Illinois.
But for people without a trained ear for music, the ability to make these patterns decreases as background noise increases, experiments show. Musicians, by contrast, have subconsciously trained their brains to better recognize selective sound patterns, even as background noise goes up.
At the same time, people with certain developmental disorders, such as dyslexia, have a harder time hearing sounds amid the continuing loud confused noise - a serious problem, for example, for students straining to hear the teacher in a noisy classroom.
Musical experience could therefore be a key therapy for children with dyslexia and similar language-related disorders, Kraus said.
In a similar vein, Harvard Medical School neuroscientist Gottfried Schlaug has found that stroke patients who have lost the ability to speak can be trained to say hundreds of phrases by singing them first.
In research also presented today at the AAAS meeting Schlaug demonstrated the results of intensive musical therapy on patients with lesions on the left sides of their brains, those areas most associated with language.
Before the therapy, these stroke patients responded to questions with largely incoherent sounds and phrases. But after just a few minutes with therapists, who asked them to sing phrases and tap their hands to the rhythm, the patients could sing " Happy Birthday," recite their addresses, and communicate if they were thirsty.
" The underdeveloped systems on the right side of the brain that respond to music became enhanced and changed structures," Schlaug said.
Overall, Schlaug said, the experiments show that " music might be an alternative medium for engaging parts of the brain that are otherwise not engaged." | 4002.txt | 0 |
[
"musicians explain the complex meaning behind the music",
"therapists try to treat patients who suffer from stroke",
"people research the connection between music and the brain",
"researchers study the functions of different parts of the brain"
] | According to Aniruddh Patel, language is usually under consideration when _ . | Musicians - from karaoke singers to professional cello players - are better able to hear targeted sounds in a noisy environment, according to new research that adds to evidence that music makes the brain work better.
" In the past ten years there's been an explosion of research on music and the brain," Aniruddh Patel, Senior Fellow at the Neurosciences Institute in San Diego, said today at a press briefing.
Most recently brain-imaging studies have shown that music activates many diverse parts of the brain, including an overlap in where the brain processes music and language.
Language is a natural aspect to consider in looking at how music affects the brain, Patel said. Like music, language is " universal, there's a strong learning component, and it carries complex meanings."
For example, brains of people exposed to even casual musical training have an enhanced ability to generate the brain wave patterns associated with specific sounds, be they musical or spoken, said study leader Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University in Illinois.
But for people without a trained ear for music, the ability to make these patterns decreases as background noise increases, experiments show. Musicians, by contrast, have subconsciously trained their brains to better recognize selective sound patterns, even as background noise goes up.
At the same time, people with certain developmental disorders, such as dyslexia, have a harder time hearing sounds amid the continuing loud confused noise - a serious problem, for example, for students straining to hear the teacher in a noisy classroom.
Musical experience could therefore be a key therapy for children with dyslexia and similar language-related disorders, Kraus said.
In a similar vein, Harvard Medical School neuroscientist Gottfried Schlaug has found that stroke patients who have lost the ability to speak can be trained to say hundreds of phrases by singing them first.
In research also presented today at the AAAS meeting Schlaug demonstrated the results of intensive musical therapy on patients with lesions on the left sides of their brains, those areas most associated with language.
Before the therapy, these stroke patients responded to questions with largely incoherent sounds and phrases. But after just a few minutes with therapists, who asked them to sing phrases and tap their hands to the rhythm, the patients could sing " Happy Birthday," recite their addresses, and communicate if they were thirsty.
" The underdeveloped systems on the right side of the brain that respond to music became enhanced and changed structures," Schlaug said.
Overall, Schlaug said, the experiments show that " music might be an alternative medium for engaging parts of the brain that are otherwise not engaged." | 4002.txt | 2 |
[
"neglect the influence of the noise",
"remember the meaning of the sounds",
"make the associated brain wave patterns",
"tell musical sounds from spoken ones"
] | Whether people can hear selective sounds amid noise depends on their ability to _ . | Musicians - from karaoke singers to professional cello players - are better able to hear targeted sounds in a noisy environment, according to new research that adds to evidence that music makes the brain work better.
" In the past ten years there's been an explosion of research on music and the brain," Aniruddh Patel, Senior Fellow at the Neurosciences Institute in San Diego, said today at a press briefing.
Most recently brain-imaging studies have shown that music activates many diverse parts of the brain, including an overlap in where the brain processes music and language.
Language is a natural aspect to consider in looking at how music affects the brain, Patel said. Like music, language is " universal, there's a strong learning component, and it carries complex meanings."
For example, brains of people exposed to even casual musical training have an enhanced ability to generate the brain wave patterns associated with specific sounds, be they musical or spoken, said study leader Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University in Illinois.
But for people without a trained ear for music, the ability to make these patterns decreases as background noise increases, experiments show. Musicians, by contrast, have subconsciously trained their brains to better recognize selective sound patterns, even as background noise goes up.
At the same time, people with certain developmental disorders, such as dyslexia, have a harder time hearing sounds amid the continuing loud confused noise - a serious problem, for example, for students straining to hear the teacher in a noisy classroom.
Musical experience could therefore be a key therapy for children with dyslexia and similar language-related disorders, Kraus said.
In a similar vein, Harvard Medical School neuroscientist Gottfried Schlaug has found that stroke patients who have lost the ability to speak can be trained to say hundreds of phrases by singing them first.
In research also presented today at the AAAS meeting Schlaug demonstrated the results of intensive musical therapy on patients with lesions on the left sides of their brains, those areas most associated with language.
Before the therapy, these stroke patients responded to questions with largely incoherent sounds and phrases. But after just a few minutes with therapists, who asked them to sing phrases and tap their hands to the rhythm, the patients could sing " Happy Birthday," recite their addresses, and communicate if they were thirsty.
" The underdeveloped systems on the right side of the brain that respond to music became enhanced and changed structures," Schlaug said.
Overall, Schlaug said, the experiments show that " music might be an alternative medium for engaging parts of the brain that are otherwise not engaged." | 4002.txt | 2 |
[
"music training can be a way to enhance poor hearing",
"singing can be used to treat people with language disorders",
"intensive musical therapy may make a mute person speak",
"all brain disorders can be cured by learning musical sounds"
] | According to Kraus, the significance of identifying the link between music and brain is that _ . | Musicians - from karaoke singers to professional cello players - are better able to hear targeted sounds in a noisy environment, according to new research that adds to evidence that music makes the brain work better.
" In the past ten years there's been an explosion of research on music and the brain," Aniruddh Patel, Senior Fellow at the Neurosciences Institute in San Diego, said today at a press briefing.
Most recently brain-imaging studies have shown that music activates many diverse parts of the brain, including an overlap in where the brain processes music and language.
Language is a natural aspect to consider in looking at how music affects the brain, Patel said. Like music, language is " universal, there's a strong learning component, and it carries complex meanings."
For example, brains of people exposed to even casual musical training have an enhanced ability to generate the brain wave patterns associated with specific sounds, be they musical or spoken, said study leader Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University in Illinois.
But for people without a trained ear for music, the ability to make these patterns decreases as background noise increases, experiments show. Musicians, by contrast, have subconsciously trained their brains to better recognize selective sound patterns, even as background noise goes up.
At the same time, people with certain developmental disorders, such as dyslexia, have a harder time hearing sounds amid the continuing loud confused noise - a serious problem, for example, for students straining to hear the teacher in a noisy classroom.
Musical experience could therefore be a key therapy for children with dyslexia and similar language-related disorders, Kraus said.
In a similar vein, Harvard Medical School neuroscientist Gottfried Schlaug has found that stroke patients who have lost the ability to speak can be trained to say hundreds of phrases by singing them first.
In research also presented today at the AAAS meeting Schlaug demonstrated the results of intensive musical therapy on patients with lesions on the left sides of their brains, those areas most associated with language.
Before the therapy, these stroke patients responded to questions with largely incoherent sounds and phrases. But after just a few minutes with therapists, who asked them to sing phrases and tap their hands to the rhythm, the patients could sing " Happy Birthday," recite their addresses, and communicate if they were thirsty.
" The underdeveloped systems on the right side of the brain that respond to music became enhanced and changed structures," Schlaug said.
Overall, Schlaug said, the experiments show that " music might be an alternative medium for engaging parts of the brain that are otherwise not engaged." | 4002.txt | 1 |
[
"enhanced the parts of the left brain which are under constant use",
"restored the language function of the damaged system in the left brain",
"hindered the damaged systems in the brain from deteriorating sharply",
"changed the structures of the underdeveloped systems in the right brain"
] | The musical training therapists gave to the stroke patients actually _ . | Musicians - from karaoke singers to professional cello players - are better able to hear targeted sounds in a noisy environment, according to new research that adds to evidence that music makes the brain work better.
" In the past ten years there's been an explosion of research on music and the brain," Aniruddh Patel, Senior Fellow at the Neurosciences Institute in San Diego, said today at a press briefing.
Most recently brain-imaging studies have shown that music activates many diverse parts of the brain, including an overlap in where the brain processes music and language.
Language is a natural aspect to consider in looking at how music affects the brain, Patel said. Like music, language is " universal, there's a strong learning component, and it carries complex meanings."
For example, brains of people exposed to even casual musical training have an enhanced ability to generate the brain wave patterns associated with specific sounds, be they musical or spoken, said study leader Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University in Illinois.
But for people without a trained ear for music, the ability to make these patterns decreases as background noise increases, experiments show. Musicians, by contrast, have subconsciously trained their brains to better recognize selective sound patterns, even as background noise goes up.
At the same time, people with certain developmental disorders, such as dyslexia, have a harder time hearing sounds amid the continuing loud confused noise - a serious problem, for example, for students straining to hear the teacher in a noisy classroom.
Musical experience could therefore be a key therapy for children with dyslexia and similar language-related disorders, Kraus said.
In a similar vein, Harvard Medical School neuroscientist Gottfried Schlaug has found that stroke patients who have lost the ability to speak can be trained to say hundreds of phrases by singing them first.
In research also presented today at the AAAS meeting Schlaug demonstrated the results of intensive musical therapy on patients with lesions on the left sides of their brains, those areas most associated with language.
Before the therapy, these stroke patients responded to questions with largely incoherent sounds and phrases. But after just a few minutes with therapists, who asked them to sing phrases and tap their hands to the rhythm, the patients could sing " Happy Birthday," recite their addresses, and communicate if they were thirsty.
" The underdeveloped systems on the right side of the brain that respond to music became enhanced and changed structures," Schlaug said.
Overall, Schlaug said, the experiments show that " music might be an alternative medium for engaging parts of the brain that are otherwise not engaged." | 4002.txt | 3 |
[
"to explain why people fail to act in emergencies",
"to explain when people wil act in emergencies",
"to explain what people will do in emergencies",
"to explain how people feel in emergencies"
] | The purpose of this passage is. | Thirty-two people watched kitty Genovese being killed right beneath their windows. She was their neighbor. Yet none of the 32 helped her. Not one even called the police. Was this in gunman cruelty? Was it lack of feeling about one's fellow man?
Not so, say scientists John Barley and Bib Fatane. These men went beyond the headlines to probe the reasons why people didn't act. They found that a person has to go through two steps before he can help. First he has to notice that is an emergency.
Suppose you see a middle-aged man fall to the side-walk. Is he having a heart attack? Is he in a coma from diabetes? Or is he about to sleep off a drunk?
Is the smoke coming into the room from a leak in the air conditioning? Is itsteam pipes? Or is it really smoke from a fire? It's not always easy to tell if you are faced with a real emergency.
Second, and more important, the person faced with an emergency must feel personally responsible. He must feel that he must help, or the person won't get the help he needs.
The researchers found that a lot depends on how many people are around. They had college students in to betested. Some came alone. Some came with one or two others. And some came in large groups. The receptionist started them off on thetests. Then she went into the next room. A curtain divided thetesting roomand the room into which she went. Soon the students heard a scream, the noise of file cabinets falling and a cry for help. All of this had been pre-recorded on a tape-recorder.
Eight out of ten of the students taking the test alone acted to help. Of the students in pairs, only two out of ten helped. Of the students in groups, none helped.
In other words, in a group, Americans often fail to act. They feel that others will act. They, themselves, needn't. They do not feel any direct responsibility.
Are people bothered by situations where people are in trouble? Yes. Scientists found that the people were emotional, they sweated, they had trembling hands. They felt the other person's trouble. But they did not act. They were in a group. Their actions were shaped by the actions of those they were with. | 1160.txt | 1 |
[
"When a person tries to help others, he must be clear that there is a real emergency.",
"When a person tries to help others, he should know whether hey are worth his help.",
"A person must take the full responsibility for the safety of those in emergencies if he wants to help.",
"A person with a heart attack needs the most."
] | Which of the following is NOT true? | Thirty-two people watched kitty Genovese being killed right beneath their windows. She was their neighbor. Yet none of the 32 helped her. Not one even called the police. Was this in gunman cruelty? Was it lack of feeling about one's fellow man?
Not so, say scientists John Barley and Bib Fatane. These men went beyond the headlines to probe the reasons why people didn't act. They found that a person has to go through two steps before he can help. First he has to notice that is an emergency.
Suppose you see a middle-aged man fall to the side-walk. Is he having a heart attack? Is he in a coma from diabetes? Or is he about to sleep off a drunk?
Is the smoke coming into the room from a leak in the air conditioning? Is itsteam pipes? Or is it really smoke from a fire? It's not always easy to tell if you are faced with a real emergency.
Second, and more important, the person faced with an emergency must feel personally responsible. He must feel that he must help, or the person won't get the help he needs.
The researchers found that a lot depends on how many people are around. They had college students in to betested. Some came alone. Some came with one or two others. And some came in large groups. The receptionist started them off on thetests. Then she went into the next room. A curtain divided thetesting roomand the room into which she went. Soon the students heard a scream, the noise of file cabinets falling and a cry for help. All of this had been pre-recorded on a tape-recorder.
Eight out of ten of the students taking the test alone acted to help. Of the students in pairs, only two out of ten helped. Of the students in groups, none helped.
In other words, in a group, Americans often fail to act. They feel that others will act. They, themselves, needn't. They do not feel any direct responsibility.
Are people bothered by situations where people are in trouble? Yes. Scientists found that the people were emotional, they sweated, they had trembling hands. They felt the other person's trouble. But they did not act. They were in a group. Their actions were shaped by the actions of those they were with. | 1160.txt | 2 |
[
"they are in pairs",
"they are in groups",
"they are alone",
"they are with their friends"
] | The researchers have conducted an experiment to prove that people will act in emergencies when. | Thirty-two people watched kitty Genovese being killed right beneath their windows. She was their neighbor. Yet none of the 32 helped her. Not one even called the police. Was this in gunman cruelty? Was it lack of feeling about one's fellow man?
Not so, say scientists John Barley and Bib Fatane. These men went beyond the headlines to probe the reasons why people didn't act. They found that a person has to go through two steps before he can help. First he has to notice that is an emergency.
Suppose you see a middle-aged man fall to the side-walk. Is he having a heart attack? Is he in a coma from diabetes? Or is he about to sleep off a drunk?
Is the smoke coming into the room from a leak in the air conditioning? Is itsteam pipes? Or is it really smoke from a fire? It's not always easy to tell if you are faced with a real emergency.
Second, and more important, the person faced with an emergency must feel personally responsible. He must feel that he must help, or the person won't get the help he needs.
The researchers found that a lot depends on how many people are around. They had college students in to betested. Some came alone. Some came with one or two others. And some came in large groups. The receptionist started them off on thetests. Then she went into the next room. A curtain divided thetesting roomand the room into which she went. Soon the students heard a scream, the noise of file cabinets falling and a cry for help. All of this had been pre-recorded on a tape-recorder.
Eight out of ten of the students taking the test alone acted to help. Of the students in pairs, only two out of ten helped. Of the students in groups, none helped.
In other words, in a group, Americans often fail to act. They feel that others will act. They, themselves, needn't. They do not feel any direct responsibility.
Are people bothered by situations where people are in trouble? Yes. Scientists found that the people were emotional, they sweated, they had trembling hands. They felt the other person's trouble. But they did not act. They were in a group. Their actions were shaped by the actions of those they were with. | 1160.txt | 2 |
[
"they are afraid of emergencies",
"they are reluctant to get themselves involved",
"others will act if they themselves hesitate",
"they do not have any direct responsibility for those who need help"
] | The main reason why people fail to act when they stay together is that. | Thirty-two people watched kitty Genovese being killed right beneath their windows. She was their neighbor. Yet none of the 32 helped her. Not one even called the police. Was this in gunman cruelty? Was it lack of feeling about one's fellow man?
Not so, say scientists John Barley and Bib Fatane. These men went beyond the headlines to probe the reasons why people didn't act. They found that a person has to go through two steps before he can help. First he has to notice that is an emergency.
Suppose you see a middle-aged man fall to the side-walk. Is he having a heart attack? Is he in a coma from diabetes? Or is he about to sleep off a drunk?
Is the smoke coming into the room from a leak in the air conditioning? Is itsteam pipes? Or is it really smoke from a fire? It's not always easy to tell if you are faced with a real emergency.
Second, and more important, the person faced with an emergency must feel personally responsible. He must feel that he must help, or the person won't get the help he needs.
The researchers found that a lot depends on how many people are around. They had college students in to betested. Some came alone. Some came with one or two others. And some came in large groups. The receptionist started them off on thetests. Then she went into the next room. A curtain divided thetesting roomand the room into which she went. Soon the students heard a scream, the noise of file cabinets falling and a cry for help. All of this had been pre-recorded on a tape-recorder.
Eight out of ten of the students taking the test alone acted to help. Of the students in pairs, only two out of ten helped. Of the students in groups, none helped.
In other words, in a group, Americans often fail to act. They feel that others will act. They, themselves, needn't. They do not feel any direct responsibility.
Are people bothered by situations where people are in trouble? Yes. Scientists found that the people were emotional, they sweated, they had trembling hands. They felt the other person's trouble. But they did not act. They were in a group. Their actions were shaped by the actions of those they were with. | 1160.txt | 3 |
[
"we shouldn't blame a person if he fails to act in emergencies",
"a person must feel guilty if he fails to help",
"people should be responsible for themselves in emergencies",
"when you are in trouble, people will help you anyway"
] | The author suggests that. | Thirty-two people watched kitty Genovese being killed right beneath their windows. She was their neighbor. Yet none of the 32 helped her. Not one even called the police. Was this in gunman cruelty? Was it lack of feeling about one's fellow man?
Not so, say scientists John Barley and Bib Fatane. These men went beyond the headlines to probe the reasons why people didn't act. They found that a person has to go through two steps before he can help. First he has to notice that is an emergency.
Suppose you see a middle-aged man fall to the side-walk. Is he having a heart attack? Is he in a coma from diabetes? Or is he about to sleep off a drunk?
Is the smoke coming into the room from a leak in the air conditioning? Is itsteam pipes? Or is it really smoke from a fire? It's not always easy to tell if you are faced with a real emergency.
Second, and more important, the person faced with an emergency must feel personally responsible. He must feel that he must help, or the person won't get the help he needs.
The researchers found that a lot depends on how many people are around. They had college students in to betested. Some came alone. Some came with one or two others. And some came in large groups. The receptionist started them off on thetests. Then she went into the next room. A curtain divided thetesting roomand the room into which she went. Soon the students heard a scream, the noise of file cabinets falling and a cry for help. All of this had been pre-recorded on a tape-recorder.
Eight out of ten of the students taking the test alone acted to help. Of the students in pairs, only two out of ten helped. Of the students in groups, none helped.
In other words, in a group, Americans often fail to act. They feel that others will act. They, themselves, needn't. They do not feel any direct responsibility.
Are people bothered by situations where people are in trouble? Yes. Scientists found that the people were emotional, they sweated, they had trembling hands. They felt the other person's trouble. But they did not act. They were in a group. Their actions were shaped by the actions of those they were with. | 1160.txt | 0 |
[
"you don't like to follow others",
"you would be a member rather than a leader",
"you would be afraid of following others",
"you would like to be a leader rather than a follower"
] | "You would rather follow than red" means_ . | What is your favourite colour? Do you like yellow , orange ,red? If you do ,you must be an optimist, a leader, an active person who enjoys life, people and excitement. Do you prefer greys and blues? Then you are probably quiet,shy, and you would rather follow than lead. You tend to be a pessimist. At least, this is what psychologists tell us, and they should know,because they have been seriously studying the meaning of colours preference, as well as the effect that colours have on human beings. They tells us, among other facts,that we do not choose our favourite clour as we grow up----we are born with our preference.If you happen to love brown, you did so, as soon as you opened your eyes, or at least as soon as you could see clearly.
Colours do influence our moods－there is no doubt about it .A yellow room makes most people feel more cheerful and more relaxed than a dark green one; and a red dress brings warmth and cheer to the saddest winter day. On the other hand ,black is depressing. A black bridge over the Thames River, near London, used to be the scene of more suicides than any other bridge in the area ----until it was repainter green.The number of suicide attempts immediately fell sharply ;perhaps it would have fallen even more if the bridge had been done in pink or baby blue.
Light and bright colours make people not only hppier but more active. It is an established fact that factory workers work better,harder ,and have fewer accidents when their machines are painted orange rather than black or grey. | 1633.txt | 1 |
[
"red to yellow",
"blue to orange",
"red to grey",
"blue to yellow"
] | If one enjoys life, one is sure to prefer_ . | What is your favourite colour? Do you like yellow , orange ,red? If you do ,you must be an optimist, a leader, an active person who enjoys life, people and excitement. Do you prefer greys and blues? Then you are probably quiet,shy, and you would rather follow than lead. You tend to be a pessimist. At least, this is what psychologists tell us, and they should know,because they have been seriously studying the meaning of colours preference, as well as the effect that colours have on human beings. They tells us, among other facts,that we do not choose our favourite clour as we grow up----we are born with our preference.If you happen to love brown, you did so, as soon as you opened your eyes, or at least as soon as you could see clearly.
Colours do influence our moods－there is no doubt about it .A yellow room makes most people feel more cheerful and more relaxed than a dark green one; and a red dress brings warmth and cheer to the saddest winter day. On the other hand ,black is depressing. A black bridge over the Thames River, near London, used to be the scene of more suicides than any other bridge in the area ----until it was repainter green.The number of suicide attempts immediately fell sharply ;perhaps it would have fallen even more if the bridge had been done in pink or baby blue.
Light and bright colours make people not only hppier but more active. It is an established fact that factory workers work better,harder ,and have fewer accidents when their machines are painted orange rather than black or grey. | 1633.txt | 2 |
[
"besides other facts",
"in regard to other facts",
"not considering other facts",
"according to other facts"
] | "They tell us, among other facts,that we don't choose our favourite colours as we grow up." "Among other facts" means_ . | What is your favourite colour? Do you like yellow , orange ,red? If you do ,you must be an optimist, a leader, an active person who enjoys life, people and excitement. Do you prefer greys and blues? Then you are probably quiet,shy, and you would rather follow than lead. You tend to be a pessimist. At least, this is what psychologists tell us, and they should know,because they have been seriously studying the meaning of colours preference, as well as the effect that colours have on human beings. They tells us, among other facts,that we do not choose our favourite clour as we grow up----we are born with our preference.If you happen to love brown, you did so, as soon as you opened your eyes, or at least as soon as you could see clearly.
Colours do influence our moods－there is no doubt about it .A yellow room makes most people feel more cheerful and more relaxed than a dark green one; and a red dress brings warmth and cheer to the saddest winter day. On the other hand ,black is depressing. A black bridge over the Thames River, near London, used to be the scene of more suicides than any other bridge in the area ----until it was repainter green.The number of suicide attempts immediately fell sharply ;perhaps it would have fallen even more if the bridge had been done in pink or baby blue.
Light and bright colours make people not only hppier but more active. It is an established fact that factory workers work better,harder ,and have fewer accidents when their machines are painted orange rather than black or grey. | 1633.txt | 0 |
[
"People's preference of one colour to another is instinct",
"People's preference of one colour to another is acquired as they grow up.",
"More people happen to love brown because they saw something brown when they were born",
"Colours have little influence on our moods"
] | Which of the following is facts? | What is your favourite colour? Do you like yellow , orange ,red? If you do ,you must be an optimist, a leader, an active person who enjoys life, people and excitement. Do you prefer greys and blues? Then you are probably quiet,shy, and you would rather follow than lead. You tend to be a pessimist. At least, this is what psychologists tell us, and they should know,because they have been seriously studying the meaning of colours preference, as well as the effect that colours have on human beings. They tells us, among other facts,that we do not choose our favourite clour as we grow up----we are born with our preference.If you happen to love brown, you did so, as soon as you opened your eyes, or at least as soon as you could see clearly.
Colours do influence our moods－there is no doubt about it .A yellow room makes most people feel more cheerful and more relaxed than a dark green one; and a red dress brings warmth and cheer to the saddest winter day. On the other hand ,black is depressing. A black bridge over the Thames River, near London, used to be the scene of more suicides than any other bridge in the area ----until it was repainter green.The number of suicide attempts immediately fell sharply ;perhaps it would have fallen even more if the bridge had been done in pink or baby blue.
Light and bright colours make people not only hppier but more active. It is an established fact that factory workers work better,harder ,and have fewer accidents when their machines are painted orange rather than black or grey. | 1633.txt | 0 |
[
"its shape",
"its structure",
"its colour",
"its building materials"
] | Those who committed suicide preferred the bridge over the Thames River near london to others because of _ . | What is your favourite colour? Do you like yellow , orange ,red? If you do ,you must be an optimist, a leader, an active person who enjoys life, people and excitement. Do you prefer greys and blues? Then you are probably quiet,shy, and you would rather follow than lead. You tend to be a pessimist. At least, this is what psychologists tell us, and they should know,because they have been seriously studying the meaning of colours preference, as well as the effect that colours have on human beings. They tells us, among other facts,that we do not choose our favourite clour as we grow up----we are born with our preference.If you happen to love brown, you did so, as soon as you opened your eyes, or at least as soon as you could see clearly.
Colours do influence our moods－there is no doubt about it .A yellow room makes most people feel more cheerful and more relaxed than a dark green one; and a red dress brings warmth and cheer to the saddest winter day. On the other hand ,black is depressing. A black bridge over the Thames River, near London, used to be the scene of more suicides than any other bridge in the area ----until it was repainter green.The number of suicide attempts immediately fell sharply ;perhaps it would have fallen even more if the bridge had been done in pink or baby blue.
Light and bright colours make people not only hppier but more active. It is an established fact that factory workers work better,harder ,and have fewer accidents when their machines are painted orange rather than black or grey. | 1633.txt | 2 |
[
"the young man once went into town and bought himself a pair of trousers",
"the young man's new trousers were cut too short",
"the young man's mother and sisters hated to speak to each other",
"the young man was loved by his mother and sisters very much"
] | The main idea of this passage is that _ | A young man once went into town and bought himself a pair of trousers.When he goto home,he went upstairs to his living room and put them on.He found that they were about two inches too long.
He went downstairs,where his mother and his two sisters were washing up the tea things in the kitchen."These new trousers are too long," he said."They need to be cut short by about two inches.Would one of you mind doing this for me,please?"His mother and sisters were busy and none of them said anything.
But as soon as his mother finished washing up,she went upstairs to her son's room and cut the trousers short by two inches.She came downstairs without saying anything to her daughters.
Later,after supper,the elder sister remembered her brother's trousers.She was akindhearted girl,so she went quietly upstairs without saying anything to anyone,and shorted the trousers by two inches.
the younger sister went to the cinema,but when she came back,she,too,remembered what her brother had said.So she ran upstairs with her scissors,needle,and thread,and took two inches off the legs of the new trousers.
You can imagine the look on the young man's face when he put the trousers on thenext morning | 3273.txt | 1 |
[
"The young man was very silly",
"The young man's mother and sisters never spoke to each other.",
"Everyone in his family was ready to help him.",
"The young man lived in a quiet house."
] | What can we infer from the passage? | A young man once went into town and bought himself a pair of trousers.When he goto home,he went upstairs to his living room and put them on.He found that they were about two inches too long.
He went downstairs,where his mother and his two sisters were washing up the tea things in the kitchen."These new trousers are too long," he said."They need to be cut short by about two inches.Would one of you mind doing this for me,please?"His mother and sisters were busy and none of them said anything.
But as soon as his mother finished washing up,she went upstairs to her son's room and cut the trousers short by two inches.She came downstairs without saying anything to her daughters.
Later,after supper,the elder sister remembered her brother's trousers.She was akindhearted girl,so she went quietly upstairs without saying anything to anyone,and shorted the trousers by two inches.
the younger sister went to the cinema,but when she came back,she,too,remembered what her brother had said.So she ran upstairs with her scissors,needle,and thread,and took two inches off the legs of the new trousers.
You can imagine the look on the young man's face when he put the trousers on thenext morning | 3273.txt | 2 |
[
"Because they did not know how to answer him.",
"Because they were too busy to answer him.",
"Because they were used to keeping silence when they were busy.",
"Because one of them wanted to do it."
] | Why didn't the young man's mother and sisters give him a reply after he asked one of them to cut his trousers short? | A young man once went into town and bought himself a pair of trousers.When he goto home,he went upstairs to his living room and put them on.He found that they were about two inches too long.
He went downstairs,where his mother and his two sisters were washing up the tea things in the kitchen."These new trousers are too long," he said."They need to be cut short by about two inches.Would one of you mind doing this for me,please?"His mother and sisters were busy and none of them said anything.
But as soon as his mother finished washing up,she went upstairs to her son's room and cut the trousers short by two inches.She came downstairs without saying anything to her daughters.
Later,after supper,the elder sister remembered her brother's trousers.She was akindhearted girl,so she went quietly upstairs without saying anything to anyone,and shorted the trousers by two inches.
the younger sister went to the cinema,but when she came back,she,too,remembered what her brother had said.So she ran upstairs with her scissors,needle,and thread,and took two inches off the legs of the new trousers.
You can imagine the look on the young man's face when he put the trousers on thenext morning | 3273.txt | 1 |
[
"Worried.",
"Cry.",
"Surprising.",
"Sad."
] | What would the young man feel when he put the trousers on the next morning? | A young man once went into town and bought himself a pair of trousers.When he goto home,he went upstairs to his living room and put them on.He found that they were about two inches too long.
He went downstairs,where his mother and his two sisters were washing up the tea things in the kitchen."These new trousers are too long," he said."They need to be cut short by about two inches.Would one of you mind doing this for me,please?"His mother and sisters were busy and none of them said anything.
But as soon as his mother finished washing up,she went upstairs to her son's room and cut the trousers short by two inches.She came downstairs without saying anything to her daughters.
Later,after supper,the elder sister remembered her brother's trousers.She was akindhearted girl,so she went quietly upstairs without saying anything to anyone,and shorted the trousers by two inches.
the younger sister went to the cinema,but when she came back,she,too,remembered what her brother had said.So she ran upstairs with her scissors,needle,and thread,and took two inches off the legs of the new trousers.
You can imagine the look on the young man's face when he put the trousers on thenext morning | 3273.txt | 3 |
[
"She flew an airplane",
"She entered a competition",
"She went on a hot air balloon ride",
"She moved into a retirement community"
] | What happened to the auther in 2001?[:KS5U.COM] | "I Went Skydiving at 84!"
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of for a woman to do that. I got a taste of that dream in 2011,when my husband arranged for me to ride in a hot air balloon for my birthday. But the experience turned out to be very dull. Around that time,I told my husband that I wanted to skydive.
So when our retirement communityannounced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
In the essay, I wrote about my desire to skydive, stating George Brush Sr. did it at age 80. Why not me? I was just 84 and in pretty good health. A year went by and I heard nothing. But then at a community party in late April 2009, they announced that I was one of the winners. I just couldn't believe it. Inspired by this.I deeided to realize my dream,even though some of my family members and my doctor were against it.
On June 11, 2009, nearly 40 of my family and friends gathered in the area close to where I would land while I headed up in the airplane. My instructor, Jay, guided me through the experience. The plane was the noisiest one I had ever been in, butI wasn't frightened-I was really just looking forward to the experience. When we reached 13,000 feet, Jay instructed me to throw myself out of the plane. When we first hit the air, the wind was so strong that I could hardly breathe. For a second I thought, "What have I gotten myself into?" But then everything got calmer. We were in a free fall for about a minute before Jay opened the parachute, then we just floated downward for about five minutes. Being up in the clouds and looking at the view below was unlike anything I have ever felt-much better than the hot air ballon. I was just enjoying it.
Skydiving was really one of the greatest experiences of my life. I hope other people will look at me and realize that you don't stop living just because you are 84 years old. If there's something you want to experience, look into it. If it's something that is possible, make it happen. | 2461.txt | 2 |
[
"build up her own reputation",
"show her admiration for him",
"compare their health conditon",
"make her argument persuasive"
] | The author mentioned George Bush Sr. in her essay to. | "I Went Skydiving at 84!"
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of for a woman to do that. I got a taste of that dream in 2011,when my husband arranged for me to ride in a hot air balloon for my birthday. But the experience turned out to be very dull. Around that time,I told my husband that I wanted to skydive.
So when our retirement communityannounced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
In the essay, I wrote about my desire to skydive, stating George Brush Sr. did it at age 80. Why not me? I was just 84 and in pretty good health. A year went by and I heard nothing. But then at a community party in late April 2009, they announced that I was one of the winners. I just couldn't believe it. Inspired by this.I deeided to realize my dream,even though some of my family members and my doctor were against it.
On June 11, 2009, nearly 40 of my family and friends gathered in the area close to where I would land while I headed up in the airplane. My instructor, Jay, guided me through the experience. The plane was the noisiest one I had ever been in, butI wasn't frightened-I was really just looking forward to the experience. When we reached 13,000 feet, Jay instructed me to throw myself out of the plane. When we first hit the air, the wind was so strong that I could hardly breathe. For a second I thought, "What have I gotten myself into?" But then everything got calmer. We were in a free fall for about a minute before Jay opened the parachute, then we just floated downward for about five minutes. Being up in the clouds and looking at the view below was unlike anything I have ever felt-much better than the hot air ballon. I was just enjoying it.
Skydiving was really one of the greatest experiences of my life. I hope other people will look at me and realize that you don't stop living just because you are 84 years old. If there's something you want to experience, look into it. If it's something that is possible, make it happen. | 2461.txt | 3 |
[
"Excited",
"Scared",
"Nervous",
"Regretful"
] | How did the author feel immediately after she jumped out of the plane? | "I Went Skydiving at 84!"
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of for a woman to do that. I got a taste of that dream in 2011,when my husband arranged for me to ride in a hot air balloon for my birthday. But the experience turned out to be very dull. Around that time,I told my husband that I wanted to skydive.
So when our retirement communityannounced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
In the essay, I wrote about my desire to skydive, stating George Brush Sr. did it at age 80. Why not me? I was just 84 and in pretty good health. A year went by and I heard nothing. But then at a community party in late April 2009, they announced that I was one of the winners. I just couldn't believe it. Inspired by this.I deeided to realize my dream,even though some of my family members and my doctor were against it.
On June 11, 2009, nearly 40 of my family and friends gathered in the area close to where I would land while I headed up in the airplane. My instructor, Jay, guided me through the experience. The plane was the noisiest one I had ever been in, butI wasn't frightened-I was really just looking forward to the experience. When we reached 13,000 feet, Jay instructed me to throw myself out of the plane. When we first hit the air, the wind was so strong that I could hardly breathe. For a second I thought, "What have I gotten myself into?" But then everything got calmer. We were in a free fall for about a minute before Jay opened the parachute, then we just floated downward for about five minutes. Being up in the clouds and looking at the view below was unlike anything I have ever felt-much better than the hot air ballon. I was just enjoying it.
Skydiving was really one of the greatest experiences of my life. I hope other people will look at me and realize that you don't stop living just because you are 84 years old. If there's something you want to experience, look into it. If it's something that is possible, make it happen. | 2461.txt | 3 |
[
"The beautiful clouds",
"The wonderful view",
"The company of Jay",
"The one-minute free fall"
] | What did the author enjoy most when she was skydiving? | "I Went Skydiving at 84!"
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of for a woman to do that. I got a taste of that dream in 2011,when my husband arranged for me to ride in a hot air balloon for my birthday. But the experience turned out to be very dull. Around that time,I told my husband that I wanted to skydive.
So when our retirement communityannounced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
In the essay, I wrote about my desire to skydive, stating George Brush Sr. did it at age 80. Why not me? I was just 84 and in pretty good health. A year went by and I heard nothing. But then at a community party in late April 2009, they announced that I was one of the winners. I just couldn't believe it. Inspired by this.I deeided to realize my dream,even though some of my family members and my doctor were against it.
On June 11, 2009, nearly 40 of my family and friends gathered in the area close to where I would land while I headed up in the airplane. My instructor, Jay, guided me through the experience. The plane was the noisiest one I had ever been in, butI wasn't frightened-I was really just looking forward to the experience. When we reached 13,000 feet, Jay instructed me to throw myself out of the plane. When we first hit the air, the wind was so strong that I could hardly breathe. For a second I thought, "What have I gotten myself into?" But then everything got calmer. We were in a free fall for about a minute before Jay opened the parachute, then we just floated downward for about five minutes. Being up in the clouds and looking at the view below was unlike anything I have ever felt-much better than the hot air ballon. I was just enjoying it.
Skydiving was really one of the greatest experiences of my life. I hope other people will look at me and realize that you don't stop living just because you are 84 years old. If there's something you want to experience, look into it. If it's something that is possible, make it happen. | 2461.txt | 1 |
[
"he didn't like the lawn.",
"the author's grandfather was against Jack working on the lawn",
"the lawn was full of living things",
"he himself did not take care of the lawn"
] | It can be inferred that the real reason Jack had problems with the yard was that _ . | Jack used to curse the front yard as if it were a living thing. He was the man who lived with my grandmother for thirty years. He was not my grandfather, but an Italian who came down the road one day, selling fruit in Florida.
Jack stopped at my grandmother's house to sell her some oranges just a stone's throw from downtown Miami, and he was delivering her whiskey a week later. He stayed for thirty years. Jack hated the front yard because he thought it was against him. There had been a beautiful lawn there when Jack came along, but he let it wander off into nothing. He refused to water it or take care of it in any way.
Now the ground was so hard that it gave his car flat tires in the summer. The yard was always finding a nail to put in one of his tires or the car as always sinking out of sight in the winter when the rains came on. The lawn had belonged to my grandfather, who lived out the end of his life in an insane hospital. It had been his pride and joy and was said to be the place where his powers came. | 988.txt | 3 |
[
"beautiful",
"worn out",
"wasted",
"full of nails"
] | We can learn from the passage that when the lawn belonged to the author's grandfather, it had been _ . | Jack used to curse the front yard as if it were a living thing. He was the man who lived with my grandmother for thirty years. He was not my grandfather, but an Italian who came down the road one day, selling fruit in Florida.
Jack stopped at my grandmother's house to sell her some oranges just a stone's throw from downtown Miami, and he was delivering her whiskey a week later. He stayed for thirty years. Jack hated the front yard because he thought it was against him. There had been a beautiful lawn there when Jack came along, but he let it wander off into nothing. He refused to water it or take care of it in any way.
Now the ground was so hard that it gave his car flat tires in the summer. The yard was always finding a nail to put in one of his tires or the car as always sinking out of sight in the winter when the rains came on. The lawn had belonged to my grandfather, who lived out the end of his life in an insane hospital. It had been his pride and joy and was said to be the place where his powers came. | 988.txt | 0 |
[
"They both hated the front lawn.",
"Jack was jealous of the author's grandfather.",
"They sold fruit in Florida.",
"They came from Italy and lived together."
] | What do we know about Jack and the author's grandfather? | Jack used to curse the front yard as if it were a living thing. He was the man who lived with my grandmother for thirty years. He was not my grandfather, but an Italian who came down the road one day, selling fruit in Florida.
Jack stopped at my grandmother's house to sell her some oranges just a stone's throw from downtown Miami, and he was delivering her whiskey a week later. He stayed for thirty years. Jack hated the front yard because he thought it was against him. There had been a beautiful lawn there when Jack came along, but he let it wander off into nothing. He refused to water it or take care of it in any way.
Now the ground was so hard that it gave his car flat tires in the summer. The yard was always finding a nail to put in one of his tires or the car as always sinking out of sight in the winter when the rains came on. The lawn had belonged to my grandfather, who lived out the end of his life in an insane hospital. It had been his pride and joy and was said to be the place where his powers came. | 988.txt | 1 |
[
"A Sick Baker",
"A Brick-oven Bread Baker",
"An Old-fashioned Baker",
"How to Overcome Allergy"
] | A good title for this passage would be. | When Dean Arnold got his first job, he was miserable , Each time he went to work, he coughed and he couldn't breathe. Working in a bakery when you are allergic to (…) flour can be painful.
But Arnold stayed with the National Biscuit Company for ten years. He was a businessman and he helped them improve production. At last his health problems became too serious. He left and formed his own company.
With his wife and mother, he founded Arnold Bakery. They tried new recipes . changing the kind and amount of flour used. This enabled Arnold to work there without too much pain. The bread, made with unbleached flour , was baked in a brick oven .
They began by baking two dozen loaves. The bread was sold door to door for fifteen cents a loaf. Winning customers to his unusual, old-fashioned bread took time. But Arnold, struggling against his allergy, built his bakery into one of the largest in the United States. | 2068.txt | 1 |
[
"suffered from allergy to flour",
"didn't like the job",
"wanted to make more money",
"wanted to form his own company"
] | Dean left the National Biscuit Company because he. | When Dean Arnold got his first job, he was miserable , Each time he went to work, he coughed and he couldn't breathe. Working in a bakery when you are allergic to (…) flour can be painful.
But Arnold stayed with the National Biscuit Company for ten years. He was a businessman and he helped them improve production. At last his health problems became too serious. He left and formed his own company.
With his wife and mother, he founded Arnold Bakery. They tried new recipes . changing the kind and amount of flour used. This enabled Arnold to work there without too much pain. The bread, made with unbleached flour , was baked in a brick oven .
They began by baking two dozen loaves. The bread was sold door to door for fifteen cents a loaf. Winning customers to his unusual, old-fashioned bread took time. But Arnold, struggling against his allergy, built his bakery into one of the largest in the United States. | 2068.txt | 0 |
[
"he founded Arnold Bakery",
"he tried a new method of baking",
"he helped the company improve their production",
"he became successful in his business"
] | During his stay in the National Biscuit Company,. | When Dean Arnold got his first job, he was miserable , Each time he went to work, he coughed and he couldn't breathe. Working in a bakery when you are allergic to (…) flour can be painful.
But Arnold stayed with the National Biscuit Company for ten years. He was a businessman and he helped them improve production. At last his health problems became too serious. He left and formed his own company.
With his wife and mother, he founded Arnold Bakery. They tried new recipes . changing the kind and amount of flour used. This enabled Arnold to work there without too much pain. The bread, made with unbleached flour , was baked in a brick oven .
They began by baking two dozen loaves. The bread was sold door to door for fifteen cents a loaf. Winning customers to his unusual, old-fashioned bread took time. But Arnold, struggling against his allergy, built his bakery into one of the largest in the United States. | 2068.txt | 2 |
[
"Arnold's bread was baked in a brick oven.",
"Arnold's bread was made with unbleached flour.",
"Arnold's bread was sold at a low price.",
"Arnold's bread was of poor quality."
] | Which of the following is NOT mentioned in the passage? | When Dean Arnold got his first job, he was miserable , Each time he went to work, he coughed and he couldn't breathe. Working in a bakery when you are allergic to (…) flour can be painful.
But Arnold stayed with the National Biscuit Company for ten years. He was a businessman and he helped them improve production. At last his health problems became too serious. He left and formed his own company.
With his wife and mother, he founded Arnold Bakery. They tried new recipes . changing the kind and amount of flour used. This enabled Arnold to work there without too much pain. The bread, made with unbleached flour , was baked in a brick oven .
They began by baking two dozen loaves. The bread was sold door to door for fifteen cents a loaf. Winning customers to his unusual, old-fashioned bread took time. But Arnold, struggling against his allergy, built his bakery into one of the largest in the United States. | 2068.txt | 3 |
[
"determined",
"brave",
"unusual",
"unhealthy"
] | From the passage we can conclude that Arnold was. | When Dean Arnold got his first job, he was miserable , Each time he went to work, he coughed and he couldn't breathe. Working in a bakery when you are allergic to (…) flour can be painful.
But Arnold stayed with the National Biscuit Company for ten years. He was a businessman and he helped them improve production. At last his health problems became too serious. He left and formed his own company.
With his wife and mother, he founded Arnold Bakery. They tried new recipes . changing the kind and amount of flour used. This enabled Arnold to work there without too much pain. The bread, made with unbleached flour , was baked in a brick oven .
They began by baking two dozen loaves. The bread was sold door to door for fifteen cents a loaf. Winning customers to his unusual, old-fashioned bread took time. But Arnold, struggling against his allergy, built his bakery into one of the largest in the United States. | 2068.txt | 0 |
[
"resolve a controversy",
"describe a phenomenon",
"outline a theory",
"confirm research findings"
] | The primary purpose of the passage is to | The transfer of heat and water vapor from the ocean to the air above it depends on a disequilibrium at the interface of the water and the air. Within about a millimeter of the water, air temperature is close to that of the surface water, and the air is nearly saturated with water vapor. But the differences, however small, are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water-vapor content. The air is mixed by means of turbulence that depends on the wind for its energy. As wind speed increases, so does turbulence, and thus the rate of heat and moisture transfer. Detailed understanding of this phenomenon awaits further study. An interacting-and complicating-phenomenon is wind-to-water transfer of momentum that occurs when waves are formed. When the wind makes waves, it transfers important amounts of energy-energy that is therefore not available to provide turbulence. | 2019.txt | 1 |
[
"revolutionary",
"inconsequential",
"outdated",
"incomplete"
] | It can be inferred from the passage that the author regards current knowledge about heat and moisture transfer from the ocean to air as | The transfer of heat and water vapor from the ocean to the air above it depends on a disequilibrium at the interface of the water and the air. Within about a millimeter of the water, air temperature is close to that of the surface water, and the air is nearly saturated with water vapor. But the differences, however small, are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water-vapor content. The air is mixed by means of turbulence that depends on the wind for its energy. As wind speed increases, so does turbulence, and thus the rate of heat and moisture transfer. Detailed understanding of this phenomenon awaits further study. An interacting-and complicating-phenomenon is wind-to-water transfer of momentum that occurs when waves are formed. When the wind makes waves, it transfers important amounts of energy-energy that is therefore not available to provide turbulence. | 2019.txt | 3 |
[
"The air closest to the ocean surface would become saturated with water vapor.",
"The air closest to the ocean surface would be warmer than the water.",
"The amount of moisture in the air closest to the ocean surface would decrease.",
"The rate of heat and moisture transfer would increase."
] | The passage suggests that if on a certain day the wind were to decrease until there was no wind at all which of the following would occur? | The transfer of heat and water vapor from the ocean to the air above it depends on a disequilibrium at the interface of the water and the air. Within about a millimeter of the water, air temperature is close to that of the surface water, and the air is nearly saturated with water vapor. But the differences, however small, are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water-vapor content. The air is mixed by means of turbulence that depends on the wind for its energy. As wind speed increases, so does turbulence, and thus the rate of heat and moisture transfer. Detailed understanding of this phenomenon awaits further study. An interacting-and complicating-phenomenon is wind-to-water transfer of momentum that occurs when waves are formed. When the wind makes waves, it transfers important amounts of energy-energy that is therefore not available to provide turbulence. | 2019.txt | 0 |
[
"It is extremely important to develop tourism.",
"Building roads and hotels is necessary.",
"Support facilities are highly necessary.",
"Planning is of great importance to tourism."
] | Which of the following has most probably been discussed in the paragraph that goes before the passage? | Without proper planning, tourism can cause problems. For example, too many tourists can crowd public places that are also enjoyed by the inhabitants of a country. If tourists create too much traffic, the inhabitants become annoyed and unhappy. They begin to dislike tourists and to treat them impolitely. They forget how much tourism can help the country's economy. It is important to think about the people of a destination(） country and how tourism affects them. Tourism should help a country keep the customs and beauty that attract tourists. Tourism should also advance the well-being (health and happiness） of local inhabitants.
Too much tourism can be a problem. If tourism grows too quickly, people leave other jobs to work in the tourism industry. This means that other parts of the country's economy can suffer
On the other hand, if there is not enough tourism, people can lose jobs. Businesses can also lose money. It costs a great deal of money to build large hotels, airports, air terminals, first-class roads, and other support facilities(） needed by tourist attractions. For example, a major international-class tourism hotel can cost as much as 50 thousand dollars per room to build. If this room is not used most of the time, the owners of the hotel lose money.
Building a hotel is just a beginning. There must be many support facilities as well, including roads to get to the hotel, electricity, sewers (） to handle waste, and water. All of these support facilities cost money. If they are not used because there are not enough tourists, jobs and money are lost. | 3574.txt | 3 |
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