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Self-esteem is what people think about themselves — whether or not they feel valued — and when family members have self-respect, pride, and belief in themselves, this high self-esteem makes it possible to cope with the everyday problems or growing up. Self-esteem fluctuates as kids grow. It"s frequently changed and fine-tuned, because it is affected by a child"s experiences and new perceptions. A healthy self-esteem is a resource for coping when difficulties arise, making it easier to see a problem as temporary, manageable, and something from which the individual can emerge. How can a parent help to foster healthy self-esteem in a child These tips can make a big difference: 41. Watch what you say Kids are very sensitive to parents" words. Remember to praise your child not only for a job well done, but also for effort. Be truthful. Be a positive role model. If you"re excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model. 42. Identify and redirect your child"s inaccurate beliefs It"s important for parents to identify kids" irrational beliefs about themselves, whether they"re about perfection, attractiveness, ability, or anything else. Helping kids set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to kids. 43. Be spontaneous and affectionate Your love will go a long way to boost your child"s self-esteem. Give hugs and tell kids you"re proud of them. 44. Create a safe, loving home environment Kids who don"t feel safe or are abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. 45. Help kids become involved in constructive experiences Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. Find professional help If you suspect your child has low self-esteem, consider professional help. Family and child counselors can work to uncover underlying issues that prevent a child from feeling good about himself or herself. Therapy can help kids learn to view themselves and the world positively. When kids see themselves in a more realistic light, they can accept who they truly are. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.[A] Pop a note in your child"s lunchbox that reads, "I think you"re terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.[B] For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both kids.[C] For example, if your child doesn"t make the soccer team, avoid saying something like, "Well, next time you"ll work harder and make it. " Instead, try "Well, you didn"t make the team, but I"m really proud of the effort you put into it. " Reward effort and completion instead of outcome.[D] A better statement is, "You were really mad at your brother. But I appreciate that you didn"t yell at him or hit him." This acknowledges a child"s feelings, rewards the choice made, and encourages the child to make the right choice again next time.[E] For example, a child who does very well in school but struggles with math may say, "I can"t do math. I"m a bad student." Not only is this a false generalization, it"s also a belief that will set the child up for failure. Encourage kids to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We"ll work on it together."[F] Also watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect kids" self-esteem. Deal with these issues sensitively but swiftly. And always remember to respect your kids.[G] Children benefit from chores and activities that offer a real challenge because they stretch their abilities and give them a sense of accomplishment. Children as young as 18-month old can do chores around the house. It is best to start as early as possible so that children learn that chores are a part of life and so that they will struggle less when you ask them to do things.

答案： 正确答案：A
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单项选择题

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas. I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. "This is about enlisting the energy of our country"s future leaders in its long-term educational needs, and eliminating inequity, " Wendy explains. It"s great if "corps members", as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks. But the "alums", as she calls those who have finished their two-year teaching, who don"t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. "It means you realise that we can solve this problem. " As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language ("corps members", "alums"), recruits are instilled ("We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success"), go through an ordeal ("Everyone hits the wall in week three in the classroom"), emerge transformed by privileged knowledge ("Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things") and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First. , in which the missionary-style language imported from America had to be toned down, because it just didn"t suit the restrained English style. But could that fervour be necessary for its success Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a "green" charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey. All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. "The first year was unbelievably bad, " one tells me. "So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of. "The primary goal of TFA is

A．to get more high-quality teachers.
B．to help struggling state schools in poor areas.
C．to attract the future leaders to education.
D．to improve the low-income communities.
单项选择题

In 1957 a doctor in Singapore noticed that hospitals were treating an unusual number of influenza-like cases. Influenza is sometimes called "flu" or a "bad cold". He took samples from the throats of patients in his hospital and was able to find the virus of this influenza. There are three main types of the influenza virus. The most important of these are types A and B, each of them having several sub-groups. With the instruments at the hospital the doctor recognized that the outbreak was due to a virus group A, but he did not know the sub-group. He reported the outbreak to the World Health Organization in Geneva. W. H. O. published the important news alongside reports of a similar outbreak in Hong Kong, where about 15%~20% of the population had become ill. As soon as the London doctors received the package of throat samples, they began the standard tests. They found that by reproducing itself at very high speed, the virus had multiplied more than a million times within two days. Continuing their careful tests, the doctors checked the effect of drugs used against all the known sub-groups of virus type A. None of them gave any protection. This then, was something new: a new influenza virus against which the people of the world had no ready help whatsoever. Having isolated the virus they were working with, the two doctors now dropped it into the noses of some specially selected animals, which contact influenza in the same way as human beings do. In a short time the usual signs of the disease appeared. These experiments revealed that the new virus spread easily, but that it was not a killer. Scientists, like the general public, called it simply "Asian" flu. The first discovery of the virus, however, was made in China before the disease had appeared in other countries. Various reports showed that the influenza outbreak started in China, probably in February of 1957. By the middle of March it had spread all over China. The virus was found by Chinese doctors early in March. But China was not a member of the World Health Organization and therefore did not report outbreaks of disease to it. Not until two months later, when travelers carried the virus into Hong Kong, from where it spread to Singapore, did the news of the outbreak reach the rest of the world. By this time it was started on its way around the world. Thereafter, WHO"s Weekly Reports described the steady spread of this virus outbreak, which within four months swept through every continent.The Singapore doctor found the influenza was caused by

A．an influenza virus type B.
B．a sub-group of virus type A.
C．a virus only existing in Asia.
D．a new type of influenza virus.
单项选择题

For more than a decade, scientists have been trying to determine whether climate change is linked to intense storms, such as 2005"s Hurricane Katrina. Meteorologist Michael Mann of Pennsylvania State University, and colleagues attacked the question by turning to the past. They looked through drill cores from coastal waters for signs that sediments had been disturbed by major storms. Eight sites along the U. S. East Coast and Puerto Rico provided a reliable record of the number of significant hurricanes going back about 1500 years. Other climate data and models added clues to water temperatures and hurricane intensity. As the researchers report tomorrow in Nature, they found strong evidence that Atlantic hurricane activity peaked about 1000 years ago, producing up to 15 hurricanes a year on average — a level matched in recent times only over the past decade and a half. At the time, according to estimates constructed from other geologic data, Atlantic water temperatures were relatively warm, "though not as warm as today," Mann says. And Pacific temperatures were relatively cool, thanks to La Nina events. Warmer Atlantic waters whip up more storms, but warmer Pacific temperatures tend to create stronger jet streams that break up those storms. So the twin conditions a millennium ago produced kind of a "Perfect Storm" for hurricanes, he explains. Of particular interest, the sediments reveal a close link between warmer water and the number of hurricanes during the past 150 years or so. Dropping temperatures produced seven or eight hurricanes a year, while a rising thermometer, such as in the earlier part of this decade, pushed the total to 15. "All other things being equal, " Mann says, "this suggests that we are indeed likely to see not only stronger hurricanes in the Atlantic but perhaps more of them" in the near future. Meteorologist James Eisner of Florida State University in Tallahassee agrees with the findings, but adds a caveat. The historical data do show that a link between warmer ocean temperatures and higher hurricane frequencies has existed for at least 1500 years, he says. However, there"s a high degree of uncertainty in the data. That and the fact that the physics explaining the link haven"t yet been established, Eisner explains, "indicate this is not the " smoking gun" we"ve been looking for that would allow us to confidently project what will happen as the oceans continue to warm. "The most useful information Michael Mann could directly see from the drill cores should be

A．how Hurricane Katrina had disturbed the sediments.
B．how often hurricanes occurred over the past 1500 years.
C．how many times hurricanes had occurred in the last 1500 years.
D．how water temperatures had changed in the last 1500 years.
单项选择题

Every culture attempts to create a "universe of discourse" for its members, a way in which people can interpret their experience and convey it to one another. Without a common system of codifying sensations, life would be absurd and all efforts to share meanings doomed to failure. This universe of discourse — one of the most precious of all cultural legacies — is transmitted to each generation in part consciously and in part unconsciously. Parents and teachers give explicit instruction in it by praising or criticizing certain ways of dressing, of thinking, of gesturing, of responding to the acts of others. But the most significant aspects of any cultural code may be conveyed implicitly, not by rule or lesson but through modeling behavior. A child is surrounded by others who, through the mere consistency of their actions as males and females, mothers and fathers, salesclerks and policemen, display what is appropriate behavior. Thus the grammar of any culture is sent and received largely unconsciously, making one"s own cultural assumptions and biases difficult to recognize. They seem so obviously right that they require no explanation. In The Open and Closed Mind, Milton Rokeach poses the problem of cultural understanding in its simplest form, but one that can readily demonstrate the complication of communication between cultures. It is called the "Denny Doodlebug Problem". Readers are given all the rules that govern this culture: Denny is an animal that always faces north, and can move only by jumping; he can jump large distances or small distances, but can change direction only after jumping four times in any direction; he can jump north, south, east or west, but not diagonally. Upon concluding a jump his master places some food three feet directly west of him. Surveying the situation, Denny concludes he must jump four times to reach the food. No more or less. And he is right. All the reader has to do is to explain the circumstances that make his conclusion correct. The large majority of people who attempt this problem fail to solve it, despite the fact that they are given all the rules that control behavior in this culture. If there is difficulty in getting inside the simplistic world of Denny Doodlebug — where the cultural code has already been broken and handed to us — imagine the complexity of comprehending behavior in societies whose codes have not yet been deciphered, and where even those who obey these codes are only vaguely aware and can rarely describe the underlying sources of their own actions.We acquire the greater part of our cultural codes by

A．creating a universe of discourse.
B．imitating the behavior of others, especially those of the previous generation.
C．sharing the same experiences with other people.
D．taking in the various information we"re given with no discrimination.
单项选择题

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas. I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. "This is about enlisting the energy of our country"s future leaders in its long-term educational needs, and eliminating inequity, " Wendy explains. It"s great if "corps members", as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks. But the "alums", as she calls those who have finished their two-year teaching, who don"t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. "It means you realise that we can solve this problem. " As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language ("corps members", "alums"), recruits are instilled ("We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success"), go through an ordeal ("Everyone hits the wall in week three in the classroom"), emerge transformed by privileged knowledge ("Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things") and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First. , in which the missionary-style language imported from America had to be toned down, because it just didn"t suit the restrained English style. But could that fervour be necessary for its success Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a "green" charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey. All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. "The first year was unbelievably bad, " one tells me. "So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of. "Which of the following is true about TFA"s "corps members" and "alums"

A．The corps members stay in schools after finishing their two-year teaching.
B．The alums don"t stay in schools after finishing their two-year teaching.
C．A corps member will be an alum after finishing the two-year teaching.
D．A corps member becomes an alum if he or she has quitted halfway.
单项选择题

In 1957 a doctor in Singapore noticed that hospitals were treating an unusual number of influenza-like cases. Influenza is sometimes called "flu" or a "bad cold". He took samples from the throats of patients in his hospital and was able to find the virus of this influenza. There are three main types of the influenza virus. The most important of these are types A and B, each of them having several sub-groups. With the instruments at the hospital the doctor recognized that the outbreak was due to a virus group A, but he did not know the sub-group. He reported the outbreak to the World Health Organization in Geneva. W. H. O. published the important news alongside reports of a similar outbreak in Hong Kong, where about 15%~20% of the population had become ill. As soon as the London doctors received the package of throat samples, they began the standard tests. They found that by reproducing itself at very high speed, the virus had multiplied more than a million times within two days. Continuing their careful tests, the doctors checked the effect of drugs used against all the known sub-groups of virus type A. None of them gave any protection. This then, was something new: a new influenza virus against which the people of the world had no ready help whatsoever. Having isolated the virus they were working with, the two doctors now dropped it into the noses of some specially selected animals, which contact influenza in the same way as human beings do. In a short time the usual signs of the disease appeared. These experiments revealed that the new virus spread easily, but that it was not a killer. Scientists, like the general public, called it simply "Asian" flu. The first discovery of the virus, however, was made in China before the disease had appeared in other countries. Various reports showed that the influenza outbreak started in China, probably in February of 1957. By the middle of March it had spread all over China. The virus was found by Chinese doctors early in March. But China was not a member of the World Health Organization and therefore did not report outbreaks of disease to it. Not until two months later, when travelers carried the virus into Hong Kong, from where it spread to Singapore, did the news of the outbreak reach the rest of the world. By this time it was started on its way around the world. Thereafter, WHO"s Weekly Reports described the steady spread of this virus outbreak, which within four months swept through every continent.W. H. O. reported the influenza because

A．a doctor found its virus and reported to it.
B．many people in Hong Kong suffered from it.
C．it spread widely in Singapore for the first time.
D．the doctor belonged to that organization.
问答题

Self-esteem is what people think about themselves — whether or not they feel valued — and when family members have self-respect, pride, and belief in themselves, this high self-esteem makes it possible to cope with the everyday problems or growing up. Self-esteem fluctuates as kids grow. It"s frequently changed and fine-tuned, because it is affected by a child"s experiences and new perceptions. A healthy self-esteem is a resource for coping when difficulties arise, making it easier to see a problem as temporary, manageable, and something from which the individual can emerge. How can a parent help to foster healthy self-esteem in a child These tips can make a big difference: 41. Watch what you say Kids are very sensitive to parents" words. Remember to praise your child not only for a job well done, but also for effort. Be truthful. Be a positive role model. If you"re excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model. 42. Identify and redirect your child"s inaccurate beliefs It"s important for parents to identify kids" irrational beliefs about themselves, whether they"re about perfection, attractiveness, ability, or anything else. Helping kids set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to kids. 43. Be spontaneous and affectionate Your love will go a long way to boost your child"s self-esteem. Give hugs and tell kids you"re proud of them. 44. Create a safe, loving home environment Kids who don"t feel safe or are abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. 45. Help kids become involved in constructive experiences Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. Find professional help If you suspect your child has low self-esteem, consider professional help. Family and child counselors can work to uncover underlying issues that prevent a child from feeling good about himself or herself. Therapy can help kids learn to view themselves and the world positively. When kids see themselves in a more realistic light, they can accept who they truly are. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.[A] Pop a note in your child"s lunchbox that reads, "I think you"re terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.[B] For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both kids.[C] For example, if your child doesn"t make the soccer team, avoid saying something like, "Well, next time you"ll work harder and make it. " Instead, try "Well, you didn"t make the team, but I"m really proud of the effort you put into it. " Reward effort and completion instead of outcome.[D] A better statement is, "You were really mad at your brother. But I appreciate that you didn"t yell at him or hit him." This acknowledges a child"s feelings, rewards the choice made, and encourages the child to make the right choice again next time.[E] For example, a child who does very well in school but struggles with math may say, "I can"t do math. I"m a bad student." Not only is this a false generalization, it"s also a belief that will set the child up for failure. Encourage kids to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We"ll work on it together."[F] Also watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect kids" self-esteem. Deal with these issues sensitively but swiftly. And always remember to respect your kids.[G] Children benefit from chores and activities that offer a real challenge because they stretch their abilities and give them a sense of accomplishment. Children as young as 18-month old can do chores around the house. It is best to start as early as possible so that children learn that chores are a part of life and so that they will struggle less when you ask them to do things.
答案： 正确答案：C
单项选择题

For more than a decade, scientists have been trying to determine whether climate change is linked to intense storms, such as 2005"s Hurricane Katrina. Meteorologist Michael Mann of Pennsylvania State University, and colleagues attacked the question by turning to the past. They looked through drill cores from coastal waters for signs that sediments had been disturbed by major storms. Eight sites along the U. S. East Coast and Puerto Rico provided a reliable record of the number of significant hurricanes going back about 1500 years. Other climate data and models added clues to water temperatures and hurricane intensity. As the researchers report tomorrow in Nature, they found strong evidence that Atlantic hurricane activity peaked about 1000 years ago, producing up to 15 hurricanes a year on average — a level matched in recent times only over the past decade and a half. At the time, according to estimates constructed from other geologic data, Atlantic water temperatures were relatively warm, "though not as warm as today," Mann says. And Pacific temperatures were relatively cool, thanks to La Nina events. Warmer Atlantic waters whip up more storms, but warmer Pacific temperatures tend to create stronger jet streams that break up those storms. So the twin conditions a millennium ago produced kind of a "Perfect Storm" for hurricanes, he explains. Of particular interest, the sediments reveal a close link between warmer water and the number of hurricanes during the past 150 years or so. Dropping temperatures produced seven or eight hurricanes a year, while a rising thermometer, such as in the earlier part of this decade, pushed the total to 15. "All other things being equal, " Mann says, "this suggests that we are indeed likely to see not only stronger hurricanes in the Atlantic but perhaps more of them" in the near future. Meteorologist James Eisner of Florida State University in Tallahassee agrees with the findings, but adds a caveat. The historical data do show that a link between warmer ocean temperatures and higher hurricane frequencies has existed for at least 1500 years, he says. However, there"s a high degree of uncertainty in the data. That and the fact that the physics explaining the link haven"t yet been established, Eisner explains, "indicate this is not the " smoking gun" we"ve been looking for that would allow us to confidently project what will happen as the oceans continue to warm. "According to Michael Mann, Atlantic hurricane activity peaked about 1000 years ago because

A．Atlantic waters got warmer and Pacific waters got cooler.
B．Atlantic waters got warmer and Pacific waters got warmer.
C．temperature difference between Atlantic and Pacific peaked.
D．water temperatures of Atlantic and Pacific nearly equaled.
单项选择题

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas. I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. "This is about enlisting the energy of our country"s future leaders in its long-term educational needs, and eliminating inequity, " Wendy explains. It"s great if "corps members", as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks. But the "alums", as she calls those who have finished their two-year teaching, who don"t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. "It means you realise that we can solve this problem. " As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language ("corps members", "alums"), recruits are instilled ("We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success"), go through an ordeal ("Everyone hits the wall in week three in the classroom"), emerge transformed by privileged knowledge ("Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things") and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First. , in which the missionary-style language imported from America had to be toned down, because it just didn"t suit the restrained English style. But could that fervour be necessary for its success Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a "green" charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey. All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. "The first year was unbelievably bad, " one tells me. "So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of. "What does the author think of the Teach First programme in England

A．It lacks the same fervour that TFA has.
B．It doesn"t suit the British English style.
C．It is imported from the USA.
D．It is not successful in the UK.
单项选择题

Every culture attempts to create a "universe of discourse" for its members, a way in which people can interpret their experience and convey it to one another. Without a common system of codifying sensations, life would be absurd and all efforts to share meanings doomed to failure. This universe of discourse — one of the most precious of all cultural legacies — is transmitted to each generation in part consciously and in part unconsciously. Parents and teachers give explicit instruction in it by praising or criticizing certain ways of dressing, of thinking, of gesturing, of responding to the acts of others. But the most significant aspects of any cultural code may be conveyed implicitly, not by rule or lesson but through modeling behavior. A child is surrounded by others who, through the mere consistency of their actions as males and females, mothers and fathers, salesclerks and policemen, display what is appropriate behavior. Thus the grammar of any culture is sent and received largely unconsciously, making one"s own cultural assumptions and biases difficult to recognize. They seem so obviously right that they require no explanation. In The Open and Closed Mind, Milton Rokeach poses the problem of cultural understanding in its simplest form, but one that can readily demonstrate the complication of communication between cultures. It is called the "Denny Doodlebug Problem". Readers are given all the rules that govern this culture: Denny is an animal that always faces north, and can move only by jumping; he can jump large distances or small distances, but can change direction only after jumping four times in any direction; he can jump north, south, east or west, but not diagonally. Upon concluding a jump his master places some food three feet directly west of him. Surveying the situation, Denny concludes he must jump four times to reach the food. No more or less. And he is right. All the reader has to do is to explain the circumstances that make his conclusion correct. The large majority of people who attempt this problem fail to solve it, despite the fact that they are given all the rules that control behavior in this culture. If there is difficulty in getting inside the simplistic world of Denny Doodlebug — where the cultural code has already been broken and handed to us — imagine the complexity of comprehending behavior in societies whose codes have not yet been deciphered, and where even those who obey these codes are only vaguely aware and can rarely describe the underlying sources of their own actions.What does "the grammar of any culture" refer to in the first paragraph

A．The grammatical rules in the language used by the largest population in a culture.
B．Rules in a culture that can be modeled on by another culture.
C．Any rules that people in a culture receive throughout his life time.
D．Rules and codes that shape one"s cultural perspective and behavior.
单项选择题

In 1957 a doctor in Singapore noticed that hospitals were treating an unusual number of influenza-like cases. Influenza is sometimes called "flu" or a "bad cold". He took samples from the throats of patients in his hospital and was able to find the virus of this influenza. There are three main types of the influenza virus. The most important of these are types A and B, each of them having several sub-groups. With the instruments at the hospital the doctor recognized that the outbreak was due to a virus group A, but he did not know the sub-group. He reported the outbreak to the World Health Organization in Geneva. W. H. O. published the important news alongside reports of a similar outbreak in Hong Kong, where about 15%~20% of the population had become ill. As soon as the London doctors received the package of throat samples, they began the standard tests. They found that by reproducing itself at very high speed, the virus had multiplied more than a million times within two days. Continuing their careful tests, the doctors checked the effect of drugs used against all the known sub-groups of virus type A. None of them gave any protection. This then, was something new: a new influenza virus against which the people of the world had no ready help whatsoever. Having isolated the virus they were working with, the two doctors now dropped it into the noses of some specially selected animals, which contact influenza in the same way as human beings do. In a short time the usual signs of the disease appeared. These experiments revealed that the new virus spread easily, but that it was not a killer. Scientists, like the general public, called it simply "Asian" flu. The first discovery of the virus, however, was made in China before the disease had appeared in other countries. Various reports showed that the influenza outbreak started in China, probably in February of 1957. By the middle of March it had spread all over China. The virus was found by Chinese doctors early in March. But China was not a member of the World Health Organization and therefore did not report outbreaks of disease to it. Not until two months later, when travelers carried the virus into Hong Kong, from where it spread to Singapore, did the news of the outbreak reach the rest of the world. By this time it was started on its way around the world. Thereafter, WHO"s Weekly Reports described the steady spread of this virus outbreak, which within four months swept through every continent.London doctors considered

A．Asian flu as a bad cold.
B．there were three main types of influenza virus.
C．it was necessary to test the other virus groups besides group A.
D．the influenza called "Asian" flu a new one.
问答题

Self-esteem is what people think about themselves — whether or not they feel valued — and when family members have self-respect, pride, and belief in themselves, this high self-esteem makes it possible to cope with the everyday problems or growing up. Self-esteem fluctuates as kids grow. It"s frequently changed and fine-tuned, because it is affected by a child"s experiences and new perceptions. A healthy self-esteem is a resource for coping when difficulties arise, making it easier to see a problem as temporary, manageable, and something from which the individual can emerge. How can a parent help to foster healthy self-esteem in a child These tips can make a big difference: 41. Watch what you say Kids are very sensitive to parents" words. Remember to praise your child not only for a job well done, but also for effort. Be truthful. Be a positive role model. If you"re excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model. 42. Identify and redirect your child"s inaccurate beliefs It"s important for parents to identify kids" irrational beliefs about themselves, whether they"re about perfection, attractiveness, ability, or anything else. Helping kids set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to kids. 43. Be spontaneous and affectionate Your love will go a long way to boost your child"s self-esteem. Give hugs and tell kids you"re proud of them. 44. Create a safe, loving home environment Kids who don"t feel safe or are abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. 45. Help kids become involved in constructive experiences Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. Find professional help If you suspect your child has low self-esteem, consider professional help. Family and child counselors can work to uncover underlying issues that prevent a child from feeling good about himself or herself. Therapy can help kids learn to view themselves and the world positively. When kids see themselves in a more realistic light, they can accept who they truly are. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.[A] Pop a note in your child"s lunchbox that reads, "I think you"re terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.[B] For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both kids.[C] For example, if your child doesn"t make the soccer team, avoid saying something like, "Well, next time you"ll work harder and make it. " Instead, try "Well, you didn"t make the team, but I"m really proud of the effort you put into it. " Reward effort and completion instead of outcome.[D] A better statement is, "You were really mad at your brother. But I appreciate that you didn"t yell at him or hit him." This acknowledges a child"s feelings, rewards the choice made, and encourages the child to make the right choice again next time.[E] For example, a child who does very well in school but struggles with math may say, "I can"t do math. I"m a bad student." Not only is this a false generalization, it"s also a belief that will set the child up for failure. Encourage kids to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We"ll work on it together."[F] Also watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect kids" self-esteem. Deal with these issues sensitively but swiftly. And always remember to respect your kids.[G] Children benefit from chores and activities that offer a real challenge because they stretch their abilities and give them a sense of accomplishment. Children as young as 18-month old can do chores around the house. It is best to start as early as possible so that children learn that chores are a part of life and so that they will struggle less when you ask them to do things.
答案： 正确答案：E
单项选择题

In 1957 a doctor in Singapore noticed that hospitals were treating an unusual number of influenza-like cases. Influenza is sometimes called "flu" or a "bad cold". He took samples from the throats of patients in his hospital and was able to find the virus of this influenza. There are three main types of the influenza virus. The most important of these are types A and B, each of them having several sub-groups. With the instruments at the hospital the doctor recognized that the outbreak was due to a virus group A, but he did not know the sub-group. He reported the outbreak to the World Health Organization in Geneva. W. H. O. published the important news alongside reports of a similar outbreak in Hong Kong, where about 15%~20% of the population had become ill. As soon as the London doctors received the package of throat samples, they began the standard tests. They found that by reproducing itself at very high speed, the virus had multiplied more than a million times within two days. Continuing their careful tests, the doctors checked the effect of drugs used against all the known sub-groups of virus type A. None of them gave any protection. This then, was something new: a new influenza virus against which the people of the world had no ready help whatsoever. Having isolated the virus they were working with, the two doctors now dropped it into the noses of some specially selected animals, which contact influenza in the same way as human beings do. In a short time the usual signs of the disease appeared. These experiments revealed that the new virus spread easily, but that it was not a killer. Scientists, like the general public, called it simply "Asian" flu. The first discovery of the virus, however, was made in China before the disease had appeared in other countries. Various reports showed that the influenza outbreak started in China, probably in February of 1957. By the middle of March it had spread all over China. The virus was found by Chinese doctors early in March. But China was not a member of the World Health Organization and therefore did not report outbreaks of disease to it. Not until two months later, when travelers carried the virus into Hong Kong, from where it spread to Singapore, did the news of the outbreak reach the rest of the world. By this time it was started on its way around the world. Thereafter, WHO"s Weekly Reports described the steady spread of this virus outbreak, which within four months swept through every continent.The "Asian" flu virus

A．was very weak.
B．was a killer.
C．reproduced very quickly.
D．spread very slowly.
单项选择题

For more than a decade, scientists have been trying to determine whether climate change is linked to intense storms, such as 2005"s Hurricane Katrina. Meteorologist Michael Mann of Pennsylvania State University, and colleagues attacked the question by turning to the past. They looked through drill cores from coastal waters for signs that sediments had been disturbed by major storms. Eight sites along the U. S. East Coast and Puerto Rico provided a reliable record of the number of significant hurricanes going back about 1500 years. Other climate data and models added clues to water temperatures and hurricane intensity. As the researchers report tomorrow in Nature, they found strong evidence that Atlantic hurricane activity peaked about 1000 years ago, producing up to 15 hurricanes a year on average — a level matched in recent times only over the past decade and a half. At the time, according to estimates constructed from other geologic data, Atlantic water temperatures were relatively warm, "though not as warm as today," Mann says. And Pacific temperatures were relatively cool, thanks to La Nina events. Warmer Atlantic waters whip up more storms, but warmer Pacific temperatures tend to create stronger jet streams that break up those storms. So the twin conditions a millennium ago produced kind of a "Perfect Storm" for hurricanes, he explains. Of particular interest, the sediments reveal a close link between warmer water and the number of hurricanes during the past 150 years or so. Dropping temperatures produced seven or eight hurricanes a year, while a rising thermometer, such as in the earlier part of this decade, pushed the total to 15. "All other things being equal, " Mann says, "this suggests that we are indeed likely to see not only stronger hurricanes in the Atlantic but perhaps more of them" in the near future. Meteorologist James Eisner of Florida State University in Tallahassee agrees with the findings, but adds a caveat. The historical data do show that a link between warmer ocean temperatures and higher hurricane frequencies has existed for at least 1500 years, he says. However, there"s a high degree of uncertainty in the data. That and the fact that the physics explaining the link haven"t yet been established, Eisner explains, "indicate this is not the " smoking gun" we"ve been looking for that would allow us to confidently project what will happen as the oceans continue to warm. "Why does Mann foresee stronger and more hurricanes in future Atlantic Ocean

A．All other factors resulting in hurricanes were equal during the past 150 years or so.
B．A rising thermometer has pushed the number of hurricanes a year up to 15 in recent years.
C．Atlantic temperatures today have dropped to the lowest because La Nina events these years.
D．Atlantic temperatures today are even higher than temperatures in the Perfect Storm.
单项选择题

Every culture attempts to create a "universe of discourse" for its members, a way in which people can interpret their experience and convey it to one another. Without a common system of codifying sensations, life would be absurd and all efforts to share meanings doomed to failure. This universe of discourse — one of the most precious of all cultural legacies — is transmitted to each generation in part consciously and in part unconsciously. Parents and teachers give explicit instruction in it by praising or criticizing certain ways of dressing, of thinking, of gesturing, of responding to the acts of others. But the most significant aspects of any cultural code may be conveyed implicitly, not by rule or lesson but through modeling behavior. A child is surrounded by others who, through the mere consistency of their actions as males and females, mothers and fathers, salesclerks and policemen, display what is appropriate behavior. Thus the grammar of any culture is sent and received largely unconsciously, making one"s own cultural assumptions and biases difficult to recognize. They seem so obviously right that they require no explanation. In The Open and Closed Mind, Milton Rokeach poses the problem of cultural understanding in its simplest form, but one that can readily demonstrate the complication of communication between cultures. It is called the "Denny Doodlebug Problem". Readers are given all the rules that govern this culture: Denny is an animal that always faces north, and can move only by jumping; he can jump large distances or small distances, but can change direction only after jumping four times in any direction; he can jump north, south, east or west, but not diagonally. Upon concluding a jump his master places some food three feet directly west of him. Surveying the situation, Denny concludes he must jump four times to reach the food. No more or less. And he is right. All the reader has to do is to explain the circumstances that make his conclusion correct. The large majority of people who attempt this problem fail to solve it, despite the fact that they are given all the rules that control behavior in this culture. If there is difficulty in getting inside the simplistic world of Denny Doodlebug — where the cultural code has already been broken and handed to us — imagine the complexity of comprehending behavior in societies whose codes have not yet been deciphered, and where even those who obey these codes are only vaguely aware and can rarely describe the underlying sources of their own actions.By reading The Open and Closed Mind, we may

A．find a way of solving the Denny Doodlebug problem.
B．realize how little we know about the complexity of human behavior.
C．bring to light codes of some societies which we didn"t know before.
D．be aware of the difficulties of communications between different cultures.
单项选择题

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas. I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. "This is about enlisting the energy of our country"s future leaders in its long-term educational needs, and eliminating inequity, " Wendy explains. It"s great if "corps members", as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks. But the "alums", as she calls those who have finished their two-year teaching, who don"t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. "It means you realise that we can solve this problem. " As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language ("corps members", "alums"), recruits are instilled ("We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success"), go through an ordeal ("Everyone hits the wall in week three in the classroom"), emerge transformed by privileged knowledge ("Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things") and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First. , in which the missionary-style language imported from America had to be toned down, because it just didn"t suit the restrained English style. But could that fervour be necessary for its success Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a "green" charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey. All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. "The first year was unbelievably bad, " one tells me. "So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of. "TFA teachers

A．are all impressive young people.
B．are tired and unhappy in their work.
C．get much resistance from the kids.
D．expect high of their students.
单项选择题

In 1957 a doctor in Singapore noticed that hospitals were treating an unusual number of influenza-like cases. Influenza is sometimes called "flu" or a "bad cold". He took samples from the throats of patients in his hospital and was able to find the virus of this influenza. There are three main types of the influenza virus. The most important of these are types A and B, each of them having several sub-groups. With the instruments at the hospital the doctor recognized that the outbreak was due to a virus group A, but he did not know the sub-group. He reported the outbreak to the World Health Organization in Geneva. W. H. O. published the important news alongside reports of a similar outbreak in Hong Kong, where about 15%~20% of the population had become ill. As soon as the London doctors received the package of throat samples, they began the standard tests. They found that by reproducing itself at very high speed, the virus had multiplied more than a million times within two days. Continuing their careful tests, the doctors checked the effect of drugs used against all the known sub-groups of virus type A. None of them gave any protection. This then, was something new: a new influenza virus against which the people of the world had no ready help whatsoever. Having isolated the virus they were working with, the two doctors now dropped it into the noses of some specially selected animals, which contact influenza in the same way as human beings do. In a short time the usual signs of the disease appeared. These experiments revealed that the new virus spread easily, but that it was not a killer. Scientists, like the general public, called it simply "Asian" flu. The first discovery of the virus, however, was made in China before the disease had appeared in other countries. Various reports showed that the influenza outbreak started in China, probably in February of 1957. By the middle of March it had spread all over China. The virus was found by Chinese doctors early in March. But China was not a member of the World Health Organization and therefore did not report outbreaks of disease to it. Not until two months later, when travelers carried the virus into Hong Kong, from where it spread to Singapore, did the news of the outbreak reach the rest of the world. By this time it was started on its way around the world. Thereafter, WHO"s Weekly Reports described the steady spread of this virus outbreak, which within four months swept through every continent.What can be inferred from the text

A．The influenza could not be cured by any known medicine.
B．The people who got the disease were doomed to death.
C．The "Asian" flu first broke out in Singapore.
D．China did not take the influenza seriously.
单项选择题

For more than a decade, scientists have been trying to determine whether climate change is linked to intense storms, such as 2005"s Hurricane Katrina. Meteorologist Michael Mann of Pennsylvania State University, and colleagues attacked the question by turning to the past. They looked through drill cores from coastal waters for signs that sediments had been disturbed by major storms. Eight sites along the U. S. East Coast and Puerto Rico provided a reliable record of the number of significant hurricanes going back about 1500 years. Other climate data and models added clues to water temperatures and hurricane intensity. As the researchers report tomorrow in Nature, they found strong evidence that Atlantic hurricane activity peaked about 1000 years ago, producing up to 15 hurricanes a year on average — a level matched in recent times only over the past decade and a half. At the time, according to estimates constructed from other geologic data, Atlantic water temperatures were relatively warm, "though not as warm as today," Mann says. And Pacific temperatures were relatively cool, thanks to La Nina events. Warmer Atlantic waters whip up more storms, but warmer Pacific temperatures tend to create stronger jet streams that break up those storms. So the twin conditions a millennium ago produced kind of a "Perfect Storm" for hurricanes, he explains. Of particular interest, the sediments reveal a close link between warmer water and the number of hurricanes during the past 150 years or so. Dropping temperatures produced seven or eight hurricanes a year, while a rising thermometer, such as in the earlier part of this decade, pushed the total to 15. "All other things being equal, " Mann says, "this suggests that we are indeed likely to see not only stronger hurricanes in the Atlantic but perhaps more of them" in the near future. Meteorologist James Eisner of Florida State University in Tallahassee agrees with the findings, but adds a caveat. The historical data do show that a link between warmer ocean temperatures and higher hurricane frequencies has existed for at least 1500 years, he says. However, there"s a high degree of uncertainty in the data. That and the fact that the physics explaining the link haven"t yet been established, Eisner explains, "indicate this is not the " smoking gun" we"ve been looking for that would allow us to confidently project what will happen as the oceans continue to warm. "What does the expression "smoking gun" (Line 5, Para. 4) most probably mean

A．A problem-solving approach.
B．A temperature watchdog.
C．A definite evidence.
D．A theoretic breakthrough.
单项选择题

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas. I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. "This is about enlisting the energy of our country"s future leaders in its long-term educational needs, and eliminating inequity, " Wendy explains. It"s great if "corps members", as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks. But the "alums", as she calls those who have finished their two-year teaching, who don"t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. "It means you realise that we can solve this problem. " As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language ("corps members", "alums"), recruits are instilled ("We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success"), go through an ordeal ("Everyone hits the wall in week three in the classroom"), emerge transformed by privileged knowledge ("Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things") and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First. , in which the missionary-style language imported from America had to be toned down, because it just didn"t suit the restrained English style. But could that fervour be necessary for its success Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a "green" charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey. All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. "The first year was unbelievably bad, " one tells me. "So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of. "The author is most likely

A．a graduate from elite institutions.
B．an education correspondent.
C．a TFA teacher.
D．a Teach Firster.
问答题

Self-esteem is what people think about themselves — whether or not they feel valued — and when family members have self-respect, pride, and belief in themselves, this high self-esteem makes it possible to cope with the everyday problems or growing up. Self-esteem fluctuates as kids grow. It"s frequently changed and fine-tuned, because it is affected by a child"s experiences and new perceptions. A healthy self-esteem is a resource for coping when difficulties arise, making it easier to see a problem as temporary, manageable, and something from which the individual can emerge. How can a parent help to foster healthy self-esteem in a child These tips can make a big difference: 41. Watch what you say Kids are very sensitive to parents" words. Remember to praise your child not only for a job well done, but also for effort. Be truthful. Be a positive role model. If you"re excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model. 42. Identify and redirect your child"s inaccurate beliefs It"s important for parents to identify kids" irrational beliefs about themselves, whether they"re about perfection, attractiveness, ability, or anything else. Helping kids set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to kids. 43. Be spontaneous and affectionate Your love will go a long way to boost your child"s self-esteem. Give hugs and tell kids you"re proud of them. 44. Create a safe, loving home environment Kids who don"t feel safe or are abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. 45. Help kids become involved in constructive experiences Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. Find professional help If you suspect your child has low self-esteem, consider professional help. Family and child counselors can work to uncover underlying issues that prevent a child from feeling good about himself or herself. Therapy can help kids learn to view themselves and the world positively. When kids see themselves in a more realistic light, they can accept who they truly are. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.[A] Pop a note in your child"s lunchbox that reads, "I think you"re terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.[B] For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both kids.[C] For example, if your child doesn"t make the soccer team, avoid saying something like, "Well, next time you"ll work harder and make it. " Instead, try "Well, you didn"t make the team, but I"m really proud of the effort you put into it. " Reward effort and completion instead of outcome.[D] A better statement is, "You were really mad at your brother. But I appreciate that you didn"t yell at him or hit him." This acknowledges a child"s feelings, rewards the choice made, and encourages the child to make the right choice again next time.[E] For example, a child who does very well in school but struggles with math may say, "I can"t do math. I"m a bad student." Not only is this a false generalization, it"s also a belief that will set the child up for failure. Encourage kids to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We"ll work on it together."[F] Also watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect kids" self-esteem. Deal with these issues sensitively but swiftly. And always remember to respect your kids.[G] Children benefit from chores and activities that offer a real challenge because they stretch their abilities and give them a sense of accomplishment. Children as young as 18-month old can do chores around the house. It is best to start as early as possible so that children learn that chores are a part of life and so that they will struggle less when you ask them to do things.
答案： 正确答案：A
单项选择题

Every culture attempts to create a "universe of discourse" for its members, a way in which people can interpret their experience and convey it to one another. Without a common system of codifying sensations, life would be absurd and all efforts to share meanings doomed to failure. This universe of discourse — one of the most precious of all cultural legacies — is transmitted to each generation in part consciously and in part unconsciously. Parents and teachers give explicit instruction in it by praising or criticizing certain ways of dressing, of thinking, of gesturing, of responding to the acts of others. But the most significant aspects of any cultural code may be conveyed implicitly, not by rule or lesson but through modeling behavior. A child is surrounded by others who, through the mere consistency of their actions as males and females, mothers and fathers, salesclerks and policemen, display what is appropriate behavior. Thus the grammar of any culture is sent and received largely unconsciously, making one"s own cultural assumptions and biases difficult to recognize. They seem so obviously right that they require no explanation. In The Open and Closed Mind, Milton Rokeach poses the problem of cultural understanding in its simplest form, but one that can readily demonstrate the complication of communication between cultures. It is called the "Denny Doodlebug Problem". Readers are given all the rules that govern this culture: Denny is an animal that always faces north, and can move only by jumping; he can jump large distances or small distances, but can change direction only after jumping four times in any direction; he can jump north, south, east or west, but not diagonally. Upon concluding a jump his master places some food three feet directly west of him. Surveying the situation, Denny concludes he must jump four times to reach the food. No more or less. And he is right. All the reader has to do is to explain the circumstances that make his conclusion correct. The large majority of people who attempt this problem fail to solve it, despite the fact that they are given all the rules that control behavior in this culture. If there is difficulty in getting inside the simplistic world of Denny Doodlebug — where the cultural code has already been broken and handed to us — imagine the complexity of comprehending behavior in societies whose codes have not yet been deciphered, and where even those who obey these codes are only vaguely aware and can rarely describe the underlying sources of their own actions.Which one of the following statements about cultural codes is discussed in The Open and Closed Mind

A．People in the same society may be governed by different cultural codes.
B．Cultural codes are passed on from one generation to another either in written form or in oral form.
C．Cultural codes in different cultures may differ sharply from one another.
D．The influence of cultural codes on an individual may decrease as he becomes older.
单项选择题

For more than a decade, scientists have been trying to determine whether climate change is linked to intense storms, such as 2005"s Hurricane Katrina. Meteorologist Michael Mann of Pennsylvania State University, and colleagues attacked the question by turning to the past. They looked through drill cores from coastal waters for signs that sediments had been disturbed by major storms. Eight sites along the U. S. East Coast and Puerto Rico provided a reliable record of the number of significant hurricanes going back about 1500 years. Other climate data and models added clues to water temperatures and hurricane intensity. As the researchers report tomorrow in Nature, they found strong evidence that Atlantic hurricane activity peaked about 1000 years ago, producing up to 15 hurricanes a year on average — a level matched in recent times only over the past decade and a half. At the time, according to estimates constructed from other geologic data, Atlantic water temperatures were relatively warm, "though not as warm as today," Mann says. And Pacific temperatures were relatively cool, thanks to La Nina events. Warmer Atlantic waters whip up more storms, but warmer Pacific temperatures tend to create stronger jet streams that break up those storms. So the twin conditions a millennium ago produced kind of a "Perfect Storm" for hurricanes, he explains. Of particular interest, the sediments reveal a close link between warmer water and the number of hurricanes during the past 150 years or so. Dropping temperatures produced seven or eight hurricanes a year, while a rising thermometer, such as in the earlier part of this decade, pushed the total to 15. "All other things being equal, " Mann says, "this suggests that we are indeed likely to see not only stronger hurricanes in the Atlantic but perhaps more of them" in the near future. Meteorologist James Eisner of Florida State University in Tallahassee agrees with the findings, but adds a caveat. The historical data do show that a link between warmer ocean temperatures and higher hurricane frequencies has existed for at least 1500 years, he says. However, there"s a high degree of uncertainty in the data. That and the fact that the physics explaining the link haven"t yet been established, Eisner explains, "indicate this is not the " smoking gun" we"ve been looking for that would allow us to confidently project what will happen as the oceans continue to warm. "Which of the following can"t be inferred from the findings of the researchers

A．Hurricane activity is indeed quite sensitive to climate.
B．La Nina events prevent more intense and frequent storms from happening.
C．Current climate conditions resemble those that led to peak Atlantic hurricane activity about 1000 years ago.
D．The increase in storm intensity and climate change are linked.
单项选择题

Every culture attempts to create a "universe of discourse" for its members, a way in which people can interpret their experience and convey it to one another. Without a common system of codifying sensations, life would be absurd and all efforts to share meanings doomed to failure. This universe of discourse — one of the most precious of all cultural legacies — is transmitted to each generation in part consciously and in part unconsciously. Parents and teachers give explicit instruction in it by praising or criticizing certain ways of dressing, of thinking, of gesturing, of responding to the acts of others. But the most significant aspects of any cultural code may be conveyed implicitly, not by rule or lesson but through modeling behavior. A child is surrounded by others who, through the mere consistency of their actions as males and females, mothers and fathers, salesclerks and policemen, display what is appropriate behavior. Thus the grammar of any culture is sent and received largely unconsciously, making one"s own cultural assumptions and biases difficult to recognize. They seem so obviously right that they require no explanation. In The Open and Closed Mind, Milton Rokeach poses the problem of cultural understanding in its simplest form, but one that can readily demonstrate the complication of communication between cultures. It is called the "Denny Doodlebug Problem". Readers are given all the rules that govern this culture: Denny is an animal that always faces north, and can move only by jumping; he can jump large distances or small distances, but can change direction only after jumping four times in any direction; he can jump north, south, east or west, but not diagonally. Upon concluding a jump his master places some food three feet directly west of him. Surveying the situation, Denny concludes he must jump four times to reach the food. No more or less. And he is right. All the reader has to do is to explain the circumstances that make his conclusion correct. The large majority of people who attempt this problem fail to solve it, despite the fact that they are given all the rules that control behavior in this culture. If there is difficulty in getting inside the simplistic world of Denny Doodlebug — where the cultural code has already been broken and handed to us — imagine the complexity of comprehending behavior in societies whose codes have not yet been deciphered, and where even those who obey these codes are only vaguely aware and can rarely describe the underlying sources of their own actions.It can be inferred from the text that

A．in some societies, people"s behaviors are not governed by cultural codes.
B．there are societies whose cultural codes still remain a mystery to us.
C．once people accept a cultural code, they"ll have a full understanding of their behavior.
D．The Open and Closed Mind exerts great impact on people"s behavior.
问答题

Self-esteem is what people think about themselves — whether or not they feel valued — and when family members have self-respect, pride, and belief in themselves, this high self-esteem makes it possible to cope with the everyday problems or growing up. Self-esteem fluctuates as kids grow. It"s frequently changed and fine-tuned, because it is affected by a child"s experiences and new perceptions. A healthy self-esteem is a resource for coping when difficulties arise, making it easier to see a problem as temporary, manageable, and something from which the individual can emerge. How can a parent help to foster healthy self-esteem in a child These tips can make a big difference: 41. Watch what you say Kids are very sensitive to parents" words. Remember to praise your child not only for a job well done, but also for effort. Be truthful. Be a positive role model. If you"re excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model. 42. Identify and redirect your child"s inaccurate beliefs It"s important for parents to identify kids" irrational beliefs about themselves, whether they"re about perfection, attractiveness, ability, or anything else. Helping kids set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to kids. 43. Be spontaneous and affectionate Your love will go a long way to boost your child"s self-esteem. Give hugs and tell kids you"re proud of them. 44. Create a safe, loving home environment Kids who don"t feel safe or are abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. 45. Help kids become involved in constructive experiences Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. Find professional help If you suspect your child has low self-esteem, consider professional help. Family and child counselors can work to uncover underlying issues that prevent a child from feeling good about himself or herself. Therapy can help kids learn to view themselves and the world positively. When kids see themselves in a more realistic light, they can accept who they truly are. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.[A] Pop a note in your child"s lunchbox that reads, "I think you"re terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.[B] For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both kids.[C] For example, if your child doesn"t make the soccer team, avoid saying something like, "Well, next time you"ll work harder and make it. " Instead, try "Well, you didn"t make the team, but I"m really proud of the effort you put into it. " Reward effort and completion instead of outcome.[D] A better statement is, "You were really mad at your brother. But I appreciate that you didn"t yell at him or hit him." This acknowledges a child"s feelings, rewards the choice made, and encourages the child to make the right choice again next time.[E] For example, a child who does very well in school but struggles with math may say, "I can"t do math. I"m a bad student." Not only is this a false generalization, it"s also a belief that will set the child up for failure. Encourage kids to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We"ll work on it together."[F] Also watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect kids" self-esteem. Deal with these issues sensitively but swiftly. And always remember to respect your kids.[G] Children benefit from chores and activities that offer a real challenge because they stretch their abilities and give them a sense of accomplishment. Children as young as 18-month old can do chores around the house. It is best to start as early as possible so that children learn that chores are a part of life and so that they will struggle less when you ask them to do things.
答案： 正确答案：F
问答题

Self-esteem is what people think about themselves — whether or not they feel valued — and when family members have self-respect, pride, and belief in themselves, this high self-esteem makes it possible to cope with the everyday problems or growing up. Self-esteem fluctuates as kids grow. It"s frequently changed and fine-tuned, because it is affected by a child"s experiences and new perceptions. A healthy self-esteem is a resource for coping when difficulties arise, making it easier to see a problem as temporary, manageable, and something from which the individual can emerge. How can a parent help to foster healthy self-esteem in a child These tips can make a big difference: 41. Watch what you say Kids are very sensitive to parents" words. Remember to praise your child not only for a job well done, but also for effort. Be truthful. Be a positive role model. If you"re excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model. 42. Identify and redirect your child"s inaccurate beliefs It"s important for parents to identify kids" irrational beliefs about themselves, whether they"re about perfection, attractiveness, ability, or anything else. Helping kids set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to kids. 43. Be spontaneous and affectionate Your love will go a long way to boost your child"s self-esteem. Give hugs and tell kids you"re proud of them. 44. Create a safe, loving home environment Kids who don"t feel safe or are abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. 45. Help kids become involved in constructive experiences Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. Find professional help If you suspect your child has low self-esteem, consider professional help. Family and child counselors can work to uncover underlying issues that prevent a child from feeling good about himself or herself. Therapy can help kids learn to view themselves and the world positively. When kids see themselves in a more realistic light, they can accept who they truly are. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.[A] Pop a note in your child"s lunchbox that reads, "I think you"re terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.[B] For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both kids.[C] For example, if your child doesn"t make the soccer team, avoid saying something like, "Well, next time you"ll work harder and make it. " Instead, try "Well, you didn"t make the team, but I"m really proud of the effort you put into it. " Reward effort and completion instead of outcome.[D] A better statement is, "You were really mad at your brother. But I appreciate that you didn"t yell at him or hit him." This acknowledges a child"s feelings, rewards the choice made, and encourages the child to make the right choice again next time.[E] For example, a child who does very well in school but struggles with math may say, "I can"t do math. I"m a bad student." Not only is this a false generalization, it"s also a belief that will set the child up for failure. Encourage kids to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We"ll work on it together."[F] Also watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect kids" self-esteem. Deal with these issues sensitively but swiftly. And always remember to respect your kids.[G] Children benefit from chores and activities that offer a real challenge because they stretch their abilities and give them a sense of accomplishment. Children as young as 18-month old can do chores around the house. It is best to start as early as possible so that children learn that chores are a part of life and so that they will struggle less when you ask them to do things.
答案： 正确答案：B
问答题

Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. (46) This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics. The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. (47) Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them. Every parent watches eagerly the child"s acquisition of each new skill — the first spoken words, the first independent steps, or the beginning of reading and writing. (48) It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. (49) On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself. Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples. Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. (50) In general, the controls imposed represent the needs of the parents and the values of the community as much as the child"s own happiness and well-being.
答案： 正确答案：This principle，in fact，underlies all psychological trea...
问答题

Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. (46) This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics. The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. (47) Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them. Every parent watches eagerly the child"s acquisition of each new skill — the first spoken words, the first independent steps, or the beginning of reading and writing. (48) It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. (49) On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself. Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples. Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. (50) In general, the controls imposed represent the needs of the parents and the values of the community as much as the child"s own happiness and well-being.
答案： 正确答案：Learning to wait for things，particularly for food，is a ...
问答题

Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. (46) This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics. The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. (47) Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them. Every parent watches eagerly the child"s acquisition of each new skill — the first spoken words, the first independent steps, or the beginning of reading and writing. (48) It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. (49) On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself. Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples. Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. (50) In general, the controls imposed represent the needs of the parents and the values of the community as much as the child"s own happiness and well-being.
答案： 正确答案：It is often tempting to hurry the child beyond his natu...
问答题

Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. (46) This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics. The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. (47) Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them. Every parent watches eagerly the child"s acquisition of each new skill — the first spoken words, the first independent steps, or the beginning of reading and writing. (48) It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. (49) On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself. Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples. Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. (50) In general, the controls imposed represent the needs of the parents and the values of the community as much as the child"s own happiness and well-being.
答案： 正确答案：On the other hand，though，if a child is left alone too m...
问答题

Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. (46) This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics. The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. (47) Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them. Every parent watches eagerly the child"s acquisition of each new skill — the first spoken words, the first independent steps, or the beginning of reading and writing. (48) It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. (49) On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself. Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples. Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. (50) In general, the controls imposed represent the needs of the parents and the values of the community as much as the child"s own happiness and well-being.
答案： 正确答案：In general，the controls imposed represent the needs of ...
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