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[
"determine whether a person is fit for a certain job",
"behave appropriately in relation to other people",
"protect ourselves in unfamiliar situations",
"make friends with other people"
] | In the first paragraph, the writer tells us that statuses can help us _ . | Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is thief or a meter reader, and so on.
The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.
A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook. Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready made, and the range of choice among them is limited. | 3078.txt | 1 |
[
"in order to identify themselves with others",
"in order to better identify others",
"as their mental processes change",
"as the situation changes"
] | According to the writer, people often assume different statuses _ . | Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is thief or a meter reader, and so on.
The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.
A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook. Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready made, and the range of choice among them is limited. | 3078.txt | 3 |
[
"involvement",
"appreciation",
"assessment",
"presentation"
] | The word "appraisal" (Line 5, Para. 2) most probably means " _ ". | Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is thief or a meter reader, and so on.
The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.
A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook. Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready made, and the range of choice among them is limited. | 3078.txt | 2 |
[
"fitting our actions to those of other people appropriately",
"identification of other people's statuses",
"selecting one's own statuses",
"constant mental process"
] | In the last sentence of the second paragraph, the pronoun "it" refers to " _ ". | Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is thief or a meter reader, and so on.
The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.
A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook. Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready made, and the range of choice among them is limited. | 3078.txt | 0 |
[
"different people have different styles of clothes",
"ready-made clothes may need alterations",
"statuses come ready made just like clothes",
"our choice of statuses is limited"
] | By saying that "an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince" (Line 2-3, Para. 3), the writer means _ . | Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is thief or a meter reader, and so on.
The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.
A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook. Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready made, and the range of choice among them is limited. | 3078.txt | 3 |
[
"Well.",
"Vision.",
"Form.",
"Will."
] | When remembrance of things past reach the conscious level, the post has reached the stage called | Creative Process of Works
The great question that this paper will, but feebly, attempt to answer is , what is the creative process?
Though much theory has accumulated, little is really known about the power that lies at the bottom of poetic creation. It is true that great poets and artists produce beauty by employing all the powers of personality and by fusing emotions, reason, and intuitions. But what is the magical synthesis that joins and arranges these complex parts into poetic unity?
John L.Lowes, in his justly famous "The Road to Xanadu," developed one of the earliest and still generally acceptable answers to this tantalizing question. Imaginative creation, he concludes, is a complex process in which the conscious and unconscious minds jointly operate. "There is…the deep well with its chaos of fortuitously blending images; but there is likewise the Vision which sees shining in and through the chaos of the potential lines of Form, and with the Vision, the controlling Will. Which gives to that potential beauty actuality."
The Deep Well is the unconscious mind that is peopled with the facts, ideas, feelings of the conscious activity. The imaginative vision, an unconscious activity, shines through the land of chaos, of lights and shadows, silently seeking pattern and form. Finally, the conscious mind again, through Will, captures and embodies the idea in the final work of art. In this way is unity born out of chaos.
Though there can be no absolute certainty, there is general agreement that the periods in the development of a creative work parallel, to some extent, Lowes' theory of Well, Vision, Form, and Will. There are at least three stages in the creative process: preparation, inspiration, work.
In a sense, the period of preparation is all of the writer's life. It is the Deep Well. It is the Deep Well. It is especially a period of concentration which gives the unconscious mind an opportunity to communicate with the conscious mind. When remembrance of things past reach the conscious level of the writer's mind, he is ready to go on with the process. Part of this preparation involves learning a medium-learning a language, learning how to write, learning literary forms. It is important to mot here that form cannot be imposed upon the idea. Evidence, though sparse, shows that the idea gives birth to the form that can best convey it. It is the Vision, according to Lowes, " which sees shining in and through the chaws of the potential lines of from … " | 210.txt | 3 |
[
"The form determines the subject matter.",
"The idea determines the form.",
"Vision makes beauty an actuality.",
"A writer is unconscious when he prepares his work."
] | Which of the following statements is TRUE? | Creative Process of Works
The great question that this paper will, but feebly, attempt to answer is , what is the creative process?
Though much theory has accumulated, little is really known about the power that lies at the bottom of poetic creation. It is true that great poets and artists produce beauty by employing all the powers of personality and by fusing emotions, reason, and intuitions. But what is the magical synthesis that joins and arranges these complex parts into poetic unity?
John L.Lowes, in his justly famous "The Road to Xanadu," developed one of the earliest and still generally acceptable answers to this tantalizing question. Imaginative creation, he concludes, is a complex process in which the conscious and unconscious minds jointly operate. "There is…the deep well with its chaos of fortuitously blending images; but there is likewise the Vision which sees shining in and through the chaos of the potential lines of Form, and with the Vision, the controlling Will. Which gives to that potential beauty actuality."
The Deep Well is the unconscious mind that is peopled with the facts, ideas, feelings of the conscious activity. The imaginative vision, an unconscious activity, shines through the land of chaos, of lights and shadows, silently seeking pattern and form. Finally, the conscious mind again, through Will, captures and embodies the idea in the final work of art. In this way is unity born out of chaos.
Though there can be no absolute certainty, there is general agreement that the periods in the development of a creative work parallel, to some extent, Lowes' theory of Well, Vision, Form, and Will. There are at least three stages in the creative process: preparation, inspiration, work.
In a sense, the period of preparation is all of the writer's life. It is the Deep Well. It is the Deep Well. It is especially a period of concentration which gives the unconscious mind an opportunity to communicate with the conscious mind. When remembrance of things past reach the conscious level of the writer's mind, he is ready to go on with the process. Part of this preparation involves learning a medium-learning a language, learning how to write, learning literary forms. It is important to mot here that form cannot be imposed upon the idea. Evidence, though sparse, shows that the idea gives birth to the form that can best convey it. It is the Vision, according to Lowes, " which sees shining in and through the chaws of the potential lines of from … " | 210.txt | 1 |
[
"accidentally.",
"luckily.",
"thoroughly.",
"potentially."
] | The word "fortuitously" in the third paragraph means | Creative Process of Works
The great question that this paper will, but feebly, attempt to answer is , what is the creative process?
Though much theory has accumulated, little is really known about the power that lies at the bottom of poetic creation. It is true that great poets and artists produce beauty by employing all the powers of personality and by fusing emotions, reason, and intuitions. But what is the magical synthesis that joins and arranges these complex parts into poetic unity?
John L.Lowes, in his justly famous "The Road to Xanadu," developed one of the earliest and still generally acceptable answers to this tantalizing question. Imaginative creation, he concludes, is a complex process in which the conscious and unconscious minds jointly operate. "There is…the deep well with its chaos of fortuitously blending images; but there is likewise the Vision which sees shining in and through the chaos of the potential lines of Form, and with the Vision, the controlling Will. Which gives to that potential beauty actuality."
The Deep Well is the unconscious mind that is peopled with the facts, ideas, feelings of the conscious activity. The imaginative vision, an unconscious activity, shines through the land of chaos, of lights and shadows, silently seeking pattern and form. Finally, the conscious mind again, through Will, captures and embodies the idea in the final work of art. In this way is unity born out of chaos.
Though there can be no absolute certainty, there is general agreement that the periods in the development of a creative work parallel, to some extent, Lowes' theory of Well, Vision, Form, and Will. There are at least three stages in the creative process: preparation, inspiration, work.
In a sense, the period of preparation is all of the writer's life. It is the Deep Well. It is the Deep Well. It is especially a period of concentration which gives the unconscious mind an opportunity to communicate with the conscious mind. When remembrance of things past reach the conscious level of the writer's mind, he is ready to go on with the process. Part of this preparation involves learning a medium-learning a language, learning how to write, learning literary forms. It is important to mot here that form cannot be imposed upon the idea. Evidence, though sparse, shows that the idea gives birth to the form that can best convey it. It is the Vision, according to Lowes, " which sees shining in and through the chaws of the potential lines of from … " | 210.txt | 0 |
[
"Deep Well.",
"Vision.",
"Chaotic lights and shadows.",
"Conscious mind."
] | The remembrance of things past is carried on in the | Creative Process of Works
The great question that this paper will, but feebly, attempt to answer is , what is the creative process?
Though much theory has accumulated, little is really known about the power that lies at the bottom of poetic creation. It is true that great poets and artists produce beauty by employing all the powers of personality and by fusing emotions, reason, and intuitions. But what is the magical synthesis that joins and arranges these complex parts into poetic unity?
John L.Lowes, in his justly famous "The Road to Xanadu," developed one of the earliest and still generally acceptable answers to this tantalizing question. Imaginative creation, he concludes, is a complex process in which the conscious and unconscious minds jointly operate. "There is…the deep well with its chaos of fortuitously blending images; but there is likewise the Vision which sees shining in and through the chaos of the potential lines of Form, and with the Vision, the controlling Will. Which gives to that potential beauty actuality."
The Deep Well is the unconscious mind that is peopled with the facts, ideas, feelings of the conscious activity. The imaginative vision, an unconscious activity, shines through the land of chaos, of lights and shadows, silently seeking pattern and form. Finally, the conscious mind again, through Will, captures and embodies the idea in the final work of art. In this way is unity born out of chaos.
Though there can be no absolute certainty, there is general agreement that the periods in the development of a creative work parallel, to some extent, Lowes' theory of Well, Vision, Form, and Will. There are at least three stages in the creative process: preparation, inspiration, work.
In a sense, the period of preparation is all of the writer's life. It is the Deep Well. It is the Deep Well. It is especially a period of concentration which gives the unconscious mind an opportunity to communicate with the conscious mind. When remembrance of things past reach the conscious level of the writer's mind, he is ready to go on with the process. Part of this preparation involves learning a medium-learning a language, learning how to write, learning literary forms. It is important to mot here that form cannot be imposed upon the idea. Evidence, though sparse, shows that the idea gives birth to the form that can best convey it. It is the Vision, according to Lowes, " which sees shining in and through the chaws of the potential lines of from … " | 210.txt | 0 |
[
"you get the habit of staying up late",
"you haven't taken sleeping pills",
"you sleep for hours after dinner",
"you fail to do some exercises"
] | According to the writer, it is difficult for you to go to sleep because . | I don't think there is anything wrong with your blood. The key to your problem is that long nap(,)after dinner. If you didn't sleep for hours during the early part of the evening, you would be more ready to sleep at bedtime. If you didn't nap after dinner, you would not want to stay up so late, and you would not feel the need to take a sleeping pill. The pill is still working in your system when you get up in the morning. This helps account for the fact that you feel tired all day. You should get out of the habit of sleeping during the evening. Right after your evening meal, engage in some sort of physical activity - a sport such as bowling, perhaps. Or get together with friends for an evening of cards and conversation. Then go to bed at your usual time or a little earlier, and you should be able to get a good nights rest without taking a pill.
If you can get into the habit of spending your evenings this way, I am sure you will feel less tired during the day. At first it may be hard for you to go to sleep without taking a pill. If so, get up and watch television or do some jobs around your house until you feel sleepy. If you fall asleep and then wake up a few hours later, get up but do not take a sleeping pill. Read a while or listen to the radio, and make yourself a few hours'sleep that night, you will feel better in the morning than you usually feel after taking a pill. The next night you will be ready to sleep at an earlier hour.
The most important thing is to avoid taking that nap right after dinner and avoid taking pills. | 1822.txt | 2 |
[
"Go to bed earlier than usual.",
"Talk with friends after dinner.",
"Stay with friends after dinner.",
"Do some physical labor."
] | Which of the following is NOT true if you want to get out of the habit of sleeping during the evening? | I don't think there is anything wrong with your blood. The key to your problem is that long nap(,)after dinner. If you didn't sleep for hours during the early part of the evening, you would be more ready to sleep at bedtime. If you didn't nap after dinner, you would not want to stay up so late, and you would not feel the need to take a sleeping pill. The pill is still working in your system when you get up in the morning. This helps account for the fact that you feel tired all day. You should get out of the habit of sleeping during the evening. Right after your evening meal, engage in some sort of physical activity - a sport such as bowling, perhaps. Or get together with friends for an evening of cards and conversation. Then go to bed at your usual time or a little earlier, and you should be able to get a good nights rest without taking a pill.
If you can get into the habit of spending your evenings this way, I am sure you will feel less tired during the day. At first it may be hard for you to go to sleep without taking a pill. If so, get up and watch television or do some jobs around your house until you feel sleepy. If you fall asleep and then wake up a few hours later, get up but do not take a sleeping pill. Read a while or listen to the radio, and make yourself a few hours'sleep that night, you will feel better in the morning than you usually feel after taking a pill. The next night you will be ready to sleep at an earlier hour.
The most important thing is to avoid taking that nap right after dinner and avoid taking pills. | 1822.txt | 3 |
[
"you stay up too late",
"you get up too early in the morning",
"you take sleeping pills",
"you wake up too frequently at night"
] | You feel tired all day probably because . | I don't think there is anything wrong with your blood. The key to your problem is that long nap(,)after dinner. If you didn't sleep for hours during the early part of the evening, you would be more ready to sleep at bedtime. If you didn't nap after dinner, you would not want to stay up so late, and you would not feel the need to take a sleeping pill. The pill is still working in your system when you get up in the morning. This helps account for the fact that you feel tired all day. You should get out of the habit of sleeping during the evening. Right after your evening meal, engage in some sort of physical activity - a sport such as bowling, perhaps. Or get together with friends for an evening of cards and conversation. Then go to bed at your usual time or a little earlier, and you should be able to get a good nights rest without taking a pill.
If you can get into the habit of spending your evenings this way, I am sure you will feel less tired during the day. At first it may be hard for you to go to sleep without taking a pill. If so, get up and watch television or do some jobs around your house until you feel sleepy. If you fall asleep and then wake up a few hours later, get up but do not take a sleeping pill. Read a while or listen to the radio, and make yourself a few hours'sleep that night, you will feel better in the morning than you usually feel after taking a pill. The next night you will be ready to sleep at an earlier hour.
The most important thing is to avoid taking that nap right after dinner and avoid taking pills. | 1822.txt | 2 |
[
"You mustn't take sleeping pills in order to get a good night's sleep.",
"You should stay up if you want to sleep effectively.",
"Food is necessary at night if you fail to go to sleep.",
"It is very important to get out of the habit of taking a nap after dinner."
] | Which of the following is true according to the passage? | I don't think there is anything wrong with your blood. The key to your problem is that long nap(,)after dinner. If you didn't sleep for hours during the early part of the evening, you would be more ready to sleep at bedtime. If you didn't nap after dinner, you would not want to stay up so late, and you would not feel the need to take a sleeping pill. The pill is still working in your system when you get up in the morning. This helps account for the fact that you feel tired all day. You should get out of the habit of sleeping during the evening. Right after your evening meal, engage in some sort of physical activity - a sport such as bowling, perhaps. Or get together with friends for an evening of cards and conversation. Then go to bed at your usual time or a little earlier, and you should be able to get a good nights rest without taking a pill.
If you can get into the habit of spending your evenings this way, I am sure you will feel less tired during the day. At first it may be hard for you to go to sleep without taking a pill. If so, get up and watch television or do some jobs around your house until you feel sleepy. If you fall asleep and then wake up a few hours later, get up but do not take a sleeping pill. Read a while or listen to the radio, and make yourself a few hours'sleep that night, you will feel better in the morning than you usually feel after taking a pill. The next night you will be ready to sleep at an earlier hour.
The most important thing is to avoid taking that nap right after dinner and avoid taking pills. | 1822.txt | 3 |
[
"doctor",
"scientist",
"reporter",
"professor"
] | We may infer that the author is most probably a_ . | I don't think there is anything wrong with your blood. The key to your problem is that long nap(,)after dinner. If you didn't sleep for hours during the early part of the evening, you would be more ready to sleep at bedtime. If you didn't nap after dinner, you would not want to stay up so late, and you would not feel the need to take a sleeping pill. The pill is still working in your system when you get up in the morning. This helps account for the fact that you feel tired all day. You should get out of the habit of sleeping during the evening. Right after your evening meal, engage in some sort of physical activity - a sport such as bowling, perhaps. Or get together with friends for an evening of cards and conversation. Then go to bed at your usual time or a little earlier, and you should be able to get a good nights rest without taking a pill.
If you can get into the habit of spending your evenings this way, I am sure you will feel less tired during the day. At first it may be hard for you to go to sleep without taking a pill. If so, get up and watch television or do some jobs around your house until you feel sleepy. If you fall asleep and then wake up a few hours later, get up but do not take a sleeping pill. Read a while or listen to the radio, and make yourself a few hours'sleep that night, you will feel better in the morning than you usually feel after taking a pill. The next night you will be ready to sleep at an earlier hour.
The most important thing is to avoid taking that nap right after dinner and avoid taking pills. | 1822.txt | 0 |
[
"it is unusual for a person to be able to identify a face satisfactorily",
"the ability to recognize faces unhesitatingly is an unusual gift",
"quit a few people can visualize faces they have seen",
"few people can give exact details of the appearance of a face"
] | It is stated in the passage that _ . | The gift of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently:" When we try to describe faces precisely words fail us, and we resort to identikit procedures."
Yet, according to one authority on the subject, we can each probably recognise more than 1,000 faces, the majority of which differ in fine details. This, when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.
Thus, some argue that it is inborn, and that there are " special characteristics about the brain's ability to distinguish faces" . In support of this these they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.
The arguments in favour of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognises his member by sight. Granted that his other senses help - the sound other voice, his sense of smell, the distinctive way she handles him. But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.
This unfortunate inability to recognize familiar faces is known to all, but such people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features. | 3912.txt | 3 |
[
"people have the tremendous ability to recognize more than 1,000 faces",
"people don't think much of the problem of how and why we acquire the ability to recognize and remember faces",
"people don't realize how essential and valuable it is for them to have the ability to recognize faces",
"people have been arguing much over the way people recognize and remember faces"
] | What the author feels strange about is that _ . | The gift of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently:" When we try to describe faces precisely words fail us, and we resort to identikit procedures."
Yet, according to one authority on the subject, we can each probably recognise more than 1,000 faces, the majority of which differ in fine details. This, when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.
Thus, some argue that it is inborn, and that there are " special characteristics about the brain's ability to distinguish faces" . In support of this these they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.
The arguments in favour of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognises his member by sight. Granted that his other senses help - the sound other voice, his sense of smell, the distinctive way she handles him. But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.
This unfortunate inability to recognize familiar faces is known to all, but such people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features. | 3912.txt | 1 |
[
"It is one of the characteristics peculiar to human beings.",
"It is acquired soon after birth.",
"It is something we can do from the very moment we are born.",
"It is learned from our environment and experiences."
] | What is the first suggested explanation of the origin of the ability? | The gift of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently:" When we try to describe faces precisely words fail us, and we resort to identikit procedures."
Yet, according to one authority on the subject, we can each probably recognise more than 1,000 faces, the majority of which differ in fine details. This, when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.
Thus, some argue that it is inborn, and that there are " special characteristics about the brain's ability to distinguish faces" . In support of this these they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.
The arguments in favour of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognises his member by sight. Granted that his other senses help - the sound other voice, his sense of smell, the distinctive way she handles him. But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.
This unfortunate inability to recognize familiar faces is known to all, but such people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features. | 3912.txt | 2 |
[
"It is useful in daily life but is not necessarily essential.",
"It is absence would make normal everyday life impossible.",
"Under certain circumstances we could not exist without it.",
"Normal social life would be difficult without it."
] | According to the passage, how important is the ability to recognize faces? | The gift of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently:" When we try to describe faces precisely words fail us, and we resort to identikit procedures."
Yet, according to one authority on the subject, we can each probably recognise more than 1,000 faces, the majority of which differ in fine details. This, when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.
Thus, some argue that it is inborn, and that there are " special characteristics about the brain's ability to distinguish faces" . In support of this these they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.
The arguments in favour of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognises his member by sight. Granted that his other senses help - the sound other voice, his sense of smell, the distinctive way she handles him. But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.
This unfortunate inability to recognize familiar faces is known to all, but such people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features. | 3912.txt | 1 |
[
"the ability to recognize individuals is dependent on other senses as well as sight",
"sight is indispensable to recognizing individuals",
"the ability to recognise faces is a special inborn ability of the brain",
"the importance of the ability of recognize faces in fully appreciated by people."
] | This passage seems to emphasize that _ . | The gift of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently:" When we try to describe faces precisely words fail us, and we resort to identikit procedures."
Yet, according to one authority on the subject, we can each probably recognise more than 1,000 faces, the majority of which differ in fine details. This, when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.
Thus, some argue that it is inborn, and that there are " special characteristics about the brain's ability to distinguish faces" . In support of this these they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.
The arguments in favour of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognises his member by sight. Granted that his other senses help - the sound other voice, his sense of smell, the distinctive way she handles him. But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.
This unfortunate inability to recognize familiar faces is known to all, but such people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features. | 3912.txt | 0 |
[
"published in European languages",
"read on the computer screen",
"designed in the form of small-sized books",
"broadcast on television and the radio"
] | The audio-magazines in the passage are _ . | Join the thousands of professionals and international travelers who depend on Chanps- Elysees Schau ins Land, Puerta del Sol, and Acquerello italiano to help them stay in touch with the languages and cultures they love. Designed to help you greatly improve your listening, vocabulary, and cultural IQ, these unique European audio-magazines (） are guaranteed (） to give you enthusiasm and determination to study the language- or your money back！
Each audio-magazine consists of an hour-long programme on CD or DVD. You'll hear interviews with well-known Europeans, passages covering current events and issues as well as feature stories on the culture you love. A small book. which goes with CD or DVD, contains a complete set of printed materials, notes (background notes included） averaging 600 words and expression translated into English. The result you build fluency month in and month out.
To help you integrate language study into your busy life, we've made each audio- magazine convenient. Work on language fluency while driving to work, exercising, or cooking-anytime and anywhere you want！
Best of alt each programme is put together by professional broadcasters journalists, and editors who have a strong interest in European languages and cultures. That enthusiasm comes through in every edition. From New York to London to Singapore? the users tell us no company produces a better product for language learners at all levels.Ring for more information, or order at www. audiomagazine. com. We guarantee that you have nothing to lose if it's not for you; let us know within 6 weeks and we will completely reimburse you. | 3651.txt | 0 |
[
"European journalists",
"professional travelers",
"language learners",
"magazine collectors"
] | The audio-magazines are mainly for _ . | Join the thousands of professionals and international travelers who depend on Chanps- Elysees Schau ins Land, Puerta del Sol, and Acquerello italiano to help them stay in touch with the languages and cultures they love. Designed to help you greatly improve your listening, vocabulary, and cultural IQ, these unique European audio-magazines (） are guaranteed (） to give you enthusiasm and determination to study the language- or your money back！
Each audio-magazine consists of an hour-long programme on CD or DVD. You'll hear interviews with well-known Europeans, passages covering current events and issues as well as feature stories on the culture you love. A small book. which goes with CD or DVD, contains a complete set of printed materials, notes (background notes included） averaging 600 words and expression translated into English. The result you build fluency month in and month out.
To help you integrate language study into your busy life, we've made each audio- magazine convenient. Work on language fluency while driving to work, exercising, or cooking-anytime and anywhere you want！
Best of alt each programme is put together by professional broadcasters journalists, and editors who have a strong interest in European languages and cultures. That enthusiasm comes through in every edition. From New York to London to Singapore? the users tell us no company produces a better product for language learners at all levels.Ring for more information, or order at www. audiomagazine. com. We guarantee that you have nothing to lose if it's not for you; let us know within 6 weeks and we will completely reimburse you. | 3651.txt | 2 |
[
"They are translated into English.",
"They are convenient for the users.",
"They are very easy to read",
"They are cheap and popular."
] | What is mentioned as a feature of the audio-magazines? | Join the thousands of professionals and international travelers who depend on Chanps- Elysees Schau ins Land, Puerta del Sol, and Acquerello italiano to help them stay in touch with the languages and cultures they love. Designed to help you greatly improve your listening, vocabulary, and cultural IQ, these unique European audio-magazines (） are guaranteed (） to give you enthusiasm and determination to study the language- or your money back！
Each audio-magazine consists of an hour-long programme on CD or DVD. You'll hear interviews with well-known Europeans, passages covering current events and issues as well as feature stories on the culture you love. A small book. which goes with CD or DVD, contains a complete set of printed materials, notes (background notes included） averaging 600 words and expression translated into English. The result you build fluency month in and month out.
To help you integrate language study into your busy life, we've made each audio- magazine convenient. Work on language fluency while driving to work, exercising, or cooking-anytime and anywhere you want！
Best of alt each programme is put together by professional broadcasters journalists, and editors who have a strong interest in European languages and cultures. That enthusiasm comes through in every edition. From New York to London to Singapore? the users tell us no company produces a better product for language learners at all levels.Ring for more information, or order at www. audiomagazine. com. We guarantee that you have nothing to lose if it's not for you; let us know within 6 weeks and we will completely reimburse you. | 3651.txt | 1 |
[
"learning English",
"finding places to stay in England",
"driving their car on English roads",
"going to England by car"
] | My Spanish friends wanted advice about _ . | When I lived in Spain, some Spanish friends of mine decided to visit England by car. Before they left, they asked me for advice about how to find accommodation . I suggested that they should stay at ‘bed and breakfast' houses, because this kind of accommodation gives a foreign visitor a good chance to speak English with the family. My friends listened to my advice, but they came back with some funny stories.
"We didn't stay at bed and breakfast houses," they said, "because we found that most families were away on holiday."
I thought this was strange. Finally I understood what had happened. My friends spoke little English, and they thought ‘VACANCIES' meant ‘holidays', because the Spanish word for ‘holidays" is ‘vacaciones'. So they did not go to house where the sign outside said ‘VACANCLES', which in English means there are free rooms. Then my friends went to house where the sign said ‘NO VACANCLES', because they thought this meant the people who owned the house were not away on holiday. But they found that these houses were all full. As a result, they stayed at hotels!
We laughed about this and about mistakes my friends made in reading other signs. In Spanish, the word ‘DIVERSION' means fun. In English, it means that workmen are repairing the road, and that you must take a different road. When my friends saw the word ‘DIVERSION' on a road sign, they thought they were going to have fun. Instead, the road ended in a large hold.
English people have problems too when they learn foreign languages. Once in Paris. when someone offered me some more. coffee, I said ‘Thank you' in French. I meant that I would like some more, However , to my surprise the coffee pot was taken away! Later I found out that ‘Thank you' in French means ‘Mo, thank you.' | 1949.txt | 1 |
[
"they would be able to practise their English",
"it would be much cheaper than staying in hotels",
"it would be convenient for them to have dinner",
"there would be no problem about finding accommodation there"
] | I suggested that they stay at bed and breakfast houses because _ . | When I lived in Spain, some Spanish friends of mine decided to visit England by car. Before they left, they asked me for advice about how to find accommodation . I suggested that they should stay at ‘bed and breakfast' houses, because this kind of accommodation gives a foreign visitor a good chance to speak English with the family. My friends listened to my advice, but they came back with some funny stories.
"We didn't stay at bed and breakfast houses," they said, "because we found that most families were away on holiday."
I thought this was strange. Finally I understood what had happened. My friends spoke little English, and they thought ‘VACANCIES' meant ‘holidays', because the Spanish word for ‘holidays" is ‘vacaciones'. So they did not go to house where the sign outside said ‘VACANCLES', which in English means there are free rooms. Then my friends went to house where the sign said ‘NO VACANCLES', because they thought this meant the people who owned the house were not away on holiday. But they found that these houses were all full. As a result, they stayed at hotels!
We laughed about this and about mistakes my friends made in reading other signs. In Spanish, the word ‘DIVERSION' means fun. In English, it means that workmen are repairing the road, and that you must take a different road. When my friends saw the word ‘DIVERSION' on a road sign, they thought they were going to have fun. Instead, the road ended in a large hold.
English people have problems too when they learn foreign languages. Once in Paris. when someone offered me some more. coffee, I said ‘Thank you' in French. I meant that I would like some more, However , to my surprise the coffee pot was taken away! Later I found out that ‘Thank you' in French means ‘Mo, thank you.' | 1949.txt | 0 |
[
"no free rooms",
"free rooms",
"not away on holiday",
"holidays"
] | "NO VACANCIES" in English means _ . | When I lived in Spain, some Spanish friends of mine decided to visit England by car. Before they left, they asked me for advice about how to find accommodation . I suggested that they should stay at ‘bed and breakfast' houses, because this kind of accommodation gives a foreign visitor a good chance to speak English with the family. My friends listened to my advice, but they came back with some funny stories.
"We didn't stay at bed and breakfast houses," they said, "because we found that most families were away on holiday."
I thought this was strange. Finally I understood what had happened. My friends spoke little English, and they thought ‘VACANCIES' meant ‘holidays', because the Spanish word for ‘holidays" is ‘vacaciones'. So they did not go to house where the sign outside said ‘VACANCLES', which in English means there are free rooms. Then my friends went to house where the sign said ‘NO VACANCLES', because they thought this meant the people who owned the house were not away on holiday. But they found that these houses were all full. As a result, they stayed at hotels!
We laughed about this and about mistakes my friends made in reading other signs. In Spanish, the word ‘DIVERSION' means fun. In English, it means that workmen are repairing the road, and that you must take a different road. When my friends saw the word ‘DIVERSION' on a road sign, they thought they were going to have fun. Instead, the road ended in a large hold.
English people have problems too when they learn foreign languages. Once in Paris. when someone offered me some more. coffee, I said ‘Thank you' in French. I meant that I would like some more, However , to my surprise the coffee pot was taken away! Later I found out that ‘Thank you' in French means ‘Mo, thank you.' | 1949.txt | 0 |
[
"fall into a hole",
"have a lot of fun and enjoy yourself",
"find that the road is blocked by crowds of people",
"have to take a different road"
] | If you see a road sign that says ‘Diversion', you will _ . | When I lived in Spain, some Spanish friends of mine decided to visit England by car. Before they left, they asked me for advice about how to find accommodation . I suggested that they should stay at ‘bed and breakfast' houses, because this kind of accommodation gives a foreign visitor a good chance to speak English with the family. My friends listened to my advice, but they came back with some funny stories.
"We didn't stay at bed and breakfast houses," they said, "because we found that most families were away on holiday."
I thought this was strange. Finally I understood what had happened. My friends spoke little English, and they thought ‘VACANCIES' meant ‘holidays', because the Spanish word for ‘holidays" is ‘vacaciones'. So they did not go to house where the sign outside said ‘VACANCLES', which in English means there are free rooms. Then my friends went to house where the sign said ‘NO VACANCLES', because they thought this meant the people who owned the house were not away on holiday. But they found that these houses were all full. As a result, they stayed at hotels!
We laughed about this and about mistakes my friends made in reading other signs. In Spanish, the word ‘DIVERSION' means fun. In English, it means that workmen are repairing the road, and that you must take a different road. When my friends saw the word ‘DIVERSION' on a road sign, they thought they were going to have fun. Instead, the road ended in a large hold.
English people have problems too when they learn foreign languages. Once in Paris. when someone offered me some more. coffee, I said ‘Thank you' in French. I meant that I would like some more, However , to my surprise the coffee pot was taken away! Later I found out that ‘Thank you' in French means ‘Mo, thank you.' | 1949.txt | 3 |
[
"didn't really want any more coffee",
"wanted them to take the coffee pot away",
"really wanted some more coffee",
"wanted to express my politeness"
] | When someone offered me more coffee and I said ‘Thank you' in French, I _ . | When I lived in Spain, some Spanish friends of mine decided to visit England by car. Before they left, they asked me for advice about how to find accommodation . I suggested that they should stay at ‘bed and breakfast' houses, because this kind of accommodation gives a foreign visitor a good chance to speak English with the family. My friends listened to my advice, but they came back with some funny stories.
"We didn't stay at bed and breakfast houses," they said, "because we found that most families were away on holiday."
I thought this was strange. Finally I understood what had happened. My friends spoke little English, and they thought ‘VACANCIES' meant ‘holidays', because the Spanish word for ‘holidays" is ‘vacaciones'. So they did not go to house where the sign outside said ‘VACANCLES', which in English means there are free rooms. Then my friends went to house where the sign said ‘NO VACANCLES', because they thought this meant the people who owned the house were not away on holiday. But they found that these houses were all full. As a result, they stayed at hotels!
We laughed about this and about mistakes my friends made in reading other signs. In Spanish, the word ‘DIVERSION' means fun. In English, it means that workmen are repairing the road, and that you must take a different road. When my friends saw the word ‘DIVERSION' on a road sign, they thought they were going to have fun. Instead, the road ended in a large hold.
English people have problems too when they learn foreign languages. Once in Paris. when someone offered me some more. coffee, I said ‘Thank you' in French. I meant that I would like some more, However , to my surprise the coffee pot was taken away! Later I found out that ‘Thank you' in French means ‘Mo, thank you.' | 1949.txt | 2 |
[
"hadn't finished drinking my coffee",
"was expecting another cup of coffee",
"meant that I didn't want any more",
"was never misunderstood"
] | I was surprised when the coffee pot was taken away because I _ . | When I lived in Spain, some Spanish friends of mine decided to visit England by car. Before they left, they asked me for advice about how to find accommodation . I suggested that they should stay at ‘bed and breakfast' houses, because this kind of accommodation gives a foreign visitor a good chance to speak English with the family. My friends listened to my advice, but they came back with some funny stories.
"We didn't stay at bed and breakfast houses," they said, "because we found that most families were away on holiday."
I thought this was strange. Finally I understood what had happened. My friends spoke little English, and they thought ‘VACANCIES' meant ‘holidays', because the Spanish word for ‘holidays" is ‘vacaciones'. So they did not go to house where the sign outside said ‘VACANCLES', which in English means there are free rooms. Then my friends went to house where the sign said ‘NO VACANCLES', because they thought this meant the people who owned the house were not away on holiday. But they found that these houses were all full. As a result, they stayed at hotels!
We laughed about this and about mistakes my friends made in reading other signs. In Spanish, the word ‘DIVERSION' means fun. In English, it means that workmen are repairing the road, and that you must take a different road. When my friends saw the word ‘DIVERSION' on a road sign, they thought they were going to have fun. Instead, the road ended in a large hold.
English people have problems too when they learn foreign languages. Once in Paris. when someone offered me some more. coffee, I said ‘Thank you' in French. I meant that I would like some more, However , to my surprise the coffee pot was taken away! Later I found out that ‘Thank you' in French means ‘Mo, thank you.' | 1949.txt | 1 |
[
"Pupils should be trained to reach quickly the stage of reading without having to concentrate on the separate symbols.",
"Pupils should look at each printed symbol for its meaning as well as for its shape.",
"Teachers should help their pupils avoid looking at the shape of the printed symbols.",
"Teachers should tell their pupils the different stages of their study."
] | Which of the following is closest in meaning to the first paragraph? | The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.
When a good reader is at work he does not look at letters, nor even at words, one by one, however, he quickly takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts; the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.
The teacher's task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump') and to remove the necessity for going backwards to read something a second time.
This shows at once that letter-by-letter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase. | 3228.txt | 1 |
[
"several words",
"several phrases",
"several sentences",
"several lines"
] | In a single moment, a good reader picks up _ . | The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.
When a good reader is at work he does not look at letters, nor even at words, one by one, however, he quickly takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts; the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.
The teacher's task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump') and to remove the necessity for going backwards to read something a second time.
This shows at once that letter-by-letter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase. | 3228.txt | 3 |
[
"students will be able to express their ideas more freely",
"teachers will have less trouble in correcting mistakes",
"students will have more confidence in writing",
"students will learn to be independent of teachers"
] | Teachers encourage the use of dictionaries so that _ . | The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.
When a good reader is at work he does not look at letters, nor even at words, one by one, however, he quickly takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts; the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.
The teacher's task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump') and to remove the necessity for going backwards to read something a second time.
This shows at once that letter-by-letter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase. | 3228.txt | 0 |
[
"reasonable",
"unfair",
"foolish",
"careless"
] | The writer seems to think that the teacher's judgement on that sensitive piece of writing is _ . | The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.
When a good reader is at work he does not look at letters, nor even at words, one by one, however, he quickly takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts; the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.
The teacher's task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump') and to remove the necessity for going backwards to read something a second time.
This shows at once that letter-by-letter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase. | 3228.txt | 1 |
[
"the importance of developing writing skills",
"the complexities of spelling",
"the correct way of marking compositions",
"the relationship between spelling and the content of a composition"
] | The major point discussed in the passage is _ . | The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.
When a good reader is at work he does not look at letters, nor even at words, one by one, however, he quickly takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts; the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.
The teacher's task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump') and to remove the necessity for going backwards to read something a second time.
This shows at once that letter-by-letter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase. | 3228.txt | 3 |
[
"a, c, b, d",
"c, a, b, d",
"c, a, d, b",
"d, a, b, c"
] | The second half of the story has been in wrong order. (Parts a-d) Choose the rearranged order which you think is right. | A HOLIDAY jet pilot said that he would land and call the police after a woman refused to stop smoking.
He warned Maureen Harkavy, "Put that cigarette out, or I'll land the plane and have you arrested."
Maureen, 47, was so shocked she wrote to the airline's chairman. But his reply was even ruder.
"You seem to think you have a God-given right to pollute your neighbours' atmosphere," wrote John Ferriday of Paramount Airways.
(a)Said Maureen, "I only found out about it when I was checking in. I'm a nervous flyer so I lit a cigarette during the flight. A stewardess asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane." She was just finishing her cigarette when the pilot arrived.
(b) I've never seen such an unpleasant letter. She said, "I don't think I'll ever fly again." But there was a funny side. Maureen explained, "We were offered duty-free cigarette from the stewardess on the plane!"
(c) Mr. Ferriday went on; "Believe me, you haven't. Especially when you travel on my planes."
Maureen and her husband Michael were moved to Paramount flight just before they left Portugal. But they were not told of the company' s no smoking policy.
(d) "He was loud and rude," said Maureen. "He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police."
Later, from her home in Mosely, Birmingham, Maureen wrote to the company and received the rude reply. | 902.txt | 2 |
[
"The pilot said that she must throw her cigarette out of the plane, or he would get her off the plane.",
"The pilot said she must stop smoking immediately, otherwise he would bring down the jet and hand her to the police.",
"The pilot said that she couldn't lit another cigarette after her first one.",
"The pilot said that he would get her arrested by the police if she kept on smoking."
] | What was Maureen Harkey warned to do by the pilot? | A HOLIDAY jet pilot said that he would land and call the police after a woman refused to stop smoking.
He warned Maureen Harkavy, "Put that cigarette out, or I'll land the plane and have you arrested."
Maureen, 47, was so shocked she wrote to the airline's chairman. But his reply was even ruder.
"You seem to think you have a God-given right to pollute your neighbours' atmosphere," wrote John Ferriday of Paramount Airways.
(a)Said Maureen, "I only found out about it when I was checking in. I'm a nervous flyer so I lit a cigarette during the flight. A stewardess asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane." She was just finishing her cigarette when the pilot arrived.
(b) I've never seen such an unpleasant letter. She said, "I don't think I'll ever fly again." But there was a funny side. Maureen explained, "We were offered duty-free cigarette from the stewardess on the plane!"
(c) Mr. Ferriday went on; "Believe me, you haven't. Especially when you travel on my planes."
Maureen and her husband Michael were moved to Paramount flight just before they left Portugal. But they were not told of the company' s no smoking policy.
(d) "He was loud and rude," said Maureen. "He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police."
Later, from her home in Mosely, Birmingham, Maureen wrote to the company and received the rude reply. | 902.txt | 1 |
[
"accepted the warning",
"agreed to the warning",
"refused to do what she was told to",
"was so shocked that she wrote to the airline's chairman"
] | Maureen Harkavy _ on the plane. | A HOLIDAY jet pilot said that he would land and call the police after a woman refused to stop smoking.
He warned Maureen Harkavy, "Put that cigarette out, or I'll land the plane and have you arrested."
Maureen, 47, was so shocked she wrote to the airline's chairman. But his reply was even ruder.
"You seem to think you have a God-given right to pollute your neighbours' atmosphere," wrote John Ferriday of Paramount Airways.
(a)Said Maureen, "I only found out about it when I was checking in. I'm a nervous flyer so I lit a cigarette during the flight. A stewardess asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane." She was just finishing her cigarette when the pilot arrived.
(b) I've never seen such an unpleasant letter. She said, "I don't think I'll ever fly again." But there was a funny side. Maureen explained, "We were offered duty-free cigarette from the stewardess on the plane!"
(c) Mr. Ferriday went on; "Believe me, you haven't. Especially when you travel on my planes."
Maureen and her husband Michael were moved to Paramount flight just before they left Portugal. But they were not told of the company' s no smoking policy.
(d) "He was loud and rude," said Maureen. "He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police."
Later, from her home in Mosely, Birmingham, Maureen wrote to the company and received the rude reply. | 902.txt | 2 |
[
"made an apology to her for his worker's rudeness",
"made sure that he would solve the problem",
"said that she had the right to smoke on his plane because the right is given by God to everyone.",
"actually completely agreed with what the pilot said"
] | In the answer letter to Maureen Harkavy, the airline's chairman _ . | A HOLIDAY jet pilot said that he would land and call the police after a woman refused to stop smoking.
He warned Maureen Harkavy, "Put that cigarette out, or I'll land the plane and have you arrested."
Maureen, 47, was so shocked she wrote to the airline's chairman. But his reply was even ruder.
"You seem to think you have a God-given right to pollute your neighbours' atmosphere," wrote John Ferriday of Paramount Airways.
(a)Said Maureen, "I only found out about it when I was checking in. I'm a nervous flyer so I lit a cigarette during the flight. A stewardess asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane." She was just finishing her cigarette when the pilot arrived.
(b) I've never seen such an unpleasant letter. She said, "I don't think I'll ever fly again." But there was a funny side. Maureen explained, "We were offered duty-free cigarette from the stewardess on the plane!"
(c) Mr. Ferriday went on; "Believe me, you haven't. Especially when you travel on my planes."
Maureen and her husband Michael were moved to Paramount flight just before they left Portugal. But they were not told of the company' s no smoking policy.
(d) "He was loud and rude," said Maureen. "He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police."
Later, from her home in Mosely, Birmingham, Maureen wrote to the company and received the rude reply. | 902.txt | 3 |
[
"the pilot",
"the airline's chairman",
"the stewardress",
"Maureen Harkavy"
] | From the story we can see that the writer probably takes the side of _ . | A HOLIDAY jet pilot said that he would land and call the police after a woman refused to stop smoking.
He warned Maureen Harkavy, "Put that cigarette out, or I'll land the plane and have you arrested."
Maureen, 47, was so shocked she wrote to the airline's chairman. But his reply was even ruder.
"You seem to think you have a God-given right to pollute your neighbours' atmosphere," wrote John Ferriday of Paramount Airways.
(a)Said Maureen, "I only found out about it when I was checking in. I'm a nervous flyer so I lit a cigarette during the flight. A stewardess asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane." She was just finishing her cigarette when the pilot arrived.
(b) I've never seen such an unpleasant letter. She said, "I don't think I'll ever fly again." But there was a funny side. Maureen explained, "We were offered duty-free cigarette from the stewardess on the plane!"
(c) Mr. Ferriday went on; "Believe me, you haven't. Especially when you travel on my planes."
Maureen and her husband Michael were moved to Paramount flight just before they left Portugal. But they were not told of the company' s no smoking policy.
(d) "He was loud and rude," said Maureen. "He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police."
Later, from her home in Mosely, Birmingham, Maureen wrote to the company and received the rude reply. | 902.txt | 3 |
[
"It made room for new equipment.",
"It signaled the closedown of the theater.",
"It was done with the help of the audience.",
"It marked the 75th anniversary of the theater."
] | In what way was yesterday's cleanup at the Plaza special? | Minutes after the last movie ended yesterday at the Plaza Theater, employees were busy sweeping up popcorns and gathering coke cups. It was a scene that had been repeated many times in the theater's 75-year history. This time, however, the cleanup was a little different. As one group of workers carried out the rubbish, another group began removing seats and other theater equipment in preparation for the building's end.
The film classic The Last Picture Show was the last movie shown in the old theater. Though the movie is 30 years old, most of the 250 seats were filled with teary-eyed audience wanting to say good-be to the old building. Theater owner Ed Bradford said he chose the movie because it seemed appropriate. The movie is set in a small town where the only movie theater is preparing to close down.
Bradford said that large modern theaters in the city made it impossible for the Plaza to compete. He added that the theater's location was also a reason. "This used to be the center of town," he said. "Now the area is mostly office buildings and warehouses."
Last week some city officials suggested the city might be interested in turning the old theater into a museum and public meeting place. However, these plans were abandoned because of financial problems. Bradford sold the building and land to a local development firm, which plans to build a shopping complex on the land where the theater is located.
The theater audience said good-by as Bradford locked the doors for the last time. After 75 years the Plaza Theater has shown its last movie. The theater will be missed. | 3593.txt | 1 |
[
"It was an all-time classic.",
"It was about the history of the town.",
"The audience requested it.",
"The theater owner found it suitable."
] | Why was The Last Picture Show put on? | Minutes after the last movie ended yesterday at the Plaza Theater, employees were busy sweeping up popcorns and gathering coke cups. It was a scene that had been repeated many times in the theater's 75-year history. This time, however, the cleanup was a little different. As one group of workers carried out the rubbish, another group began removing seats and other theater equipment in preparation for the building's end.
The film classic The Last Picture Show was the last movie shown in the old theater. Though the movie is 30 years old, most of the 250 seats were filled with teary-eyed audience wanting to say good-be to the old building. Theater owner Ed Bradford said he chose the movie because it seemed appropriate. The movie is set in a small town where the only movie theater is preparing to close down.
Bradford said that large modern theaters in the city made it impossible for the Plaza to compete. He added that the theater's location was also a reason. "This used to be the center of town," he said. "Now the area is mostly office buildings and warehouses."
Last week some city officials suggested the city might be interested in turning the old theater into a museum and public meeting place. However, these plans were abandoned because of financial problems. Bradford sold the building and land to a local development firm, which plans to build a shopping complex on the land where the theater is located.
The theater audience said good-by as Bradford locked the doors for the last time. After 75 years the Plaza Theater has shown its last movie. The theater will be missed. | 3593.txt | 3 |
[
"It will be repaired.",
"It will be turned into a museum.",
"It will be knocked down.",
"It will be sold to the city government."
] | What will probably happen to the building? | Minutes after the last movie ended yesterday at the Plaza Theater, employees were busy sweeping up popcorns and gathering coke cups. It was a scene that had been repeated many times in the theater's 75-year history. This time, however, the cleanup was a little different. As one group of workers carried out the rubbish, another group began removing seats and other theater equipment in preparation for the building's end.
The film classic The Last Picture Show was the last movie shown in the old theater. Though the movie is 30 years old, most of the 250 seats were filled with teary-eyed audience wanting to say good-be to the old building. Theater owner Ed Bradford said he chose the movie because it seemed appropriate. The movie is set in a small town where the only movie theater is preparing to close down.
Bradford said that large modern theaters in the city made it impossible for the Plaza to compete. He added that the theater's location was also a reason. "This used to be the center of town," he said. "Now the area is mostly office buildings and warehouses."
Last week some city officials suggested the city might be interested in turning the old theater into a museum and public meeting place. However, these plans were abandoned because of financial problems. Bradford sold the building and land to a local development firm, which plans to build a shopping complex on the land where the theater is located.
The theater audience said good-by as Bradford locked the doors for the last time. After 75 years the Plaza Theater has shown its last movie. The theater will be missed. | 3593.txt | 2 |
[
"They are disappointed with Bradford.",
"They are sad to part with the old theater.",
"They are supportive of the city officials.",
"They are eager to have a shopping center."
] | What can we infer about the audience? | Minutes after the last movie ended yesterday at the Plaza Theater, employees were busy sweeping up popcorns and gathering coke cups. It was a scene that had been repeated many times in the theater's 75-year history. This time, however, the cleanup was a little different. As one group of workers carried out the rubbish, another group began removing seats and other theater equipment in preparation for the building's end.
The film classic The Last Picture Show was the last movie shown in the old theater. Though the movie is 30 years old, most of the 250 seats were filled with teary-eyed audience wanting to say good-be to the old building. Theater owner Ed Bradford said he chose the movie because it seemed appropriate. The movie is set in a small town where the only movie theater is preparing to close down.
Bradford said that large modern theaters in the city made it impossible for the Plaza to compete. He added that the theater's location was also a reason. "This used to be the center of town," he said. "Now the area is mostly office buildings and warehouses."
Last week some city officials suggested the city might be interested in turning the old theater into a museum and public meeting place. However, these plans were abandoned because of financial problems. Bradford sold the building and land to a local development firm, which plans to build a shopping complex on the land where the theater is located.
The theater audience said good-by as Bradford locked the doors for the last time. After 75 years the Plaza Theater has shown its last movie. The theater will be missed. | 3593.txt | 1 |
[
"advertisers are interested in experimenting with new ideas",
"it is still at an early stage of development, compared with the radio",
"the programs have to be developed in the interests of the sponsors for economic reasons",
"it is controlled by radio companies"
] | According to the author American television is poor in quality because ________. | Television has changed the lifestyle of people in every Industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.
Television, although not essential, has become an important part of most people's lives. It alters peoples' ways of seeing the world; in many ways, it supports and sustains modern life. Television has become a baby-sitter, an introducer of conversations, the major transmitter of culture, a keeper of tradition. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer; the poor quality of programming does not elevate people into greater understanding, but rather maintains and encourages the life as it exists.
The primary reason for the lack of quality in American television is related to both the history of TV programming development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship which the advertisers had with radio programs became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs.
Thus, in American society, television is primarily concerned with reflecting and attracting society rather than experimenting with new ideas. Advertisers want to attract the largest viewing audience possible, to do so requires that the programs be entertaining rather than educational, attractive rather than challenging.
Television in America today remains, to a large extent, with the same organization and standards as it had thirty years ago. The hope for further development and true achievement toward improving society will require a change in the entire system. | 2673.txt | 2 |
[
"TV as the sustainer of American life",
"TV as the major transmitter of culture",
"the educational effect of TV on society",
"the strong influence and the poor quality of American TV"
] | The second paragraph is mainly about ________. | Television has changed the lifestyle of people in every Industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.
Television, although not essential, has become an important part of most people's lives. It alters peoples' ways of seeing the world; in many ways, it supports and sustains modern life. Television has become a baby-sitter, an introducer of conversations, the major transmitter of culture, a keeper of tradition. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer; the poor quality of programming does not elevate people into greater understanding, but rather maintains and encourages the life as it exists.
The primary reason for the lack of quality in American television is related to both the history of TV programming development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship which the advertisers had with radio programs became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs.
Thus, in American society, television is primarily concerned with reflecting and attracting society rather than experimenting with new ideas. Advertisers want to attract the largest viewing audience possible, to do so requires that the programs be entertaining rather than educational, attractive rather than challenging.
Television in America today remains, to a large extent, with the same organization and standards as it had thirty years ago. The hope for further development and true achievement toward improving society will require a change in the entire system. | 2673.txt | 3 |
[
"be critical but entertaining",
"be creative and educational",
"change with the development of society",
"attract as many viewers as possible"
] | In the author's view American TV should ________. | Television has changed the lifestyle of people in every Industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.
Television, although not essential, has become an important part of most people's lives. It alters peoples' ways of seeing the world; in many ways, it supports and sustains modern life. Television has become a baby-sitter, an introducer of conversations, the major transmitter of culture, a keeper of tradition. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer; the poor quality of programming does not elevate people into greater understanding, but rather maintains and encourages the life as it exists.
The primary reason for the lack of quality in American television is related to both the history of TV programming development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship which the advertisers had with radio programs became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs.
Thus, in American society, television is primarily concerned with reflecting and attracting society rather than experimenting with new ideas. Advertisers want to attract the largest viewing audience possible, to do so requires that the programs be entertaining rather than educational, attractive rather than challenging.
Television in America today remains, to a large extent, with the same organization and standards as it had thirty years ago. The hope for further development and true achievement toward improving society will require a change in the entire system. | 2673.txt | 2 |
[
"it promotes family unity",
"it helps them develop their speaking ability",
"it affects their life in many ways",
"it challenges society"
] | The author believes that television in the United States has become important to most people because ________. | Television has changed the lifestyle of people in every Industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.
Television, although not essential, has become an important part of most people's lives. It alters peoples' ways of seeing the world; in many ways, it supports and sustains modern life. Television has become a baby-sitter, an introducer of conversations, the major transmitter of culture, a keeper of tradition. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer; the poor quality of programming does not elevate people into greater understanding, but rather maintains and encourages the life as it exists.
The primary reason for the lack of quality in American television is related to both the history of TV programming development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship which the advertisers had with radio programs became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs.
Thus, in American society, television is primarily concerned with reflecting and attracting society rather than experimenting with new ideas. Advertisers want to attract the largest viewing audience possible, to do so requires that the programs be entertaining rather than educational, attractive rather than challenging.
Television in America today remains, to a large extent, with the same organization and standards as it had thirty years ago. The hope for further development and true achievement toward improving society will require a change in the entire system. | 2673.txt | 2 |
[
"critical",
"praising",
"doubtful",
"sympathetic"
] | The author's attitude towards American television is ________. | Television has changed the lifestyle of people in every Industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.
Television, although not essential, has become an important part of most people's lives. It alters peoples' ways of seeing the world; in many ways, it supports and sustains modern life. Television has become a baby-sitter, an introducer of conversations, the major transmitter of culture, a keeper of tradition. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer; the poor quality of programming does not elevate people into greater understanding, but rather maintains and encourages the life as it exists.
The primary reason for the lack of quality in American television is related to both the history of TV programming development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship which the advertisers had with radio programs became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs.
Thus, in American society, television is primarily concerned with reflecting and attracting society rather than experimenting with new ideas. Advertisers want to attract the largest viewing audience possible, to do so requires that the programs be entertaining rather than educational, attractive rather than challenging.
Television in America today remains, to a large extent, with the same organization and standards as it had thirty years ago. The hope for further development and true achievement toward improving society will require a change in the entire system. | 2673.txt | 0 |
[
"Londoners and Parisians",
"A Modern Tale of Two Cities",
"The Similarity of Two Cities",
"Fancy London and Fashionable Paris"
] | The best title for this passage is _ . | LONDON----A morning‘s train ride away, across the Channel, English kids talk about Liverpool‘s soccer team in a Paris pub.
Some Parisians have even started to go to work in London.
In the 19th century, Charles Dickens compared the two great rival cities, London and Paris, in‖ A Tale of Two Cities.‖ These days, it might be A Tale of One City.
Parisians are these days likely to smile in sympathy at a visitor‘s broken French and respond in polite English.
As jobs grew lack at home over recent years, perhaps 250000 Frenchmen moved across the Channel. With an undersea tunnel, they could travel between cities in three hours. The European Union freed them from immigration and customs.
Paris, rich in beauty, is more attractive. But London feels more full of life, and more fun until the pubs shut down.
―For me, the difference is that London is real, alive,‖ said Trevor Wheeler, a banker.
Chantal Jaouen, a professional designer, agrees.‖ I am French, but I‘ll stay in London,‖ she said.
There is, of course, the other view. Julie Lenoux is a student who moved to London two years ago.‖ I think people laugh more in Paris,‖ she said.
In fact, London and Paris, with their obvious new similarities, are beyond the old descriptions. As the European Union gradually loosened controls, Londoners flocked into Paris to shop, eat and buy property.
―Both cities have changed beyond recognition.‖ said Larry Collins, a writer and sometimes a Londoner.
Like most people who know both well, he finds the two now fit together comfortably. ―I first fell in love with Paris in the 1950s, and it is still a wonderful place,‖ Collins said. ―But if I had to choose, it would be London. Things are so much more ordered, and life is better.‖
But certainly not cheaper.
In fancy parts of London, rents can be twice those on Avenue Foch in Paris. Deciding between London and Paris requires a lifestyle choice.
Like Daphne Benoit, a French journalism student with perfect English, many young people are happy to be close enough so they don‘t have to choose.
―I love Paris, my little neighborhood, the way I can walk around a center, but life is so structured,‖ she said. ―In London, you can be who you wan. No one cares.‖ | 2554.txt | 1 |
[
"Paris and London has become perfect partners",
"London feels more full of life",
"life in Paris is structured",
"Paris and London have become fierce competitors"
] | We can infer from the text _ . | LONDON----A morning‘s train ride away, across the Channel, English kids talk about Liverpool‘s soccer team in a Paris pub.
Some Parisians have even started to go to work in London.
In the 19th century, Charles Dickens compared the two great rival cities, London and Paris, in‖ A Tale of Two Cities.‖ These days, it might be A Tale of One City.
Parisians are these days likely to smile in sympathy at a visitor‘s broken French and respond in polite English.
As jobs grew lack at home over recent years, perhaps 250000 Frenchmen moved across the Channel. With an undersea tunnel, they could travel between cities in three hours. The European Union freed them from immigration and customs.
Paris, rich in beauty, is more attractive. But London feels more full of life, and more fun until the pubs shut down.
―For me, the difference is that London is real, alive,‖ said Trevor Wheeler, a banker.
Chantal Jaouen, a professional designer, agrees.‖ I am French, but I‘ll stay in London,‖ she said.
There is, of course, the other view. Julie Lenoux is a student who moved to London two years ago.‖ I think people laugh more in Paris,‖ she said.
In fact, London and Paris, with their obvious new similarities, are beyond the old descriptions. As the European Union gradually loosened controls, Londoners flocked into Paris to shop, eat and buy property.
―Both cities have changed beyond recognition.‖ said Larry Collins, a writer and sometimes a Londoner.
Like most people who know both well, he finds the two now fit together comfortably. ―I first fell in love with Paris in the 1950s, and it is still a wonderful place,‖ Collins said. ―But if I had to choose, it would be London. Things are so much more ordered, and life is better.‖
But certainly not cheaper.
In fancy parts of London, rents can be twice those on Avenue Foch in Paris. Deciding between London and Paris requires a lifestyle choice.
Like Daphne Benoit, a French journalism student with perfect English, many young people are happy to be close enough so they don‘t have to choose.
―I love Paris, my little neighborhood, the way I can walk around a center, but life is so structured,‖ she said. ―In London, you can be who you wan. No one cares.‖ | 2554.txt | 0 |
[
"life is better",
"things are cheaper",
"more attractive people",
"a job easily"
] | Living in Paris, you may find _ . | LONDON----A morning‘s train ride away, across the Channel, English kids talk about Liverpool‘s soccer team in a Paris pub.
Some Parisians have even started to go to work in London.
In the 19th century, Charles Dickens compared the two great rival cities, London and Paris, in‖ A Tale of Two Cities.‖ These days, it might be A Tale of One City.
Parisians are these days likely to smile in sympathy at a visitor‘s broken French and respond in polite English.
As jobs grew lack at home over recent years, perhaps 250000 Frenchmen moved across the Channel. With an undersea tunnel, they could travel between cities in three hours. The European Union freed them from immigration and customs.
Paris, rich in beauty, is more attractive. But London feels more full of life, and more fun until the pubs shut down.
―For me, the difference is that London is real, alive,‖ said Trevor Wheeler, a banker.
Chantal Jaouen, a professional designer, agrees.‖ I am French, but I‘ll stay in London,‖ she said.
There is, of course, the other view. Julie Lenoux is a student who moved to London two years ago.‖ I think people laugh more in Paris,‖ she said.
In fact, London and Paris, with their obvious new similarities, are beyond the old descriptions. As the European Union gradually loosened controls, Londoners flocked into Paris to shop, eat and buy property.
―Both cities have changed beyond recognition.‖ said Larry Collins, a writer and sometimes a Londoner.
Like most people who know both well, he finds the two now fit together comfortably. ―I first fell in love with Paris in the 1950s, and it is still a wonderful place,‖ Collins said. ―But if I had to choose, it would be London. Things are so much more ordered, and life is better.‖
But certainly not cheaper.
In fancy parts of London, rents can be twice those on Avenue Foch in Paris. Deciding between London and Paris requires a lifestyle choice.
Like Daphne Benoit, a French journalism student with perfect English, many young people are happy to be close enough so they don‘t have to choose.
―I love Paris, my little neighborhood, the way I can walk around a center, but life is so structured,‖ she said. ―In London, you can be who you wan. No one cares.‖ | 2554.txt | 1 |
[
"the two cities have developed very fast",
"London is better than Paris now",
"Paris is a favourite place for all journalism students",
"people in both London and Paris now lead a regular life"
] | From the passage we can know _ . | LONDON----A morning‘s train ride away, across the Channel, English kids talk about Liverpool‘s soccer team in a Paris pub.
Some Parisians have even started to go to work in London.
In the 19th century, Charles Dickens compared the two great rival cities, London and Paris, in‖ A Tale of Two Cities.‖ These days, it might be A Tale of One City.
Parisians are these days likely to smile in sympathy at a visitor‘s broken French and respond in polite English.
As jobs grew lack at home over recent years, perhaps 250000 Frenchmen moved across the Channel. With an undersea tunnel, they could travel between cities in three hours. The European Union freed them from immigration and customs.
Paris, rich in beauty, is more attractive. But London feels more full of life, and more fun until the pubs shut down.
―For me, the difference is that London is real, alive,‖ said Trevor Wheeler, a banker.
Chantal Jaouen, a professional designer, agrees.‖ I am French, but I‘ll stay in London,‖ she said.
There is, of course, the other view. Julie Lenoux is a student who moved to London two years ago.‖ I think people laugh more in Paris,‖ she said.
In fact, London and Paris, with their obvious new similarities, are beyond the old descriptions. As the European Union gradually loosened controls, Londoners flocked into Paris to shop, eat and buy property.
―Both cities have changed beyond recognition.‖ said Larry Collins, a writer and sometimes a Londoner.
Like most people who know both well, he finds the two now fit together comfortably. ―I first fell in love with Paris in the 1950s, and it is still a wonderful place,‖ Collins said. ―But if I had to choose, it would be London. Things are so much more ordered, and life is better.‖
But certainly not cheaper.
In fancy parts of London, rents can be twice those on Avenue Foch in Paris. Deciding between London and Paris requires a lifestyle choice.
Like Daphne Benoit, a French journalism student with perfect English, many young people are happy to be close enough so they don‘t have to choose.
―I love Paris, my little neighborhood, the way I can walk around a center, but life is so structured,‖ she said. ―In London, you can be who you wan. No one cares.‖ | 2554.txt | 0 |
[
"The act of calling each other.",
"the sense of accomplishment.",
"The act of hunting for something.",
"The sense of belonging to a group."
] | What the por similarity between wolves' how humaes ting in chorus? | Howling is a behavior commonly observed among a wolf nark. An animals, wolves work together to hunt and rely on howling was an important means of communication each other. There are different explants of a wolf's howl and it appears that there may be more to discover. One theory is that wolves howl to bend better together. It's almost as if howling together helps the pack stay together. Perhaps something similar to people feeling a sense of involvement with each other when singing a song together. But this theory may be wrong, explains Fred H. Harington, a professor who studies wolf behavior. Indeed, there have been tines when wolves have been seen one moment howling in a exhorts, and the next, quarreling anions each other. It appears that usually the lowest-tanking menthes of the pack may actually be "punished" for Joining in the churs at times. So is howling a way to strcagthen a social boad or just a way to reconfirm status among its members? --Why do welves howl for sure?
What is cleat, however, is that howling is often used among packmates to locate each other. Hunting grounds are distant and it happens that woloves may separate from one another at times. When this happens, howling appcars to be an ercellent means of gathering.
Howling, interestingly, is a contagious behaviour. When one wolf starts to howl, very likely others will follow. This is often seen to occat in the morning, as if wolves were doing some sotr of "roll rall"where wolves all howl togeter to howl, very likely others will follow. This is often seen to occar in the morning, as if wolves were doing w some sotr of "roll call"where wolves all howl together to repotr their pteence. | 3247.txt | 3 |
[
"Wolves separate from each other after howling.",
"Wolves tend to protect their hunting grounds.",
"Wolves sometimes have quarrels after howling together.",
"Wolves of low rank are encouraged to join in the chorus."
] | Why does Harrington think the"secial boad"theory may be wrong? | Howling is a behavior commonly observed among a wolf nark. An animals, wolves work together to hunt and rely on howling was an important means of communication each other. There are different explants of a wolf's howl and it appears that there may be more to discover. One theory is that wolves howl to bend better together. It's almost as if howling together helps the pack stay together. Perhaps something similar to people feeling a sense of involvement with each other when singing a song together. But this theory may be wrong, explains Fred H. Harington, a professor who studies wolf behavior. Indeed, there have been tines when wolves have been seen one moment howling in a exhorts, and the next, quarreling anions each other. It appears that usually the lowest-tanking menthes of the pack may actually be "punished" for Joining in the churs at times. So is howling a way to strcagthen a social boad or just a way to reconfirm status among its members? --Why do welves howl for sure?
What is cleat, however, is that howling is often used among packmates to locate each other. Hunting grounds are distant and it happens that woloves may separate from one another at times. When this happens, howling appcars to be an ercellent means of gathering.
Howling, interestingly, is a contagious behaviour. When one wolf starts to howl, very likely others will follow. This is often seen to occat in the morning, as if wolves were doing some sotr of "roll rall"where wolves all howl togeter to howl, very likely others will follow. This is often seen to occar in the morning, as if wolves were doing w some sotr of "roll call"where wolves all howl together to repotr their pteence. | 3247.txt | 2 |
[
"show their ranks",
"gather",
"repotr the missing ones",
"express their lonelingess"
] | Reseatchers are sure that wolves often howl to _ . | Howling is a behavior commonly observed among a wolf nark. An animals, wolves work together to hunt and rely on howling was an important means of communication each other. There are different explants of a wolf's howl and it appears that there may be more to discover. One theory is that wolves howl to bend better together. It's almost as if howling together helps the pack stay together. Perhaps something similar to people feeling a sense of involvement with each other when singing a song together. But this theory may be wrong, explains Fred H. Harington, a professor who studies wolf behavior. Indeed, there have been tines when wolves have been seen one moment howling in a exhorts, and the next, quarreling anions each other. It appears that usually the lowest-tanking menthes of the pack may actually be "punished" for Joining in the churs at times. So is howling a way to strcagthen a social boad or just a way to reconfirm status among its members? --Why do welves howl for sure?
What is cleat, however, is that howling is often used among packmates to locate each other. Hunting grounds are distant and it happens that woloves may separate from one another at times. When this happens, howling appcars to be an ercellent means of gathering.
Howling, interestingly, is a contagious behaviour. When one wolf starts to howl, very likely others will follow. This is often seen to occat in the morning, as if wolves were doing some sotr of "roll rall"where wolves all howl togeter to howl, very likely others will follow. This is often seen to occar in the morning, as if wolves were doing w some sotr of "roll call"where wolves all howl together to repotr their pteence. | 3247.txt | 1 |
[
"howling is a signal for hunting",
"howling is a way of communication",
"howling aften occurs in the morning",
"howling spreads from one to another"
] | "Howling… is a contagious behaviour"(in the last paragraph)means _ . | Howling is a behavior commonly observed among a wolf nark. An animals, wolves work together to hunt and rely on howling was an important means of communication each other. There are different explants of a wolf's howl and it appears that there may be more to discover. One theory is that wolves howl to bend better together. It's almost as if howling together helps the pack stay together. Perhaps something similar to people feeling a sense of involvement with each other when singing a song together. But this theory may be wrong, explains Fred H. Harington, a professor who studies wolf behavior. Indeed, there have been tines when wolves have been seen one moment howling in a exhorts, and the next, quarreling anions each other. It appears that usually the lowest-tanking menthes of the pack may actually be "punished" for Joining in the churs at times. So is howling a way to strcagthen a social boad or just a way to reconfirm status among its members? --Why do welves howl for sure?
What is cleat, however, is that howling is often used among packmates to locate each other. Hunting grounds are distant and it happens that woloves may separate from one another at times. When this happens, howling appcars to be an ercellent means of gathering.
Howling, interestingly, is a contagious behaviour. When one wolf starts to howl, very likely others will follow. This is often seen to occat in the morning, as if wolves were doing some sotr of "roll rall"where wolves all howl togeter to howl, very likely others will follow. This is often seen to occar in the morning, as if wolves were doing w some sotr of "roll call"where wolves all howl together to repotr their pteence. | 3247.txt | 3 |
[
"life and death",
"heroes and heroines",
"heroes and icons",
"icons and celebrities"
] | The passage mainly deals with _ . | By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most for the benefits of others-they are people against whom we measure others. They are men and women recognized for shaping our nation's consciousness and development as well as the lives of those who admire them. Yet, some people say that ours is an age where true heroes and heroines are hard to come by, where the very idea of heroism is something beyond us-an artifact of the past. Some maintain, that because the Cold War is over and because America is at peace, our age is essentially an unheroic one. Furthermore, the overall crime rate is down, poverty has been eased by a strong and growing economy, and advances continue to be made in medical science.
Cultural icons are hard to define, but we know them when we see them. They are people who manage to go beyond celebrity, who are legendary, who somehow manage to become mythic,. But what makes some figures icons and others mere celebrities? That's hard to answer. In part, their lives have the quality of a story to tell. For instance, the beautiful young Diana Spencer who at 19 married a prince, renounced marriage and the throne, and died at the moment she found true love. Good looks certainly help. So does a special indefinable charm, with the help of the media. But nothing confirms an icon more than a tragic death-such as Martin Luther King, Jr., John F. Kennedy, and Princess Diana. | 679.txt | 2 |
[
"courageous",
"good examples to follow",
"self-sacrificing",
"all of the above"
] | Heroes and heroines are usually _ . | By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most for the benefits of others-they are people against whom we measure others. They are men and women recognized for shaping our nation's consciousness and development as well as the lives of those who admire them. Yet, some people say that ours is an age where true heroes and heroines are hard to come by, where the very idea of heroism is something beyond us-an artifact of the past. Some maintain, that because the Cold War is over and because America is at peace, our age is essentially an unheroic one. Furthermore, the overall crime rate is down, poverty has been eased by a strong and growing economy, and advances continue to be made in medical science.
Cultural icons are hard to define, but we know them when we see them. They are people who manage to go beyond celebrity, who are legendary, who somehow manage to become mythic,. But what makes some figures icons and others mere celebrities? That's hard to answer. In part, their lives have the quality of a story to tell. For instance, the beautiful young Diana Spencer who at 19 married a prince, renounced marriage and the throne, and died at the moment she found true love. Good looks certainly help. So does a special indefinable charm, with the help of the media. But nothing confirms an icon more than a tragic death-such as Martin Luther King, Jr., John F. Kennedy, and Princess Diana. | 679.txt | 3 |
[
"Poverty in America has been eased with the economic growth",
"Superstars are famous for being famous",
"One's look can contribute to being famous",
"Heroes and heroines can only emerge in war times"
] | Which of the following statements is wrong? | By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most for the benefits of others-they are people against whom we measure others. They are men and women recognized for shaping our nation's consciousness and development as well as the lives of those who admire them. Yet, some people say that ours is an age where true heroes and heroines are hard to come by, where the very idea of heroism is something beyond us-an artifact of the past. Some maintain, that because the Cold War is over and because America is at peace, our age is essentially an unheroic one. Furthermore, the overall crime rate is down, poverty has been eased by a strong and growing economy, and advances continue to be made in medical science.
Cultural icons are hard to define, but we know them when we see them. They are people who manage to go beyond celebrity, who are legendary, who somehow manage to become mythic,. But what makes some figures icons and others mere celebrities? That's hard to answer. In part, their lives have the quality of a story to tell. For instance, the beautiful young Diana Spencer who at 19 married a prince, renounced marriage and the throne, and died at the moment she found true love. Good looks certainly help. So does a special indefinable charm, with the help of the media. But nothing confirms an icon more than a tragic death-such as Martin Luther King, Jr., John F. Kennedy, and Princess Diana. | 679.txt | 3 |
[
"when she was 19",
"when she became a princess",
"just before her death",
"after she gave birth to a prince"
] | Beautiful young Diana Spencer found her genuine love _ . | By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most for the benefits of others-they are people against whom we measure others. They are men and women recognized for shaping our nation's consciousness and development as well as the lives of those who admire them. Yet, some people say that ours is an age where true heroes and heroines are hard to come by, where the very idea of heroism is something beyond us-an artifact of the past. Some maintain, that because the Cold War is over and because America is at peace, our age is essentially an unheroic one. Furthermore, the overall crime rate is down, poverty has been eased by a strong and growing economy, and advances continue to be made in medical science.
Cultural icons are hard to define, but we know them when we see them. They are people who manage to go beyond celebrity, who are legendary, who somehow manage to become mythic,. But what makes some figures icons and others mere celebrities? That's hard to answer. In part, their lives have the quality of a story to tell. For instance, the beautiful young Diana Spencer who at 19 married a prince, renounced marriage and the throne, and died at the moment she found true love. Good looks certainly help. So does a special indefinable charm, with the help of the media. But nothing confirms an icon more than a tragic death-such as Martin Luther King, Jr., John F. Kennedy, and Princess Diana. | 679.txt | 2 |
[
"Good looks.",
"Tragic and early death.",
"Personal attraction.",
"The quality of one's story."
] | What is more likely to set an icon's status? | By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most for the benefits of others-they are people against whom we measure others. They are men and women recognized for shaping our nation's consciousness and development as well as the lives of those who admire them. Yet, some people say that ours is an age where true heroes and heroines are hard to come by, where the very idea of heroism is something beyond us-an artifact of the past. Some maintain, that because the Cold War is over and because America is at peace, our age is essentially an unheroic one. Furthermore, the overall crime rate is down, poverty has been eased by a strong and growing economy, and advances continue to be made in medical science.
Cultural icons are hard to define, but we know them when we see them. They are people who manage to go beyond celebrity, who are legendary, who somehow manage to become mythic,. But what makes some figures icons and others mere celebrities? That's hard to answer. In part, their lives have the quality of a story to tell. For instance, the beautiful young Diana Spencer who at 19 married a prince, renounced marriage and the throne, and died at the moment she found true love. Good looks certainly help. So does a special indefinable charm, with the help of the media. But nothing confirms an icon more than a tragic death-such as Martin Luther King, Jr., John F. Kennedy, and Princess Diana. | 679.txt | 1 |
[
"How to understand intelligence.",
"The importance of intelligence.",
"The development of intelligence tests.",
"How to become intelligent."
] | What is the main idea of this passage? | It pays to be smart, but we are not all smart in the same way. You may be a talented musician,but you might not be a good reader. Each of us is different. Psychologists disagree about what is intelligence and what are talents or personal abilities. Psychologists have two different views on intelligence. Some believe there is one general intelligence. Others believe there are many different intelligences.
Some psychologists say there is one type of intelligence that can be measured with IQ tests.
These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests. They do well on tests using words,numbers or pictures. They do well on individual or group tests, and written or oral tests. Those who do poorly on one test, do the same on all tests.
Studies of the brain show that there is a biological basis for general intelligence. The brain of intelligent people use less energy during problem solving. The brain waves of people with higher intelligence show a quicker reaction. Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.
Howard Gardner, a psychologist at the Harvard School of Education, has four children. He believes that all children are different and shouldn't be tested by one intelligence test. Although Gardner believes general intelligence exists, he doesn't think it tells much about the talents of a person outside of formal schooling. He thinks that the human mind has different intelligences.
These intelligences allow us to solve the kinds of problems we are presented with in life. Each of us has different abilities within these intelligences. Gardner believes that the purpose of school should be to encourage development of all of our intelligences.
Gardner says that his theory is based on biology. For example, when one .part of the brain is injured, other parts of the brain still work. People who cannot talk because of brain damage can still sing. So, there is not just one intelligence to lose. Gardner has identified 8 different kinds of intelligence: linguistic, mathematical, spatial, musical, interpersonal, intrapersonal, body-kinesthetic( ), and naturalistic. | 1278.txt | 0 |
[
"Most intelligent people do well on some intelligence tests.",
"People doing well on one type of intelligence test do well on other tests.",
"Intelligent people do not do well on group tests.",
"Intelligent people do better on written tests than on oral tests."
] | Which of the following statements is true concerning general intelligence? | It pays to be smart, but we are not all smart in the same way. You may be a talented musician,but you might not be a good reader. Each of us is different. Psychologists disagree about what is intelligence and what are talents or personal abilities. Psychologists have two different views on intelligence. Some believe there is one general intelligence. Others believe there are many different intelligences.
Some psychologists say there is one type of intelligence that can be measured with IQ tests.
These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests. They do well on tests using words,numbers or pictures. They do well on individual or group tests, and written or oral tests. Those who do poorly on one test, do the same on all tests.
Studies of the brain show that there is a biological basis for general intelligence. The brain of intelligent people use less energy during problem solving. The brain waves of people with higher intelligence show a quicker reaction. Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.
Howard Gardner, a psychologist at the Harvard School of Education, has four children. He believes that all children are different and shouldn't be tested by one intelligence test. Although Gardner believes general intelligence exists, he doesn't think it tells much about the talents of a person outside of formal schooling. He thinks that the human mind has different intelligences.
These intelligences allow us to solve the kinds of problems we are presented with in life. Each of us has different abilities within these intelligences. Gardner believes that the purpose of school should be to encourage development of all of our intelligences.
Gardner says that his theory is based on biology. For example, when one .part of the brain is injured, other parts of the brain still work. People who cannot talk because of brain damage can still sing. So, there is not just one intelligence to lose. Gardner has identified 8 different kinds of intelligence: linguistic, mathematical, spatial, musical, interpersonal, intrapersonal, body-kinesthetic( ), and naturalistic. | 1278.txt | 1 |
[
"children have different intelligences",
"all children are alike",
"children should take one intelligence test",
"there is no general intelligence"
] | Gardner believes that | It pays to be smart, but we are not all smart in the same way. You may be a talented musician,but you might not be a good reader. Each of us is different. Psychologists disagree about what is intelligence and what are talents or personal abilities. Psychologists have two different views on intelligence. Some believe there is one general intelligence. Others believe there are many different intelligences.
Some psychologists say there is one type of intelligence that can be measured with IQ tests.
These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests. They do well on tests using words,numbers or pictures. They do well on individual or group tests, and written or oral tests. Those who do poorly on one test, do the same on all tests.
Studies of the brain show that there is a biological basis for general intelligence. The brain of intelligent people use less energy during problem solving. The brain waves of people with higher intelligence show a quicker reaction. Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.
Howard Gardner, a psychologist at the Harvard School of Education, has four children. He believes that all children are different and shouldn't be tested by one intelligence test. Although Gardner believes general intelligence exists, he doesn't think it tells much about the talents of a person outside of formal schooling. He thinks that the human mind has different intelligences.
These intelligences allow us to solve the kinds of problems we are presented with in life. Each of us has different abilities within these intelligences. Gardner believes that the purpose of school should be to encourage development of all of our intelligences.
Gardner says that his theory is based on biology. For example, when one .part of the brain is injured, other parts of the brain still work. People who cannot talk because of brain damage can still sing. So, there is not just one intelligence to lose. Gardner has identified 8 different kinds of intelligence: linguistic, mathematical, spatial, musical, interpersonal, intrapersonal, body-kinesthetic( ), and naturalistic. | 1278.txt | 0 |
[
"test students' IQs",
"train students who do poorly on tests",
"focus on finding the most intelligent students",
"promote development of all intelligences"
] | According to Gardner, schools should _ . | It pays to be smart, but we are not all smart in the same way. You may be a talented musician,but you might not be a good reader. Each of us is different. Psychologists disagree about what is intelligence and what are talents or personal abilities. Psychologists have two different views on intelligence. Some believe there is one general intelligence. Others believe there are many different intelligences.
Some psychologists say there is one type of intelligence that can be measured with IQ tests.
These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests. They do well on tests using words,numbers or pictures. They do well on individual or group tests, and written or oral tests. Those who do poorly on one test, do the same on all tests.
Studies of the brain show that there is a biological basis for general intelligence. The brain of intelligent people use less energy during problem solving. The brain waves of people with higher intelligence show a quicker reaction. Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.
Howard Gardner, a psychologist at the Harvard School of Education, has four children. He believes that all children are different and shouldn't be tested by one intelligence test. Although Gardner believes general intelligence exists, he doesn't think it tells much about the talents of a person outside of formal schooling. He thinks that the human mind has different intelligences.
These intelligences allow us to solve the kinds of problems we are presented with in life. Each of us has different abilities within these intelligences. Gardner believes that the purpose of school should be to encourage development of all of our intelligences.
Gardner says that his theory is based on biology. For example, when one .part of the brain is injured, other parts of the brain still work. People who cannot talk because of brain damage can still sing. So, there is not just one intelligence to lose. Gardner has identified 8 different kinds of intelligence: linguistic, mathematical, spatial, musical, interpersonal, intrapersonal, body-kinesthetic( ), and naturalistic. | 1278.txt | 3 |
[
"musical foundation",
"biological foundation",
"intrapersonal foundation",
"linguistic foundation"
] | Gardner thinks that his theory has a _ . | It pays to be smart, but we are not all smart in the same way. You may be a talented musician,but you might not be a good reader. Each of us is different. Psychologists disagree about what is intelligence and what are talents or personal abilities. Psychologists have two different views on intelligence. Some believe there is one general intelligence. Others believe there are many different intelligences.
Some psychologists say there is one type of intelligence that can be measured with IQ tests.
These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests. They do well on tests using words,numbers or pictures. They do well on individual or group tests, and written or oral tests. Those who do poorly on one test, do the same on all tests.
Studies of the brain show that there is a biological basis for general intelligence. The brain of intelligent people use less energy during problem solving. The brain waves of people with higher intelligence show a quicker reaction. Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.
Howard Gardner, a psychologist at the Harvard School of Education, has four children. He believes that all children are different and shouldn't be tested by one intelligence test. Although Gardner believes general intelligence exists, he doesn't think it tells much about the talents of a person outside of formal schooling. He thinks that the human mind has different intelligences.
These intelligences allow us to solve the kinds of problems we are presented with in life. Each of us has different abilities within these intelligences. Gardner believes that the purpose of school should be to encourage development of all of our intelligences.
Gardner says that his theory is based on biology. For example, when one .part of the brain is injured, other parts of the brain still work. People who cannot talk because of brain damage can still sing. So, there is not just one intelligence to lose. Gardner has identified 8 different kinds of intelligence: linguistic, mathematical, spatial, musical, interpersonal, intrapersonal, body-kinesthetic( ), and naturalistic. | 1278.txt | 1 |
[
"Aggressive behavior in sports can have serious consequences.",
"The words people use can influence their behavior.",
"Unpleasant words in sports are often used by foreign athletes.",
"Unfair judgments by referees will lead to violence on the sports field."
] | Which of the following statements best expresses the author's view? | "Tear ‘em apart!" "Kill the fool!" "Murder the referee !"
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term "opponent "is "adversary ": "enemy "; "one who opposes your interests." "Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one's intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he did not considered then wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. "Are they wet enough now?"
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated the game to the level where it belongs thereby setting an example to the rest of the sporting world. Replacing the term "opponent" with "associate" could be an ideal way to start.
The dictionary meaning of the term "associate" is "colleague"; "friend"; "companion." Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term "associate" rather than "opponent." | 750.txt | 1 |
[
"are too eager to win",
"are usually short-tempered and easily offended",
"cannot afford to be polite in fierce competition",
"treat their rivals as enemies"
] | Harsh words are spoken during games because the players _ . | "Tear ‘em apart!" "Kill the fool!" "Murder the referee !"
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term "opponent "is "adversary ": "enemy "; "one who opposes your interests." "Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one's intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he did not considered then wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. "Are they wet enough now?"
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated the game to the level where it belongs thereby setting an example to the rest of the sporting world. Replacing the term "opponent" with "associate" could be an ideal way to start.
The dictionary meaning of the term "associate" is "colleague"; "friend"; "companion." Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term "associate" rather than "opponent." | 750.txt | 3 |
[
"He refused to continue the game.",
"He angrily hit the referee with a ball.",
"He claimed that the referee was unfair.",
"He wet his gloves by rubbing them across his T-shirt."
] | What did the handball player do when he was not allowed a time out to change his gloves? | "Tear ‘em apart!" "Kill the fool!" "Murder the referee !"
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term "opponent "is "adversary ": "enemy "; "one who opposes your interests." "Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one's intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he did not considered then wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. "Are they wet enough now?"
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated the game to the level where it belongs thereby setting an example to the rest of the sporting world. Replacing the term "opponent" with "associate" could be an ideal way to start.
The dictionary meaning of the term "associate" is "colleague"; "friend"; "companion." Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term "associate" rather than "opponent." | 750.txt | 3 |
[
"deliberately throw the ball at anyone illegally blocking their way",
"keep on screaming and shouting throughout the game",
"lie down on the ground as an act of protest",
"kick the ball across the court with force"
] | According to the passage, players, in a game, may _ . | "Tear ‘em apart!" "Kill the fool!" "Murder the referee !"
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term "opponent "is "adversary ": "enemy "; "one who opposes your interests." "Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one's intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he did not considered then wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. "Are they wet enough now?"
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated the game to the level where it belongs thereby setting an example to the rest of the sporting world. Replacing the term "opponent" with "associate" could be an ideal way to start.
The dictionary meaning of the term "associate" is "colleague"; "friend"; "companion." Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term "associate" rather than "opponent." | 750.txt | 0 |
[
"calling on players to use clean language on the court",
"raising the referee's sense of responsibility",
"changing the attitude of players on the sports field",
"regulating the relationship between players and referees"
] | The author hopes to have the current situation in sports improved by _ . | "Tear ‘em apart!" "Kill the fool!" "Murder the referee !"
These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us. It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term "opponent "is "adversary ": "enemy "; "one who opposes your interests." "Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate one's intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he did not considered then wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. "Are they wet enough now?"
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior.
Therefore, I believe it is time we elevated the game to the level where it belongs thereby setting an example to the rest of the sporting world. Replacing the term "opponent" with "associate" could be an ideal way to start.
The dictionary meaning of the term "associate" is "colleague"; "friend"; "companion." Reflect a moment! You may soon see and possibly feel the difference in your reaction to the term "associate" rather than "opponent." | 750.txt | 2 |
[
"similar lifestyles among some people",
"geographical distance between friends",
"one's closest friend being fat",
"being mutual friend with fat guys"
] | The following are factors causing obesity according to the researchers, EXCEPT _ . | According to the new research appearing in the July 26 issue of The New England Journal of Medicine, obesity isn't just spreading; rather, it may be contagious between people, like a common cold. Researchers from Harvard and the University of California, San Diego, reviewed a database of 12,067 densely interconnected people-that is, a group that included many families and friends-who had all participated in a major American heart study between 1971 and 2003. The participants met with heart researchers every two to four years. It was that information the NEJM authors mined to explore obesity in the context of a social network.
According to their analysis, when a study participant's friend became obese, that first participant had a 57% greater chance of becoming obese himself. In pairs of people in which each identified the other as a close friend, when one person became obese the other had a 171% greater chance of following suit. James Fowler, study co-author and a political scientist at UC San Diego says that it's not just that people who share similar lifestyles become friends. He and co-author Nicholas Christakis of Harvard Medical School considered the possibility-and were surprised. For one thing, geographic distance between friends in the study seemed to have no impact: friends who lived a 5-hour drive apart and saw each other infrequently were just as influenced by each other's weight gains as those who lived close enough to share weekly take-out meals or pick-up basketball games. The best proof that friendship caused the weight gain, says Fowler, is that people were much more likely to pattern their own behavior on the actions of people they considered friends-but the relationship didn't work in the other direction. If you had named another person as a friend, and your friend became obese, than you were more than 50% more likely to get fat too. But if your friend had not named you as a mutual friend, and you became obese, it would have no significant impact on your friend's weight.
The obvious question is, Why? Spouses share meals and a backyard, but the researchers found a much smaller risk of gaining weight-a 37% increase-when one spouse became obese. Siblings share genes, but their influence, too, was much smaller, increasing each other's risk 40%. Fowler believes the effect has much more to do with social norms: whom we look to when considering appropriate social behavior. Having fat friends makes being fat seem more acceptable. " Your spouse may not be the person you look to when you're deciding what kind of body image is appropriate, how much to eat or how much to exercise," Fowler says. Nor do we necessarily compare ourselves to our siblings. " We get to choose our friends," Fowler says. " We don't get to choose our families."
Fowler and Christakis say that the contagion-effect should hold just as much for weight loss as it does for weight gain. " I would hope this influences individuals to get friends and families involved in decisions about health," Fowler says. After all, he says, a weight-loss plan may be more effective if the people closest to you are on board. And, if you're successful, your good health will help others achieve a healthy weight too. The impact extends not just to your friends, it turns out-but also to your friends' friends, and even to their friends. | 526.txt | 1 |
[
"all the participants are connected with each other in a considerably large social network",
"it is a long-term study on which researchers spent years to study the contagion of obesity",
"researchers meet participants suffering heart diseases regularly and other participants irregularly",
"the study is based on a large and reliable database of another medical research"
] | It can be inferred from the text that _ . | According to the new research appearing in the July 26 issue of The New England Journal of Medicine, obesity isn't just spreading; rather, it may be contagious between people, like a common cold. Researchers from Harvard and the University of California, San Diego, reviewed a database of 12,067 densely interconnected people-that is, a group that included many families and friends-who had all participated in a major American heart study between 1971 and 2003. The participants met with heart researchers every two to four years. It was that information the NEJM authors mined to explore obesity in the context of a social network.
According to their analysis, when a study participant's friend became obese, that first participant had a 57% greater chance of becoming obese himself. In pairs of people in which each identified the other as a close friend, when one person became obese the other had a 171% greater chance of following suit. James Fowler, study co-author and a political scientist at UC San Diego says that it's not just that people who share similar lifestyles become friends. He and co-author Nicholas Christakis of Harvard Medical School considered the possibility-and were surprised. For one thing, geographic distance between friends in the study seemed to have no impact: friends who lived a 5-hour drive apart and saw each other infrequently were just as influenced by each other's weight gains as those who lived close enough to share weekly take-out meals or pick-up basketball games. The best proof that friendship caused the weight gain, says Fowler, is that people were much more likely to pattern their own behavior on the actions of people they considered friends-but the relationship didn't work in the other direction. If you had named another person as a friend, and your friend became obese, than you were more than 50% more likely to get fat too. But if your friend had not named you as a mutual friend, and you became obese, it would have no significant impact on your friend's weight.
The obvious question is, Why? Spouses share meals and a backyard, but the researchers found a much smaller risk of gaining weight-a 37% increase-when one spouse became obese. Siblings share genes, but their influence, too, was much smaller, increasing each other's risk 40%. Fowler believes the effect has much more to do with social norms: whom we look to when considering appropriate social behavior. Having fat friends makes being fat seem more acceptable. " Your spouse may not be the person you look to when you're deciding what kind of body image is appropriate, how much to eat or how much to exercise," Fowler says. Nor do we necessarily compare ourselves to our siblings. " We get to choose our friends," Fowler says. " We don't get to choose our families."
Fowler and Christakis say that the contagion-effect should hold just as much for weight loss as it does for weight gain. " I would hope this influences individuals to get friends and families involved in decisions about health," Fowler says. After all, he says, a weight-loss plan may be more effective if the people closest to you are on board. And, if you're successful, your good health will help others achieve a healthy weight too. The impact extends not just to your friends, it turns out-but also to your friends' friends, and even to their friends. | 526.txt | 3 |
[
"researchers fail to find a more diverse and representative sample",
"researchers have different hypotheses for family members and freinds",
"researchers can easily find these people so as to conduct regular meetings in the long run",
"researchers can compare the results between the friends group and the family group"
] | The experiment involves both family members and friends because _ . | According to the new research appearing in the July 26 issue of The New England Journal of Medicine, obesity isn't just spreading; rather, it may be contagious between people, like a common cold. Researchers from Harvard and the University of California, San Diego, reviewed a database of 12,067 densely interconnected people-that is, a group that included many families and friends-who had all participated in a major American heart study between 1971 and 2003. The participants met with heart researchers every two to four years. It was that information the NEJM authors mined to explore obesity in the context of a social network.
According to their analysis, when a study participant's friend became obese, that first participant had a 57% greater chance of becoming obese himself. In pairs of people in which each identified the other as a close friend, when one person became obese the other had a 171% greater chance of following suit. James Fowler, study co-author and a political scientist at UC San Diego says that it's not just that people who share similar lifestyles become friends. He and co-author Nicholas Christakis of Harvard Medical School considered the possibility-and were surprised. For one thing, geographic distance between friends in the study seemed to have no impact: friends who lived a 5-hour drive apart and saw each other infrequently were just as influenced by each other's weight gains as those who lived close enough to share weekly take-out meals or pick-up basketball games. The best proof that friendship caused the weight gain, says Fowler, is that people were much more likely to pattern their own behavior on the actions of people they considered friends-but the relationship didn't work in the other direction. If you had named another person as a friend, and your friend became obese, than you were more than 50% more likely to get fat too. But if your friend had not named you as a mutual friend, and you became obese, it would have no significant impact on your friend's weight.
The obvious question is, Why? Spouses share meals and a backyard, but the researchers found a much smaller risk of gaining weight-a 37% increase-when one spouse became obese. Siblings share genes, but their influence, too, was much smaller, increasing each other's risk 40%. Fowler believes the effect has much more to do with social norms: whom we look to when considering appropriate social behavior. Having fat friends makes being fat seem more acceptable. " Your spouse may not be the person you look to when you're deciding what kind of body image is appropriate, how much to eat or how much to exercise," Fowler says. Nor do we necessarily compare ourselves to our siblings. " We get to choose our friends," Fowler says. " We don't get to choose our families."
Fowler and Christakis say that the contagion-effect should hold just as much for weight loss as it does for weight gain. " I would hope this influences individuals to get friends and families involved in decisions about health," Fowler says. After all, he says, a weight-loss plan may be more effective if the people closest to you are on board. And, if you're successful, your good health will help others achieve a healthy weight too. The impact extends not just to your friends, it turns out-but also to your friends' friends, and even to their friends. | 526.txt | 3 |
[
"when people choose friends, obesity comes as the first standard",
"the friends of a fat person must all be very fat",
"family plays a more important role of affecting obesity",
"the contagion-effect of obesity also sheds light on weight loss"
] | We can draw a conclusion from the text that _ . | According to the new research appearing in the July 26 issue of The New England Journal of Medicine, obesity isn't just spreading; rather, it may be contagious between people, like a common cold. Researchers from Harvard and the University of California, San Diego, reviewed a database of 12,067 densely interconnected people-that is, a group that included many families and friends-who had all participated in a major American heart study between 1971 and 2003. The participants met with heart researchers every two to four years. It was that information the NEJM authors mined to explore obesity in the context of a social network.
According to their analysis, when a study participant's friend became obese, that first participant had a 57% greater chance of becoming obese himself. In pairs of people in which each identified the other as a close friend, when one person became obese the other had a 171% greater chance of following suit. James Fowler, study co-author and a political scientist at UC San Diego says that it's not just that people who share similar lifestyles become friends. He and co-author Nicholas Christakis of Harvard Medical School considered the possibility-and were surprised. For one thing, geographic distance between friends in the study seemed to have no impact: friends who lived a 5-hour drive apart and saw each other infrequently were just as influenced by each other's weight gains as those who lived close enough to share weekly take-out meals or pick-up basketball games. The best proof that friendship caused the weight gain, says Fowler, is that people were much more likely to pattern their own behavior on the actions of people they considered friends-but the relationship didn't work in the other direction. If you had named another person as a friend, and your friend became obese, than you were more than 50% more likely to get fat too. But if your friend had not named you as a mutual friend, and you became obese, it would have no significant impact on your friend's weight.
The obvious question is, Why? Spouses share meals and a backyard, but the researchers found a much smaller risk of gaining weight-a 37% increase-when one spouse became obese. Siblings share genes, but their influence, too, was much smaller, increasing each other's risk 40%. Fowler believes the effect has much more to do with social norms: whom we look to when considering appropriate social behavior. Having fat friends makes being fat seem more acceptable. " Your spouse may not be the person you look to when you're deciding what kind of body image is appropriate, how much to eat or how much to exercise," Fowler says. Nor do we necessarily compare ourselves to our siblings. " We get to choose our friends," Fowler says. " We don't get to choose our families."
Fowler and Christakis say that the contagion-effect should hold just as much for weight loss as it does for weight gain. " I would hope this influences individuals to get friends and families involved in decisions about health," Fowler says. After all, he says, a weight-loss plan may be more effective if the people closest to you are on board. And, if you're successful, your good health will help others achieve a healthy weight too. The impact extends not just to your friends, it turns out-but also to your friends' friends, and even to their friends. | 526.txt | 3 |
[
"objective",
"optimistic",
"sensitive",
"gloomy"
] | From the text we can see the writer seems _ . | According to the new research appearing in the July 26 issue of The New England Journal of Medicine, obesity isn't just spreading; rather, it may be contagious between people, like a common cold. Researchers from Harvard and the University of California, San Diego, reviewed a database of 12,067 densely interconnected people-that is, a group that included many families and friends-who had all participated in a major American heart study between 1971 and 2003. The participants met with heart researchers every two to four years. It was that information the NEJM authors mined to explore obesity in the context of a social network.
According to their analysis, when a study participant's friend became obese, that first participant had a 57% greater chance of becoming obese himself. In pairs of people in which each identified the other as a close friend, when one person became obese the other had a 171% greater chance of following suit. James Fowler, study co-author and a political scientist at UC San Diego says that it's not just that people who share similar lifestyles become friends. He and co-author Nicholas Christakis of Harvard Medical School considered the possibility-and were surprised. For one thing, geographic distance between friends in the study seemed to have no impact: friends who lived a 5-hour drive apart and saw each other infrequently were just as influenced by each other's weight gains as those who lived close enough to share weekly take-out meals or pick-up basketball games. The best proof that friendship caused the weight gain, says Fowler, is that people were much more likely to pattern their own behavior on the actions of people they considered friends-but the relationship didn't work in the other direction. If you had named another person as a friend, and your friend became obese, than you were more than 50% more likely to get fat too. But if your friend had not named you as a mutual friend, and you became obese, it would have no significant impact on your friend's weight.
The obvious question is, Why? Spouses share meals and a backyard, but the researchers found a much smaller risk of gaining weight-a 37% increase-when one spouse became obese. Siblings share genes, but their influence, too, was much smaller, increasing each other's risk 40%. Fowler believes the effect has much more to do with social norms: whom we look to when considering appropriate social behavior. Having fat friends makes being fat seem more acceptable. " Your spouse may not be the person you look to when you're deciding what kind of body image is appropriate, how much to eat or how much to exercise," Fowler says. Nor do we necessarily compare ourselves to our siblings. " We get to choose our friends," Fowler says. " We don't get to choose our families."
Fowler and Christakis say that the contagion-effect should hold just as much for weight loss as it does for weight gain. " I would hope this influences individuals to get friends and families involved in decisions about health," Fowler says. After all, he says, a weight-loss plan may be more effective if the people closest to you are on board. And, if you're successful, your good health will help others achieve a healthy weight too. The impact extends not just to your friends, it turns out-but also to your friends' friends, and even to their friends. | 526.txt | 0 |
[
"radishes",
"beets",
"melons",
"both A and B"
] | Vegetables that require little space are_ . | No one plan or arrangement for a garden can suit all conditions. Each gardener must plan to meet his own problem. Careful planning will lessen the work of gardening and increase the returns from the labor. Planting seeds and plants at random always results in waste and disappointment. Suggestions for planning a garden are here presented with the idea that they can be changed to suit the individual gardener.
The first consideration is whether the garden is to be in one unit or in two. With two plots, lettuce, radishes, beets, spinach, and other vegetables requiring little space are grown in a small kitchen garden, and potatoes, sweet corn, pumpkins, melons, and other vegetables requiring more room are planted in a separate patch, as between young orchard-tree rows or in other areas where conditions are especially suitable for their culture.
The cultivation methods to be employed are important in planning the garden. When the work is to be done mainly with a garden tractor, the site and the arrangement should be such as to give the longest practicable rows. On slopes of more than 1 1/2 percent, especially on light-textured soil, the rows should not cross the paths, and turning spaces of 10 to 12 feet should be provided at the ends. The rows for small-growing crops may be closer together for hand cultivation than for cultivation with power equipment.
Any great variation in the composition of the soil within the garden should be taken into consideration when deciding on where to plant various crops. If part of the land is low and moist such crops as celery, onions, and late cucumbers should be placed there. If part is high, warm, and dry, that is the proper spot for early crops, especially those needing a soil that warms up quickly.
Tall-growing crops should be planted where they will not shade or interfere with the growth of smaller crops. There seems to be little choice as to whether the rows do or do not run in a general east-and-west or in a general north-and-south direction, but they should conform to the contours of the land. | 1472.txt | 3 |
[
"seeds be sowed randomly",
"paths not be crossed",
"all gardens be planned alike",
"his proposals be followed"
] | The author suggests that_ . | No one plan or arrangement for a garden can suit all conditions. Each gardener must plan to meet his own problem. Careful planning will lessen the work of gardening and increase the returns from the labor. Planting seeds and plants at random always results in waste and disappointment. Suggestions for planning a garden are here presented with the idea that they can be changed to suit the individual gardener.
The first consideration is whether the garden is to be in one unit or in two. With two plots, lettuce, radishes, beets, spinach, and other vegetables requiring little space are grown in a small kitchen garden, and potatoes, sweet corn, pumpkins, melons, and other vegetables requiring more room are planted in a separate patch, as between young orchard-tree rows or in other areas where conditions are especially suitable for their culture.
The cultivation methods to be employed are important in planning the garden. When the work is to be done mainly with a garden tractor, the site and the arrangement should be such as to give the longest practicable rows. On slopes of more than 1 1/2 percent, especially on light-textured soil, the rows should not cross the paths, and turning spaces of 10 to 12 feet should be provided at the ends. The rows for small-growing crops may be closer together for hand cultivation than for cultivation with power equipment.
Any great variation in the composition of the soil within the garden should be taken into consideration when deciding on where to plant various crops. If part of the land is low and moist such crops as celery, onions, and late cucumbers should be placed there. If part is high, warm, and dry, that is the proper spot for early crops, especially those needing a soil that warms up quickly.
Tall-growing crops should be planted where they will not shade or interfere with the growth of smaller crops. There seems to be little choice as to whether the rows do or do not run in a general east-and-west or in a general north-and-south direction, but they should conform to the contours of the land. | 1472.txt | 1 |
[
"as a complicated task",
"as a balance among several factors",
"as an impossible task",
"as something of minor importance"
] | The author views the planning of a garden | No one plan or arrangement for a garden can suit all conditions. Each gardener must plan to meet his own problem. Careful planning will lessen the work of gardening and increase the returns from the labor. Planting seeds and plants at random always results in waste and disappointment. Suggestions for planning a garden are here presented with the idea that they can be changed to suit the individual gardener.
The first consideration is whether the garden is to be in one unit or in two. With two plots, lettuce, radishes, beets, spinach, and other vegetables requiring little space are grown in a small kitchen garden, and potatoes, sweet corn, pumpkins, melons, and other vegetables requiring more room are planted in a separate patch, as between young orchard-tree rows or in other areas where conditions are especially suitable for their culture.
The cultivation methods to be employed are important in planning the garden. When the work is to be done mainly with a garden tractor, the site and the arrangement should be such as to give the longest practicable rows. On slopes of more than 1 1/2 percent, especially on light-textured soil, the rows should not cross the paths, and turning spaces of 10 to 12 feet should be provided at the ends. The rows for small-growing crops may be closer together for hand cultivation than for cultivation with power equipment.
Any great variation in the composition of the soil within the garden should be taken into consideration when deciding on where to plant various crops. If part of the land is low and moist such crops as celery, onions, and late cucumbers should be placed there. If part is high, warm, and dry, that is the proper spot for early crops, especially those needing a soil that warms up quickly.
Tall-growing crops should be planted where they will not shade or interfere with the growth of smaller crops. There seems to be little choice as to whether the rows do or do not run in a general east-and-west or in a general north-and-south direction, but they should conform to the contours of the land. | 1472.txt | 1 |
[
"run east and west",
"run north and south",
"contain both tall and short vegetables",
"conform to land contours"
] | It is most important that rows of plants_ . | No one plan or arrangement for a garden can suit all conditions. Each gardener must plan to meet his own problem. Careful planning will lessen the work of gardening and increase the returns from the labor. Planting seeds and plants at random always results in waste and disappointment. Suggestions for planning a garden are here presented with the idea that they can be changed to suit the individual gardener.
The first consideration is whether the garden is to be in one unit or in two. With two plots, lettuce, radishes, beets, spinach, and other vegetables requiring little space are grown in a small kitchen garden, and potatoes, sweet corn, pumpkins, melons, and other vegetables requiring more room are planted in a separate patch, as between young orchard-tree rows or in other areas where conditions are especially suitable for their culture.
The cultivation methods to be employed are important in planning the garden. When the work is to be done mainly with a garden tractor, the site and the arrangement should be such as to give the longest practicable rows. On slopes of more than 1 1/2 percent, especially on light-textured soil, the rows should not cross the paths, and turning spaces of 10 to 12 feet should be provided at the ends. The rows for small-growing crops may be closer together for hand cultivation than for cultivation with power equipment.
Any great variation in the composition of the soil within the garden should be taken into consideration when deciding on where to plant various crops. If part of the land is low and moist such crops as celery, onions, and late cucumbers should be placed there. If part is high, warm, and dry, that is the proper spot for early crops, especially those needing a soil that warms up quickly.
Tall-growing crops should be planted where they will not shade or interfere with the growth of smaller crops. There seems to be little choice as to whether the rows do or do not run in a general east-and-west or in a general north-and-south direction, but they should conform to the contours of the land. | 1472.txt | 3 |
[
"Growing a Vegetable Garden",
"Cultivating a Garden",
"Problems in Gardening",
"Using Home Grown Vegetables"
] | The best title for this article would be_ . | No one plan or arrangement for a garden can suit all conditions. Each gardener must plan to meet his own problem. Careful planning will lessen the work of gardening and increase the returns from the labor. Planting seeds and plants at random always results in waste and disappointment. Suggestions for planning a garden are here presented with the idea that they can be changed to suit the individual gardener.
The first consideration is whether the garden is to be in one unit or in two. With two plots, lettuce, radishes, beets, spinach, and other vegetables requiring little space are grown in a small kitchen garden, and potatoes, sweet corn, pumpkins, melons, and other vegetables requiring more room are planted in a separate patch, as between young orchard-tree rows or in other areas where conditions are especially suitable for their culture.
The cultivation methods to be employed are important in planning the garden. When the work is to be done mainly with a garden tractor, the site and the arrangement should be such as to give the longest practicable rows. On slopes of more than 1 1/2 percent, especially on light-textured soil, the rows should not cross the paths, and turning spaces of 10 to 12 feet should be provided at the ends. The rows for small-growing crops may be closer together for hand cultivation than for cultivation with power equipment.
Any great variation in the composition of the soil within the garden should be taken into consideration when deciding on where to plant various crops. If part of the land is low and moist such crops as celery, onions, and late cucumbers should be placed there. If part is high, warm, and dry, that is the proper spot for early crops, especially those needing a soil that warms up quickly.
Tall-growing crops should be planted where they will not shade or interfere with the growth of smaller crops. There seems to be little choice as to whether the rows do or do not run in a general east-and-west or in a general north-and-south direction, but they should conform to the contours of the land. | 1472.txt | 0 |
[
"coat each of the developed countries $10 billion per year",
"aim to double the harvest in southern African countries in a year",
"decrease the food prices as well as the energy prices",
"give poor farmers access to fertilizer and highly productive seeds"
] | An international fund based on the Malawi model would. | The world economy has run into a brick wall.Despite countless warnings in recent years about the need to address a potential hunger crisis in poor countries and an energy crisis worldwide,world leaders failed to think ahead.The result is a global food crisis.Wheat,corn and rice prices have more than doubled in the past two years.And oil prices have increased more than three times since the start of 2004.These food-price increases,combined with increasing energy costs,will slow if not stop economic growth in many parts of the world and will even affect political stability.Practical solutions to these problems do exist,but we'll have to start thinking ahead and acting globally.
Here are three steps to ease the current food crisis and avoid the potential for a global crisis.The first is to promote the dramatic success of Malawi,a country in southern Africa,which three years ago established a special fund to help its farmers get fertilizer and seeds with high productivity.Malawi's harvest doubled after just one year.An international fund based on the Malawi model would cost a mere $10 per person annually in the rich world,or $10 billion altogether.
Second,the U.S.and Europe should abandon their policies of paying partly for the change of food into biofuels.The U.S.government gives farmers a taxpayer-
financed payment of 51 cents per gallon of ethanol changed from corn.There may be a case for biofuels produced on lands that do not produce foods-tree crops,grasses and wood products-but there's no case for the government to pay to put the world's dinner into the gas tank.
Third,we urgently need to weather-proof the world's crops as soon and as effectively as possible.For a poor farmer,sometimes something as simple as a farm pond-which collects rainwater to be used in dry weather-can make the difference between a good harvest and a bad one.The world has already committed to establishing a Climate Adaptation Fund to help poor regions climate-proof vital economic activities such as food production and health care but has not yet acted upon the promise. | 3423.txt | 3 |
[
"it is not wise to change food crops into gas",
"it is misleading to put tree crops into the gas tank",
"we should get alternative forms of fuel in any way",
"biofuels should be developed on a large scale"
] | With the second step,the author expresses the idea that. | The world economy has run into a brick wall.Despite countless warnings in recent years about the need to address a potential hunger crisis in poor countries and an energy crisis worldwide,world leaders failed to think ahead.The result is a global food crisis.Wheat,corn and rice prices have more than doubled in the past two years.And oil prices have increased more than three times since the start of 2004.These food-price increases,combined with increasing energy costs,will slow if not stop economic growth in many parts of the world and will even affect political stability.Practical solutions to these problems do exist,but we'll have to start thinking ahead and acting globally.
Here are three steps to ease the current food crisis and avoid the potential for a global crisis.The first is to promote the dramatic success of Malawi,a country in southern Africa,which three years ago established a special fund to help its farmers get fertilizer and seeds with high productivity.Malawi's harvest doubled after just one year.An international fund based on the Malawi model would cost a mere $10 per person annually in the rich world,or $10 billion altogether.
Second,the U.S.and Europe should abandon their policies of paying partly for the change of food into biofuels.The U.S.government gives farmers a taxpayer-
financed payment of 51 cents per gallon of ethanol changed from corn.There may be a case for biofuels produced on lands that do not produce foods-tree crops,grasses and wood products-but there's no case for the government to pay to put the world's dinner into the gas tank.
Third,we urgently need to weather-proof the world's crops as soon and as effectively as possible.For a poor farmer,sometimes something as simple as a farm pond-which collects rainwater to be used in dry weather-can make the difference between a good harvest and a bad one.The world has already committed to establishing a Climate Adaptation Fund to help poor regions climate-proof vital economic activities such as food production and health care but has not yet acted upon the promise. | 3423.txt | 0 |
[
"A rain-collecting pond is a simple safeguard against dry weather.",
"A Climate Adaptation Fund has been established to help poor regions.",
"The world has made a serious promise to build farm ponds.",
"It makes a great difference whether we develop wood products or not."
] | Which of the following is true according to the passage? | The world economy has run into a brick wall.Despite countless warnings in recent years about the need to address a potential hunger crisis in poor countries and an energy crisis worldwide,world leaders failed to think ahead.The result is a global food crisis.Wheat,corn and rice prices have more than doubled in the past two years.And oil prices have increased more than three times since the start of 2004.These food-price increases,combined with increasing energy costs,will slow if not stop economic growth in many parts of the world and will even affect political stability.Practical solutions to these problems do exist,but we'll have to start thinking ahead and acting globally.
Here are three steps to ease the current food crisis and avoid the potential for a global crisis.The first is to promote the dramatic success of Malawi,a country in southern Africa,which three years ago established a special fund to help its farmers get fertilizer and seeds with high productivity.Malawi's harvest doubled after just one year.An international fund based on the Malawi model would cost a mere $10 per person annually in the rich world,or $10 billion altogether.
Second,the U.S.and Europe should abandon their policies of paying partly for the change of food into biofuels.The U.S.government gives farmers a taxpayer-
financed payment of 51 cents per gallon of ethanol changed from corn.There may be a case for biofuels produced on lands that do not produce foods-tree crops,grasses and wood products-but there's no case for the government to pay to put the world's dinner into the gas tank.
Third,we urgently need to weather-proof the world's crops as soon and as effectively as possible.For a poor farmer,sometimes something as simple as a farm pond-which collects rainwater to be used in dry weather-can make the difference between a good harvest and a bad one.The world has already committed to establishing a Climate Adaptation Fund to help poor regions climate-proof vital economic activities such as food production and health care but has not yet acted upon the promise. | 3423.txt | 0 |
[
"slow down but not to stop economic growth",
"develop tree crops,grasses and wood products",
"achieve economic growth and political stability",
"act now so as to relieve the global food shortage"
] | In the passage,the author calls on us to. | The world economy has run into a brick wall.Despite countless warnings in recent years about the need to address a potential hunger crisis in poor countries and an energy crisis worldwide,world leaders failed to think ahead.The result is a global food crisis.Wheat,corn and rice prices have more than doubled in the past two years.And oil prices have increased more than three times since the start of 2004.These food-price increases,combined with increasing energy costs,will slow if not stop economic growth in many parts of the world and will even affect political stability.Practical solutions to these problems do exist,but we'll have to start thinking ahead and acting globally.
Here are three steps to ease the current food crisis and avoid the potential for a global crisis.The first is to promote the dramatic success of Malawi,a country in southern Africa,which three years ago established a special fund to help its farmers get fertilizer and seeds with high productivity.Malawi's harvest doubled after just one year.An international fund based on the Malawi model would cost a mere $10 per person annually in the rich world,or $10 billion altogether.
Second,the U.S.and Europe should abandon their policies of paying partly for the change of food into biofuels.The U.S.government gives farmers a taxpayer-
financed payment of 51 cents per gallon of ethanol changed from corn.There may be a case for biofuels produced on lands that do not produce foods-tree crops,grasses and wood products-but there's no case for the government to pay to put the world's dinner into the gas tank.
Third,we urgently need to weather-proof the world's crops as soon and as effectively as possible.For a poor farmer,sometimes something as simple as a farm pond-which collects rainwater to be used in dry weather-can make the difference between a good harvest and a bad one.The world has already committed to establishing a Climate Adaptation Fund to help poor regions climate-proof vital economic activities such as food production and health care but has not yet acted upon the promise. | 3423.txt | 3 |
[
"they had surprise endings",
"they were easy to understand",
"they showed his love for the poor",
"they were about New York City"
] | People enjoyed reading O. Henry's stories because | O. Henry was a pen name used by an American writer of short stories. His real name was William Sydney Porter. He was born in North Carolina in 1862. As a young boy he lived an exciting life. He did not go to school for very long, but he managed to teach himself everything he needed to know. When he was about 20 years old, O. Henry went to Texas, where he tried different jobs. He first worked on a newspaper, and then had a job in a bank, when some money went missing from the bank O. Henry was believed to have stolen it. Because of that, he was sent to prison. During the three years in prison, he learned to write short stories. After he got out of prison, he went to New York and continued writing. He wrote mostly about New York and the life of the poor there. People liked his stories, because simple as the tales were, they would finish with a sudden change at the end, to the reader's surprise. | 2113.txt | 0 |
[
"people thought he had stolen money from the newspaper",
"he broke the law by not using his own name",
"he wanted to write stories about prisoners",
"people thought he had taken money that was not his"
] | O. Henry went to prison because. | O. Henry was a pen name used by an American writer of short stories. His real name was William Sydney Porter. He was born in North Carolina in 1862. As a young boy he lived an exciting life. He did not go to school for very long, but he managed to teach himself everything he needed to know. When he was about 20 years old, O. Henry went to Texas, where he tried different jobs. He first worked on a newspaper, and then had a job in a bank, when some money went missing from the bank O. Henry was believed to have stolen it. Because of that, he was sent to prison. During the three years in prison, he learned to write short stories. After he got out of prison, he went to New York and continued writing. He wrote mostly about New York and the life of the poor there. People liked his stories, because simple as the tales were, they would finish with a sudden change at the end, to the reader's surprise. | 2113.txt | 3 |
[
"He was well-educated.",
"He was not serious about his work.",
"He was devoted to the poor.",
"He was very good at learning."
] | What do we know about O. Henry before he began writing? | O. Henry was a pen name used by an American writer of short stories. His real name was William Sydney Porter. He was born in North Carolina in 1862. As a young boy he lived an exciting life. He did not go to school for very long, but he managed to teach himself everything he needed to know. When he was about 20 years old, O. Henry went to Texas, where he tried different jobs. He first worked on a newspaper, and then had a job in a bank, when some money went missing from the bank O. Henry was believed to have stolen it. Because of that, he was sent to prison. During the three years in prison, he learned to write short stories. After he got out of prison, he went to New York and continued writing. He wrote mostly about New York and the life of the poor there. People liked his stories, because simple as the tales were, they would finish with a sudden change at the end, to the reader's surprise. | 2113.txt | 3 |
[
"His life inside the prison.",
"The newspaper articles he wrote.",
"The city and people of New York.",
"His exciting early life as a boy."
] | Where did O. Henry get most material for his short stories? | O. Henry was a pen name used by an American writer of short stories. His real name was William Sydney Porter. He was born in North Carolina in 1862. As a young boy he lived an exciting life. He did not go to school for very long, but he managed to teach himself everything he needed to know. When he was about 20 years old, O. Henry went to Texas, where he tried different jobs. He first worked on a newspaper, and then had a job in a bank, when some money went missing from the bank O. Henry was believed to have stolen it. Because of that, he was sent to prison. During the three years in prison, he learned to write short stories. After he got out of prison, he went to New York and continued writing. He wrote mostly about New York and the life of the poor there. People liked his stories, because simple as the tales were, they would finish with a sudden change at the end, to the reader's surprise. | 2113.txt | 2 |
[
"trying out different lifestyles",
"having a family with children",
"working beyond retirement age",
"setting up a profitable business"
] | One cross-generation mark of a successful life is ______. | Against a backdrop of drastic changes in economy and population structure, younger Americans are drawing a new 21st-century road map to success, a latest poll has found.
Across generational lines, Americans continue to prize many of the same traditional milestones of a successful life, including getting married, having children, owning a home, and retiring in their sixties. But while young and old mostly agree on what constitutes the finish line of a fulfilling life, they offer strikingly different paths for reaching it.
Young people who are still getting started in life were more likely than older adults to prioritize personal fulfillment in their work, to believe they will advance their careers most by regularly changing jobs, to favor communities with more public services and a faster pace of life, to agree that couples should be financially secure before getting married or having children, and to maintain that children are best served by two parents working outside the home, the survey found.
From career to community and family, these contrasts suggest that in the aftermath of the searing Great Recession, those just starting out in life are defining priorities and expectations that will increasingly spread through virtually all aspects of American life, from consumer preferences to housing patterns to politics.
Young and old converge on one key point: Overwhelming majorities of both groups said they believe it is harder for young people today to get started in life than it was for earlier generations. While younger people are somewhat more optimistic than their elders about the prospects for those starting out today, big majorities in both groups believe those "just getting started in life" face a tougher climb than earlier generations in reaching such signpost achievements as securing a good-paying job, starting a family, managing debt, and finding affordable housing.
Pete Schneider considers the climb tougher today. Schneider, a 27-year-old auto technician from the Chicago suburbs, says he struggled to find a job after graduating from college. Even now that he is working steadily, he said, "I can't afford to pay my monthly mortgage payments on my own, so I have to rent rooms out to people to make that happen." Looking back, he is struck that his parents could provide a comfortable life for their children even though neither had completed college when he was young. "I still grew up in an upper middle-class home with parents who didn't have college degrees," Schneider said. "I don't think people are capable of that anymore." | 383.txt | 1 |
[
"favor a slower life pace",
"hold an occupation longer",
"attach importance to pre-marital finance",
"give priority to childcare outside the home"
] | It can be learned from Paragraph 3 that young people tend to ______. | Against a backdrop of drastic changes in economy and population structure, younger Americans are drawing a new 21st-century road map to success, a latest poll has found.
Across generational lines, Americans continue to prize many of the same traditional milestones of a successful life, including getting married, having children, owning a home, and retiring in their sixties. But while young and old mostly agree on what constitutes the finish line of a fulfilling life, they offer strikingly different paths for reaching it.
Young people who are still getting started in life were more likely than older adults to prioritize personal fulfillment in their work, to believe they will advance their careers most by regularly changing jobs, to favor communities with more public services and a faster pace of life, to agree that couples should be financially secure before getting married or having children, and to maintain that children are best served by two parents working outside the home, the survey found.
From career to community and family, these contrasts suggest that in the aftermath of the searing Great Recession, those just starting out in life are defining priorities and expectations that will increasingly spread through virtually all aspects of American life, from consumer preferences to housing patterns to politics.
Young and old converge on one key point: Overwhelming majorities of both groups said they believe it is harder for young people today to get started in life than it was for earlier generations. While younger people are somewhat more optimistic than their elders about the prospects for those starting out today, big majorities in both groups believe those "just getting started in life" face a tougher climb than earlier generations in reaching such signpost achievements as securing a good-paying job, starting a family, managing debt, and finding affordable housing.
Pete Schneider considers the climb tougher today. Schneider, a 27-year-old auto technician from the Chicago suburbs, says he struggled to find a job after graduating from college. Even now that he is working steadily, he said, "I can't afford to pay my monthly mortgage payments on my own, so I have to rent rooms out to people to make that happen." Looking back, he is struck that his parents could provide a comfortable life for their children even though neither had completed college when he was young. "I still grew up in an upper middle-class home with parents who didn't have college degrees," Schneider said. "I don't think people are capable of that anymore." | 383.txt | 2 |
[
"become increasingly clear",
"focus on materialistic issues",
"depend largely on political preferences",
"reach almost all aspects of American life"
] | The priorities and expectations defined by the young will ______. | Against a backdrop of drastic changes in economy and population structure, younger Americans are drawing a new 21st-century road map to success, a latest poll has found.
Across generational lines, Americans continue to prize many of the same traditional milestones of a successful life, including getting married, having children, owning a home, and retiring in their sixties. But while young and old mostly agree on what constitutes the finish line of a fulfilling life, they offer strikingly different paths for reaching it.
Young people who are still getting started in life were more likely than older adults to prioritize personal fulfillment in their work, to believe they will advance their careers most by regularly changing jobs, to favor communities with more public services and a faster pace of life, to agree that couples should be financially secure before getting married or having children, and to maintain that children are best served by two parents working outside the home, the survey found.
From career to community and family, these contrasts suggest that in the aftermath of the searing Great Recession, those just starting out in life are defining priorities and expectations that will increasingly spread through virtually all aspects of American life, from consumer preferences to housing patterns to politics.
Young and old converge on one key point: Overwhelming majorities of both groups said they believe it is harder for young people today to get started in life than it was for earlier generations. While younger people are somewhat more optimistic than their elders about the prospects for those starting out today, big majorities in both groups believe those "just getting started in life" face a tougher climb than earlier generations in reaching such signpost achievements as securing a good-paying job, starting a family, managing debt, and finding affordable housing.
Pete Schneider considers the climb tougher today. Schneider, a 27-year-old auto technician from the Chicago suburbs, says he struggled to find a job after graduating from college. Even now that he is working steadily, he said, "I can't afford to pay my monthly mortgage payments on my own, so I have to rent rooms out to people to make that happen." Looking back, he is struck that his parents could provide a comfortable life for their children even though neither had completed college when he was young. "I still grew up in an upper middle-class home with parents who didn't have college degrees," Schneider said. "I don't think people are capable of that anymore." | 383.txt | 3 |
[
"good-paying jobs are less available",
"the old made more life achievements",
"housing loans today are easy to obtain",
"getting established is harder for the young"
] | Both young and old agree that ______. | Against a backdrop of drastic changes in economy and population structure, younger Americans are drawing a new 21st-century road map to success, a latest poll has found.
Across generational lines, Americans continue to prize many of the same traditional milestones of a successful life, including getting married, having children, owning a home, and retiring in their sixties. But while young and old mostly agree on what constitutes the finish line of a fulfilling life, they offer strikingly different paths for reaching it.
Young people who are still getting started in life were more likely than older adults to prioritize personal fulfillment in their work, to believe they will advance their careers most by regularly changing jobs, to favor communities with more public services and a faster pace of life, to agree that couples should be financially secure before getting married or having children, and to maintain that children are best served by two parents working outside the home, the survey found.
From career to community and family, these contrasts suggest that in the aftermath of the searing Great Recession, those just starting out in life are defining priorities and expectations that will increasingly spread through virtually all aspects of American life, from consumer preferences to housing patterns to politics.
Young and old converge on one key point: Overwhelming majorities of both groups said they believe it is harder for young people today to get started in life than it was for earlier generations. While younger people are somewhat more optimistic than their elders about the prospects for those starting out today, big majorities in both groups believe those "just getting started in life" face a tougher climb than earlier generations in reaching such signpost achievements as securing a good-paying job, starting a family, managing debt, and finding affordable housing.
Pete Schneider considers the climb tougher today. Schneider, a 27-year-old auto technician from the Chicago suburbs, says he struggled to find a job after graduating from college. Even now that he is working steadily, he said, "I can't afford to pay my monthly mortgage payments on my own, so I have to rent rooms out to people to make that happen." Looking back, he is struck that his parents could provide a comfortable life for their children even though neither had completed college when he was young. "I still grew up in an upper middle-class home with parents who didn't have college degrees," Schneider said. "I don't think people are capable of that anymore." | 383.txt | 3 |
[
"He found a dream job after graduating from college.",
"His parents believe working steadily is a must for success.",
"His parents' good life has little to do with a college degree.",
"He thinks his job as a technician quite challenging."
] | Which of the following is true about Schneider? | Against a backdrop of drastic changes in economy and population structure, younger Americans are drawing a new 21st-century road map to success, a latest poll has found.
Across generational lines, Americans continue to prize many of the same traditional milestones of a successful life, including getting married, having children, owning a home, and retiring in their sixties. But while young and old mostly agree on what constitutes the finish line of a fulfilling life, they offer strikingly different paths for reaching it.
Young people who are still getting started in life were more likely than older adults to prioritize personal fulfillment in their work, to believe they will advance their careers most by regularly changing jobs, to favor communities with more public services and a faster pace of life, to agree that couples should be financially secure before getting married or having children, and to maintain that children are best served by two parents working outside the home, the survey found.
From career to community and family, these contrasts suggest that in the aftermath of the searing Great Recession, those just starting out in life are defining priorities and expectations that will increasingly spread through virtually all aspects of American life, from consumer preferences to housing patterns to politics.
Young and old converge on one key point: Overwhelming majorities of both groups said they believe it is harder for young people today to get started in life than it was for earlier generations. While younger people are somewhat more optimistic than their elders about the prospects for those starting out today, big majorities in both groups believe those "just getting started in life" face a tougher climb than earlier generations in reaching such signpost achievements as securing a good-paying job, starting a family, managing debt, and finding affordable housing.
Pete Schneider considers the climb tougher today. Schneider, a 27-year-old auto technician from the Chicago suburbs, says he struggled to find a job after graduating from college. Even now that he is working steadily, he said, "I can't afford to pay my monthly mortgage payments on my own, so I have to rent rooms out to people to make that happen." Looking back, he is struck that his parents could provide a comfortable life for their children even though neither had completed college when he was young. "I still grew up in an upper middle-class home with parents who didn't have college degrees," Schneider said. "I don't think people are capable of that anymore." | 383.txt | 2 |
[
"it does no harm to the topsoil of the rainforest",
"it destroys rainforest soils",
"it helps improve rainforest soils",
"it diminishes the organic matter in rainforest soils"
] | We learn from the passage that the traditional view of slash-and-burn farming is that ________. | Low-level slash-and-burn farming doesn't harm rainforest. On the contrary, it helps farmers and improves forest soils. This is the unorthodox view of a German soil scientist who has shown that burnt clearings in the Amazon, dating back more than 1,000 years, helped create patches of rich, fertile soil that farmers still benefit from today.
Most rainforest soils are thin and poor because they lack minerals and because the heat and heavy rainfall destroy most organic matter in the soils within four years of it reaching the forest floor. This means topsoil contains few of the ingredients needed for long-term successful farming.
But Bruno Glaser, a soil scientist of the University of Bayreuth, has studied unexpected patches of fertile soils in the central Amazon. These soils contain lots of organic matter.
Glaser has shown that most of this fertile organic matter comes from "black carbon"-the organic particles from camp fires and charred wood left over from thousands of years of slash-and-burn farming. "The soils, known as Terra Preta, contained up to 70times more black carbon than the surrounding soil, "says Glaser.
Unburnt vegetation rots quickly, but black carbon persists in the soil for many centuries. Radiocarbon dating shows that the charred wood in Terra Preta soils is typically more than 1,000 years old.
"Slash-and-burn farming can be good for soils provided it doesn't completely burn all the vegetation, and leaves behind charred wood," says Glaser. "It can be better than manure ." Burning the forest just once can leave behind enough black carbon to keep the soil fertile for thousands of years. And rainforests easily regrow after small-scale clearing. Contrary to the conventional view that human activities damage the environment, Glaser says: "Black carbon combined with human wastes is responsible for the richness of Terra Preta soils."
Terra Preta soils turn up in large patches all over the Amazon, where they are highly prized by farmers. All the patches fall within 500 square kilometers in the central Amazon. Glaser says the widespread presence of pottery confirms the soil's human origins.
The findings add weight to the theory that large areas of the Amazon have recovered so well from past periods of agricultural use that the regrowth has been mistaken by generations of biologists for "virgin" forest.
During the past decade, researchers have discovered hundreds of large earth works deep in the jungle. They are up to 20 meters high and cover up to a square kilometer. Glaser claims that these earth works, built between AD 400 and 1400, were at the heart of urban civilizations. Now it seems the richness of the Terra Preta soils may explain how such civilizations managed to feed themselves. | 538.txt | 1 |
[
"the composition of the topsoil is rather unstable",
"black carbon is washed away by heavy rains",
"organic matter is quickly lost due to heat and rain",
"long-term farming has exhausted the ingredients essential to plant growth"
] | Most rainforest soils are thin and poor because ________. | Low-level slash-and-burn farming doesn't harm rainforest. On the contrary, it helps farmers and improves forest soils. This is the unorthodox view of a German soil scientist who has shown that burnt clearings in the Amazon, dating back more than 1,000 years, helped create patches of rich, fertile soil that farmers still benefit from today.
Most rainforest soils are thin and poor because they lack minerals and because the heat and heavy rainfall destroy most organic matter in the soils within four years of it reaching the forest floor. This means topsoil contains few of the ingredients needed for long-term successful farming.
But Bruno Glaser, a soil scientist of the University of Bayreuth, has studied unexpected patches of fertile soils in the central Amazon. These soils contain lots of organic matter.
Glaser has shown that most of this fertile organic matter comes from "black carbon"-the organic particles from camp fires and charred wood left over from thousands of years of slash-and-burn farming. "The soils, known as Terra Preta, contained up to 70times more black carbon than the surrounding soil, "says Glaser.
Unburnt vegetation rots quickly, but black carbon persists in the soil for many centuries. Radiocarbon dating shows that the charred wood in Terra Preta soils is typically more than 1,000 years old.
"Slash-and-burn farming can be good for soils provided it doesn't completely burn all the vegetation, and leaves behind charred wood," says Glaser. "It can be better than manure ." Burning the forest just once can leave behind enough black carbon to keep the soil fertile for thousands of years. And rainforests easily regrow after small-scale clearing. Contrary to the conventional view that human activities damage the environment, Glaser says: "Black carbon combined with human wastes is responsible for the richness of Terra Preta soils."
Terra Preta soils turn up in large patches all over the Amazon, where they are highly prized by farmers. All the patches fall within 500 square kilometers in the central Amazon. Glaser says the widespread presence of pottery confirms the soil's human origins.
The findings add weight to the theory that large areas of the Amazon have recovered so well from past periods of agricultural use that the regrowth has been mistaken by generations of biologists for "virgin" forest.
During the past decade, researchers have discovered hundreds of large earth works deep in the jungle. They are up to 20 meters high and cover up to a square kilometer. Glaser claims that these earth works, built between AD 400 and 1400, were at the heart of urban civilizations. Now it seems the richness of the Terra Preta soils may explain how such civilizations managed to feed themselves. | 538.txt | 2 |
[
"studying patches of fertile soils in the central Amazon",
"examining pottery left over by ancient civilizations",
"test-burning patches of trees in the central Amazon",
"radiocarbon-dating ingredients contained in forest soils"
] | Glaser made his discovery by ________. | Low-level slash-and-burn farming doesn't harm rainforest. On the contrary, it helps farmers and improves forest soils. This is the unorthodox view of a German soil scientist who has shown that burnt clearings in the Amazon, dating back more than 1,000 years, helped create patches of rich, fertile soil that farmers still benefit from today.
Most rainforest soils are thin and poor because they lack minerals and because the heat and heavy rainfall destroy most organic matter in the soils within four years of it reaching the forest floor. This means topsoil contains few of the ingredients needed for long-term successful farming.
But Bruno Glaser, a soil scientist of the University of Bayreuth, has studied unexpected patches of fertile soils in the central Amazon. These soils contain lots of organic matter.
Glaser has shown that most of this fertile organic matter comes from "black carbon"-the organic particles from camp fires and charred wood left over from thousands of years of slash-and-burn farming. "The soils, known as Terra Preta, contained up to 70times more black carbon than the surrounding soil, "says Glaser.
Unburnt vegetation rots quickly, but black carbon persists in the soil for many centuries. Radiocarbon dating shows that the charred wood in Terra Preta soils is typically more than 1,000 years old.
"Slash-and-burn farming can be good for soils provided it doesn't completely burn all the vegetation, and leaves behind charred wood," says Glaser. "It can be better than manure ." Burning the forest just once can leave behind enough black carbon to keep the soil fertile for thousands of years. And rainforests easily regrow after small-scale clearing. Contrary to the conventional view that human activities damage the environment, Glaser says: "Black carbon combined with human wastes is responsible for the richness of Terra Preta soils."
Terra Preta soils turn up in large patches all over the Amazon, where they are highly prized by farmers. All the patches fall within 500 square kilometers in the central Amazon. Glaser says the widespread presence of pottery confirms the soil's human origins.
The findings add weight to the theory that large areas of the Amazon have recovered so well from past periods of agricultural use that the regrowth has been mistaken by generations of biologists for "virgin" forest.
During the past decade, researchers have discovered hundreds of large earth works deep in the jungle. They are up to 20 meters high and cover up to a square kilometer. Glaser claims that these earth works, built between AD 400 and 1400, were at the heart of urban civilizations. Now it seems the richness of the Terra Preta soils may explain how such civilizations managed to feed themselves. | 538.txt | 0 |
[
"They take centuries to regrow after being burnt.",
"They cannot recover unless the vegetation is burnt completely.",
"Their regrowth will be hampered by human habitation.",
"They can recover easily after slash-and-burn farming."
] | What does Glaser say about the regrowth of rainforests? | Low-level slash-and-burn farming doesn't harm rainforest. On the contrary, it helps farmers and improves forest soils. This is the unorthodox view of a German soil scientist who has shown that burnt clearings in the Amazon, dating back more than 1,000 years, helped create patches of rich, fertile soil that farmers still benefit from today.
Most rainforest soils are thin and poor because they lack minerals and because the heat and heavy rainfall destroy most organic matter in the soils within four years of it reaching the forest floor. This means topsoil contains few of the ingredients needed for long-term successful farming.
But Bruno Glaser, a soil scientist of the University of Bayreuth, has studied unexpected patches of fertile soils in the central Amazon. These soils contain lots of organic matter.
Glaser has shown that most of this fertile organic matter comes from "black carbon"-the organic particles from camp fires and charred wood left over from thousands of years of slash-and-burn farming. "The soils, known as Terra Preta, contained up to 70times more black carbon than the surrounding soil, "says Glaser.
Unburnt vegetation rots quickly, but black carbon persists in the soil for many centuries. Radiocarbon dating shows that the charred wood in Terra Preta soils is typically more than 1,000 years old.
"Slash-and-burn farming can be good for soils provided it doesn't completely burn all the vegetation, and leaves behind charred wood," says Glaser. "It can be better than manure ." Burning the forest just once can leave behind enough black carbon to keep the soil fertile for thousands of years. And rainforests easily regrow after small-scale clearing. Contrary to the conventional view that human activities damage the environment, Glaser says: "Black carbon combined with human wastes is responsible for the richness of Terra Preta soils."
Terra Preta soils turn up in large patches all over the Amazon, where they are highly prized by farmers. All the patches fall within 500 square kilometers in the central Amazon. Glaser says the widespread presence of pottery confirms the soil's human origins.
The findings add weight to the theory that large areas of the Amazon have recovered so well from past periods of agricultural use that the regrowth has been mistaken by generations of biologists for "virgin" forest.
During the past decade, researchers have discovered hundreds of large earth works deep in the jungle. They are up to 20 meters high and cover up to a square kilometer. Glaser claims that these earth works, built between AD 400 and 1400, were at the heart of urban civilizations. Now it seems the richness of the Terra Preta soils may explain how such civilizations managed to feed themselves. | 538.txt | 3 |
[
"human activities will do grave damage to rainforests",
"Amazon rainforest soils used to be the richest in the world",
"farming is responsible for the destruction of the Amazon rainforests",
"there once existed an urban civilization in the Amazon rainforests"
] | From the passage it can be inferred that ________. | Low-level slash-and-burn farming doesn't harm rainforest. On the contrary, it helps farmers and improves forest soils. This is the unorthodox view of a German soil scientist who has shown that burnt clearings in the Amazon, dating back more than 1,000 years, helped create patches of rich, fertile soil that farmers still benefit from today.
Most rainforest soils are thin and poor because they lack minerals and because the heat and heavy rainfall destroy most organic matter in the soils within four years of it reaching the forest floor. This means topsoil contains few of the ingredients needed for long-term successful farming.
But Bruno Glaser, a soil scientist of the University of Bayreuth, has studied unexpected patches of fertile soils in the central Amazon. These soils contain lots of organic matter.
Glaser has shown that most of this fertile organic matter comes from "black carbon"-the organic particles from camp fires and charred wood left over from thousands of years of slash-and-burn farming. "The soils, known as Terra Preta, contained up to 70times more black carbon than the surrounding soil, "says Glaser.
Unburnt vegetation rots quickly, but black carbon persists in the soil for many centuries. Radiocarbon dating shows that the charred wood in Terra Preta soils is typically more than 1,000 years old.
"Slash-and-burn farming can be good for soils provided it doesn't completely burn all the vegetation, and leaves behind charred wood," says Glaser. "It can be better than manure ." Burning the forest just once can leave behind enough black carbon to keep the soil fertile for thousands of years. And rainforests easily regrow after small-scale clearing. Contrary to the conventional view that human activities damage the environment, Glaser says: "Black carbon combined with human wastes is responsible for the richness of Terra Preta soils."
Terra Preta soils turn up in large patches all over the Amazon, where they are highly prized by farmers. All the patches fall within 500 square kilometers in the central Amazon. Glaser says the widespread presence of pottery confirms the soil's human origins.
The findings add weight to the theory that large areas of the Amazon have recovered so well from past periods of agricultural use that the regrowth has been mistaken by generations of biologists for "virgin" forest.
During the past decade, researchers have discovered hundreds of large earth works deep in the jungle. They are up to 20 meters high and cover up to a square kilometer. Glaser claims that these earth works, built between AD 400 and 1400, were at the heart of urban civilizations. Now it seems the richness of the Terra Preta soils may explain how such civilizations managed to feed themselves. | 538.txt | 3 |
[
"about one-fourth Americans own two cars",
"a bit over one out of four households are the owners of two cars",
"nearly 8 million new cars drive in the country every year",
"80% Americans have at least one car"
] | The United States is called a country on wheels because _ . | As you all know, the United States is a country on wheels. Nearly eight million new cars are made each year; four households out of five own at least one car, and more than a quarter have two each. Yet you‘ll be surprised to learn that some of the car-owners even suffer from malnutrition.
In 1968, a nation-wide survey of malnutrition was made for the first time. It found that 10 million people are suffering in health through inadequate feeding; the causes of their plight were varied. Unemployment over a long period should be considered as the main factor. And unemployment, strange to say, nine times out of ten results from automation, both in industrial and agricultural areas. For example, in the rural South when a cotton plantation suddenly cuts its force from 100 people to three, the problem to help the displaced arises. So is the case with industrial automation. In fact, probably 2 million jobs are made unnecessary each year in the whole country as a result of the automation process, thus making unemployment a chief social concern. According to government statistics, the number of people unemployed was over 5 percent for the period from 1958 to 1963. In July 1981, it rose to 7.8 percent. As a matter of fact, it has long been known that even during the most prosperous periods there have been people without enough to eat. So I think that‘s why President Kennedy said in his inauguration speech in 1961, if the government did not help the poor, it could not save the rich.
In 1966, the Social Security Administration calculated that a family of four needed an income of $3,355 a year to be above the line of poverty. And in 1977, the average poverty line of the country was slightly more than $6,200 annual income for a non-farm family of four. According to the Social Security Act, families of that size below poverty line are eligible to receive benefits from the special welfare program. The average weekly payment of benefits now is equivalent to 36 percent of the worker‘s normal wage. And the number of people who receive government benefits is increasing. In 1973, social insurance payments by governments, mainly to old age pensioners and people who had lost their jobs or were off work through illness, amounted to $86,000 million. Those not fully qualified for insurance payments received $29,000 million in public aid.
But problems still exist. Many people are not reached by the anti-poverty program, because local authorities and agencies do not want to play their part or do not gave the resources to do so. Some poor people will not accept help for various reasons. Of course, there are some more important factors which lie in the structure of the society, but I don‘t consider it necessary to dig into them here. Yet we will perhaps agree that social welfare programs have solved to some extent the problems of feeding, clothing and housing those below the poverty line. On the whole, it perhaps might be said that American people are living a better life than people in most other countries. | 3973.txt | 1 |
[
"inadequate feeding",
"malnutrition",
"unemployment",
"automation"
] | According to a 1968 survey, ten million Americans found themselves in a difficult health situation chiefly due to _ . | As you all know, the United States is a country on wheels. Nearly eight million new cars are made each year; four households out of five own at least one car, and more than a quarter have two each. Yet you‘ll be surprised to learn that some of the car-owners even suffer from malnutrition.
In 1968, a nation-wide survey of malnutrition was made for the first time. It found that 10 million people are suffering in health through inadequate feeding; the causes of their plight were varied. Unemployment over a long period should be considered as the main factor. And unemployment, strange to say, nine times out of ten results from automation, both in industrial and agricultural areas. For example, in the rural South when a cotton plantation suddenly cuts its force from 100 people to three, the problem to help the displaced arises. So is the case with industrial automation. In fact, probably 2 million jobs are made unnecessary each year in the whole country as a result of the automation process, thus making unemployment a chief social concern. According to government statistics, the number of people unemployed was over 5 percent for the period from 1958 to 1963. In July 1981, it rose to 7.8 percent. As a matter of fact, it has long been known that even during the most prosperous periods there have been people without enough to eat. So I think that‘s why President Kennedy said in his inauguration speech in 1961, if the government did not help the poor, it could not save the rich.
In 1966, the Social Security Administration calculated that a family of four needed an income of $3,355 a year to be above the line of poverty. And in 1977, the average poverty line of the country was slightly more than $6,200 annual income for a non-farm family of four. According to the Social Security Act, families of that size below poverty line are eligible to receive benefits from the special welfare program. The average weekly payment of benefits now is equivalent to 36 percent of the worker‘s normal wage. And the number of people who receive government benefits is increasing. In 1973, social insurance payments by governments, mainly to old age pensioners and people who had lost their jobs or were off work through illness, amounted to $86,000 million. Those not fully qualified for insurance payments received $29,000 million in public aid.
But problems still exist. Many people are not reached by the anti-poverty program, because local authorities and agencies do not want to play their part or do not gave the resources to do so. Some poor people will not accept help for various reasons. Of course, there are some more important factors which lie in the structure of the society, but I don‘t consider it necessary to dig into them here. Yet we will perhaps agree that social welfare programs have solved to some extent the problems of feeding, clothing and housing those below the poverty line. On the whole, it perhaps might be said that American people are living a better life than people in most other countries. | 3973.txt | 2 |
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