All I had to do for the two dollars was clean her house for a few hours after school． It was a beautiful house， too， with a plastic﹣covered sofa and chairs， wall﹣to﹣wall blue﹣and﹣white carpeting， a white enamel stove， a washing machine and a dryer things that were common in her neighborhood， absent in mine． In the middle of the war， she had butter， sugar， steaks， and seam﹣up﹣the﹣back stockings．
I knew how to scrub floors on my knees and how to wash clothes in our zinc tub， but I had never seen a Hoover vacuum cleaner or an iron that wasn't heated by fire．
Part of my pride in working for her was earning money I could squander （浪费）： on movies， candy， paddleball， jacks， ice﹣cream cones． But a larger part of my pride was based on the fact that I gave half my wages to my mother， which meant that some of my earnings were used for real things an insurance﹣policy payment or what was owed to the milkman or the iceman． The pleasure of being necessary to my parents was profound． I was not like the children in folktales： burdensome mouths to feed， nuisances to be corrected， problems so severe that they were abandoned to the forest． I had a status that doing routine chores in my house did not provide and it earned me a slow smile， an approving nod from an adult． Confirmations that I was adultlike， not childlike．
In those days， the forties， children were not just loved or liked； they were needed． They could earn money； they could care for children younger than themselves； they could work the farm， take care of the herd， run errands （差事）， and much more． I suspect that children aren't needed in that way now． They are loved， doted on， protected， and helped． Fine， and yet…
Little by little， I got better at cleaning her house good enough to be given more to do， much more． I was ordered to carry bookcases upstairs and， once， to move a piano from one side of a room to the other． I fell carrying the bookcases． And after pushing the piano my arms and legs hurt so badly． I wanted to refuse， or at least to complain， but I was afraid she would fire me， and I would lose the freedom the dollar gave me， as well as the standing I had at home although both were slowly being eroded． She began to offer me her clothes， for a price． Impressed by these worn things， which looked simply gorgeous to a little girl who had only two dresses to wear to school， I bought a few． Until my mother asked me if I really wanted to work for castoffs． So I learned to say "No， thank you" to a faded sweater offered for a quarter of a week's pay．
Still， I had trouble summoning （鼓起） the courage to discuss or object to the increasing demands she made． And I knew that if I told my mother how unhappy I was she would tell me to quit． Then one day， alone in the kitchen with my father， I let drop a few whines about the job． I gave him details， examples of what troubled me， yet although he listened intently， I saw no sympathy in his eyes． No "Oh， you poor little thing．" Perhaps he understood that what I wanted was a solution to the job， not an escape from it． In any case， he put down his cup of coffee and said， "Listen． You don't live there． You live here． With your people． Go to work． Get your money． And come on home．"
That was what he said． This was what I heard：
Whatever the work is， do it well not for the boss but for yourself．
You make the job： it doesn't make you．
Your real life is with us， your family．
You are not the work you do： you are the person you are．
I have worked for all sorts of people since then， geniuses and morons， quick﹣witted and dull， big﹣hearted and narrow． I've had many kinds of jobs， but since that conversation with my father I have never considered the level of labor to be the measure of myself， and I have never placed the security of a job above the value of home．
（1）What is the "pleasure" of the author from the sentence "The pleasure of being necessary to my parents was profound．（paragraph 3）"？
| A． |
She was proud as she could earn money for her mother． |
| B． |
Her own value of being needed． |
| C． |
She is distinctive from those children in folktales． |
| D． |
She enjoyed a status of being an adult in her family． |
（2）According to the article， which of the following is true about children in the 1940s and now？
| A． |
Children become needed， loved and liked when they are at forty． |
| B． |
Children in modern times are less likely to be spoiled by parents． |
| C． |
Children in 1940s are capable as they can handle various daily routine． |
| D． |
Children in modern times aren't needed to do daily works any more． |
（3）What did the author's father make her understand？
| A． |
Don't escape from difficulties at work． |
| B． |
Whatever decision she made， her father would support her． |
| C． |
Convey her dissatisfaction with her work． |
| D． |
Make a distinction between work and life． |
（4）Which of the following corresponds to the author's views in the passage？
| A． |
Don't regard work achievement as a criterion for evaluating oneself． |
| B． |
Hard work is a struggle for a better future in your limited life． |
| C． |
Parents are the best teachers of children． |
| D． |
Job security is less valuable when compared with family． |
The term “formal learning” refers to all learning which takes place in the classroom regardless of whether such learning is informed by conservative or progressive ideologies(思想意识). “Informal learning”, on the other hand, is used to refer to learning which takes place outside the classroom.
These definitions(定义) provide the basic difference between the two models of learning. Formal learning is separated from daily life and may actually promote ways of learning and thinking which often run counter to those obtained form practical daily life. A characteristic feature of formal learning is the centrality of activities which can prepare for the changes of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.
In doing this, language plays an important role as a major channel for information exchange. The language of the classroom is more similar to the language used by middle-class families than that used by working-class families. Middle class children thus find it easier to gain the language of the classroom than their working-class classmates.
Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant (相关的). In this context, language does not occupy such an important role: the child's experience of learning is more direct, involving sight, touch, taste, and smell senses that are not used in the classroom. Whereas formal learning is transmitted by teachers selected to perform this role, informal learning is gained as a natural part of child's socialization. Adults or older children who are proficient (熟练的) in skill or activity provide-----sometimes unintentionally (无意义地)---target models of behavior in the course of everyday activity.
Informal learning, therefore, can take place at any time and place. The motivation of learner provides another important difference between the two models of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and possible financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial knowledge of adult status.
Given that learning systems develop as a response to the social and economic contexts in which they are firmly, it is understandable that modern, high urbanized (城市化) societies have concentrated almost specially on the establishment of formal education systems. What these societies have failed to recognize are the ways in which formal learning inhibits the child's multi-sensory acquisition of practical skills. The failure to provide a child with a direct education may in part account for many of the social problems which trouble our societies.
67. Formal learning and informal learning are mainly told differences by_________.
A. the place where they take place
B. the kind of knowledge to be obtained
C. the people who learn
D. the language used in instruction
68. The language used in classroom instruction explains________.
A. how learning can take place efficiently
B. why it is not easy for children of working-class families to get high scores
C. why informal learning is more important
D. why formal learning does not work with children of middle-class families
69. In informal learning_________.
A. children usually follow the examples of adults to shape their own behavior
B. children's learning is more direct
C. children are highly motivated by the learning activity it self
D. all of the above
70. The author's attitude towards the present state of formal learning is _______.
A. agreeable B. critical
C. suspecting D. indifferent（不关心的）
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。注意：每空格1个单词。
Health researchers have noticed that some groups of people are more consistently healthy than others, and wondered… Is it race? Income? Where you live? In the United States, these disagreements in health outcomes have been the focus of intense research for the past several decades.
Harvard University health policy researcher Ellen Meara says scholars have found some clues as to why some groups of people have more or less disease than others. She says one important factor in people’s health is the amount of education they have.
In her most recent paper, Meara looked at data from the United States census. Meara and her colleagues examined data from several decades.
“We looked at life expectancy（预测寿命）at age 25,” Meara says.
“How many additional years can you expect to live if you arrive at age 25 and your education has stopped at high school, or sooner? Versus how many years, can you expect to live if you’ve reached aged 25 and you’ve gone on to at least some college…”
Meara says they found that in 1990, a 25-year-old who only had some secondary school could expect to live for a total of 75 years. In 2000, a 25 year old with some secondary education could also expect to live to the age of 75.
In contrast, for a better educated 25-year-old, they could expect to live to the age of 80 in 1990. Someone with a similar education level in the year 2000, could expect to live to be more than 81 years, 81.6 years to be exact .
Meara says, not only do better-educated people live longer to begin with, but in the past ten years, more educated people has made gains in the length of their lives. Meanwhile, the life expectancy hasn’t changed for less educated people.
Some of these gains can be explained. Meara says researchers know that people who are more educated are more likely to quit smoking cigarettes, or not start at all, compared to people with less education.
“I think it’s a reminder not to be satisfactory,” Meara says. “Just because a population overall appears to be getting healthier, it doesn’t always mean that those advantages and successes that many people have enjoyed really extend into all parts of the population. And I think that's something to really pay attention to regardless of whether you live in the US or elsewhere.”
Meara points out that education can often determine income - people with more education frequently make more money. This makes them aware of health care, and purchase other resources and services that can keep them healthier. But the data on income do NOT show that people who make more money are automatically healthier.
| Title |
The Amount of __71_____Contributes to People’s Health |
|||
Comparisons |
The less educated people |
The ____72____ educated people |
||
| In 1990 |
They could live for 75 years |
They could live to the age of 80 |
||
In 2000 |
Their life expectancy was the same as in 1990. |
They could live to the age of 81.6 _____73____. |
||
___74___ of the research |
In the past ____75___ |
Their life expectancy remained ____76_____. |
They’ve made gains in the length of their lives, partly ___77____ to their quitting smoking. |
|
| People are getting healthier, but it doesn’t mean that the advantages and successes extend into all parts of the population |
||||
Income____78_____ on education. |
People with more education make more money |
|||
| Getting more money helps to increase their ____79____ of health care, which can keep them healthier. |
||||
| ______80_____ |
Education is the key to better health. |
|||
Sir William Osler has a few words for you: “In the Life of a young man, the most essential thing for happiness is the gift of friendship.” Truer words were never spoken. For what more could you ask than comradeship during the peaks and valleys of life? To whom else but a close, valuable friend can you show off your successes and complain about your failures or losses?
What is a “good friend”? How is he best described? Well, it has been my observation that although many will cry with you, few can sincerely rejoice (欣喜) with you. Therefore, in my opinion, a good friend is one who can enjoy your successes without envy; one who can say, “That was wonderful! You can do it again, even better if you want!” and mean it. Nothing taxes a friendship more than the success of one and not the other. Even the closest of friendships often cannot resist such pressure and fail. No wonder many minor friendships go down day by day for the same reason.
A person of good character and sound moral, of honor and humor, of courage and belief is a friend to be sought and treasured — for there are few. Too often we hear, “If you can count your good friends on more than one hand, consider yourself blessed.”
What makes a friendship last? Well, I don’t know all the answers, but one of my observations is that most good friends usually have similar tastes. They generally like and dislike many of the same things. There also usually seems to exist a similarity of personality types — especially in the fundamental values of life such as honesty, sincerity, loyalty, and dependability. More often than not, birds of a feather do fly together. I don’t think it matters a lot whether one prefers jazz or hockey to another’s Mozart or ballet. Much other matters far more: relying, sharing, giving, getting, enjoying; a sympathetic ear always there; criticism when it can help; praise — even if only because it would help. With not many people on this earth will you find this much in common. When you find one, hang on to him, for a good friend found is a rare treasure. The function of Paragraph 1 is to introduce ______.
| A．a famous saying |
| B．the topic for discussion |
| C．a famous person |
| D．two different attitudes |
What is the meaning of the underlined sentence in Paragraph two?
| A．People don’t have to pay taxes to develop friendship with others. |
| B．Success of one person can promote his friendship with others. |
| C．Friendship can be affected by the difference in success between friends. |
| D．Nothing can affect friendship because it has gone through the peaks and valleys of life. |
What is the main idea of Paragraph three ?
| A．One is lucky to have many friends. |
| B．A friend should have a good character. |
| C．We should count our friends on more than one hand. |
| D．A true friend should be treasured because there are few. |
According to the passage, which of the following plays the LEAST important role in a long-lasting friendship?
| A．Hobbies. | B．Tastes. | C．Personality. | D．Sympathy. |
International Studies (BA)
Key features
● Recognizes the “global community”（国际社会）
● Has close connections with practical research
● Much of the teaching is done in small discussion groups
About the course
The course gives you chances to know great power polities between nation states. It will provide more space to study particular issues such as relationship among countries in the European Union, third world debt, local and international disagreement, and the work of such international bodies as the United Nations, the European Union, NATO, and the World Bank.
The course puts theories into the working of the international system with close attention to particular countries. You will also have a better knowledge of methods of solving the international problems.
Related courses
BA (Hons) Community Management
BA (Hons) Public Policy and Management
Employment possibilities
International organizations
International business
Earth Science (BSc)
Key features
● Based on key courses and the latest research findings
● Pays much attention to practical skills
● Offers chances for fieldwork（实地考察）
About the course
The demand for natural resources is becoming an increasingly serious problem for the future of mankind. Graduates in Earth Science will play an important role in meeting this demand, and in knowing the meaning of using the natural resources.
The course covers geography and geology. You will carry out fieldwork in the UK and possibly overseas, and a research in an area of interest to you in the final year.
Related courses
BSc (Hons) Geograhpy
BSc (Hons) Geology
Employment possibilities
Mineral, oil, water or other related engineering industriesInternational Studies is a course in ________.
| A．international polities | B．international business |
| C．international systems | D．international bodies |
After taking the course of International Studies, the students will _______.
| A．become practical and open-minded |
| B．have a greater ability to discuss theories |
| C．know how to settle international problems |
| D．have good jobs in any international organizations |
Earth Science, as described in the second text, ________.
| A．is attractive because of the chances for fieldwork |
| B．pays more attention to practical skills than theories |
| C．is built on important courses and the results of recent studies |
| D．encourages students to play a role in using natural resources |
It can be inferred that the above two texts are written for the students who _______.
| A．enjoy research work | B．plan to choose courses |
| C．study in the UK | D．are interested in overseas fieldwork |
Staying positive through the cold season could be your best defense against getting ill, new study findings suggest.
In an experiment that exposed healthy volunteers to a cold or flu virus, researchers found that people with a generally sunny character were less likely to fall ill. The findings, published in the journal Psychosomatic Medicine, build on evidence that a “positive emotional style” can help to protect us from suffering the common cold and other illnesses.
Researchers believe the reasons may be both objective — as in happiness improving immune function — and subjective — as in happy people being less troubled by a sore throat or runny nose. “People with a positive emotional style may have different immune responses to the virus,” explained lead study author Dr Sheldon Cohen of Carnegie Mellon University in Pittsburgh. “And when they do get a cold, they may interpret their illness as being less severe.”
Cohen and his colleagues had found in a previous study that happier people seemed less likely to catch a cold, but some questions remained as to whether the emotional style itself had the effect.
For the new study, the researchers had 193 healthy adults complete standard measures of personality characteristics, self-felt health and emotional style. Those who had a tendency to be happy, energetic and easy-going were judged as having a positive emotional style, while those who were often unhappy, tense and aggressive had a negative style.
The researchers gave them nasal (鼻腔的) drops containing either a cold virus or a particular flu virus. Over the next six days, the volunteers reported on any aches, pains or sneezing they had, while the researchers collected objective data. Cohen and his colleagues found that based on objective measures of nasal troubles, happy people were less likely to develop a cold. Which is the best title for the passage? ______
| A．Stay Away from Being Negative |
| B．Positive or Negative？It’s Up to You. |
| C．Emotional Style and Flu. |
| D．Optimistic People Likely to Keep Diseases Away. |
According to Dr Cohen’s research, the reason why some people are unlikely to catch a cold may be that ______.
| A．their cheerful mood benefits the immune system |
| B．they have developed a certain way against flu virus |
| C．they are less likely to have a sore throat and runny nose |
| D．they have got a stronger self-confidence in their health |
The research is done by ______.
| A．getting volunteers in one emotional group and analyzing them |
| B．conducting a medical experiment on volunteers of different emotional styles |
| C．collecting and analyzing volunteers’ objective nasal production data |
| D．having volunteers answer questions on personality, health and emotions |