阅读理解Before you get the idea that economics is (47)______ only for politics or business, we should mention that economics focuses on all the choices people make and the personal and social consequences of these choices. Some choices involve money, but many do not. Thus, even (48)______ non-economic decisions fall within the field of economics. Most decisions involve attempts to balance costs against benefits, which may or may not be (49)______ with money. For example, many costs and benefits are primarily psychological. Will you continue college? (potential benefits include higher lifetime income, the joy of learning, or good times and personal contacts; costs include (50)______ for tuition and books, the hard work of sitting through dull classes, and the income you could be making right now). What will be your major area of study? (Will you only take classes in lucrative (赚钱的) fields, or will you (51)______ enjoyment of the subject matter against potential monetary (金钱的) rewards? Where will you live and work? Should you marry? If so, when? To whom? (Marriage involves both financial and psychological costs and benefits.) Should you have children? If so, how many / how will you spend your limited income? Your decisions about these and other economic choices will (52)______ your life. Economics looms large (赫然出现) in everyday life, but you may know little about it as a field of study. You have probably heard words such as prices, costs, profit, supply and (53)______, inflation, unemployment, and socialism argued about for much of your life. Right now, you may be doubtful about the models, graphs, and theories that economists use to (54)______ how the world works. These concepts and many more are (55)______ into the fabric of economics. We believe that when you finish this book you will join us in the view that the economic way of thinking offers valuable (56)______ into our everyday interactions with one another—producing, consuming, voting, and struggling for the good life. Word Bank A) woven B) relevant C) complete D) shape E) weigh F) advisable G) seemingly H) analysis I) interpret J) expenses K) insights L) positively M) measurable N) stable O) demand

阅读理解Choosing a College Major The most important piece of advice in this article follows this sentence, so, are you ready for it? The advice: Don''t panic. I know it''s easier said than done, but I can''t tell you how many students I have advised since the time that I have been a professor that seem in a state of panic if they are uncertain of their major, let alone a career. Choosing a major, thinking about a career, getting an education — these are the things college is all about. Yes, there are some students who arrive on campus and know exactly their major and career ambitions, but the majority of students do not, thus there is no need to rush into a decision about your major as soon as you step on campus. And guess what? A majority of students in all colleges and universities change their major at least once in their college careers; and many change their major several times over the course of their college career. This article is all about giving you some pointers and direction — some steps for you to take — in your journey toward discovering that ideal career path for you. But it is a journey, so make sure you spend some time thinking about it before making a decision. And don''t be discouraged if you still don''t have a major the first time you take this journey...your goal should be narrowing your focus from all possible majors to a few areas that you can then explore in greater depth. Way back when I was an undergraduate, I was a dual major in marketing and magazine journalism. Today I am a college professor, which brings me to another piece of general advice before you begin your journey: your major in college is important for your first job after graduation, but studies show that most people will change careers — yes, careers — about four or five times over the course of their lives — and no major exists that can prepare you for that! The first stop on your journey should be an examination or self-assessment of your interests. What types of things excite you? What types of jobs or careers appeal to you? The second stop on your journey is an examination of your abilities. What are your strengths? What are your weaknesses? What kind of skills do you have? You can begin this self-examination by looking at the courses you took in high school. What were your best subjects? Is there a pattern there? What kinds of extracurricular activities did you participate in while in high school? What kinds of things did you learn from part-time or summer jobs? The third stop on your journey involves examining what you value in work. Examples of values include: helping society, working under pressure, stability, security, status, pacing, working alone or with groups, having a positive impact on others, and many others. The fourth stop on your journey is career exploration. There are many schools that offer "what can I do with a major in?" fact sheets. You can also learn more about various occupations, including future trends, by searching the Bureau of Labor Statistics — Occupational Outlook. The fifth stop on your journey is the reality check. You need to honestly evaluate your options. Do you really value physicians and have an interest in being a doctor, but have little skills in science? Do you have a strong interest in the arts, but your family is convinced you will become a CPA like your father? There are often ways to get around some of the obstacles during the reality check, but it is still important to face these obstacles and be realistic about whether you can get around them. The sixth and final stop on your journey is the task of narrowing your choices and focusing on choosing a major. Based on all your research and self-assessment of the first five stops on your journey, you should now have a better idea of the careers/majors you are not interested in pursuing as well as a handful of potential careers/majors that do interest you. What are some other resources for helping you get more information about a major and/or a career? Take advantage of: Your professors, including your academic adviser — talk with your professors, whether you have taken a class with them or not. Any of them have worked in the field in which they teach and all are experts about careers and career opportunities. Your classmates, especially upperclassmen — these are the folk who are deep into their major, perhaps already having had an internship or gone through job interviews. Use them as a resource to gather more information. Your college''s alumni — unless your college was just founded, your school probably has a deep and varied group of alums, many of whom like to talk with current students. They can also be a resource to gather more information about careers. Your college''s career center — almost always under-appreciated, these folk have such a wealth of information at their fingertips that it is a shame more students don''t take advantage of them and not just in your senior year. Start visiting in your first year because most have resources for choosing a major and a career, as well as internship and job placement information.

阅读理解Acculturation (儿童的开化), which begins at birth, is the process of teaching new (47)______ of children the (48)______ and values of the parents'' culture. How people (49)______ newborns, for example, can be indicative of cultural values. In the United States it is not uncommon for parents to put a newborn in a separate room that (50)______ only to the child. This helps to preserve parents'' (51)______ and allows the child to get used to having his or her own room, which is seen as a first step toward personal independence. Americans (52)______ have held independence and a closely-related value, individualism, in high esteem (尊重). Parents try to instill these prevailing values in their children. American English expresses these value (53)______: children should "cut the (umbilical) cord" and are encouraged not to be "tied to their mothers'' apron strings." In the process of their socialization children learn to "look out for number one" and to "stand on their own two feet." Many children are taught at a very early age to make decisions and be responsible for their actions. Often children work for money outside the home as a first step to establishing autonomy. Nine- or ten-year-old children may (54)______ newspapers in their neighborhoods and save or spend their earnings. Teenagers (13 to 18 years) may babysit at neighbors'' homes in order to earn a few dollars a week. Receiving a weekly (55)______ at an early age teaches children to budget their money, preparing them for future (56)______ independence. Many parents believe that managing money helps children learn responsibility as well as appreciate the value of money. Word Bank A) claim B) deliver C) generations D) privacy E) allowance F) customs G) construct H) available I) designs J) belongs K) preferences L) absolutely M) treat N) financial O) traditionally

阅读理解Section C Directions: There are 2 passages in this section

阅读理解Most people don''t enjoy facing the difficult situations that sometimes occur with co workers in the workplace. Such situations may arise from honest disagreements over design or engineering issues, personnel or benefits matters, management decisions or actions, or from any other situation where human impressions and objectives differ. There could be double the trouble for engineers who are more likely to feel at home with electrons and bytes, and behave in highly predictable ways, than with coworkers, who often appear arbitrary and capricious. For those of us who have internalized the strict and measurable rules of the physical world, dealing with other people can be both disappointing and frustrating. Yet how you manage situations of conflict with your co-workers could have a significant impact on your career, often even more than your engineering prowess or your design skills. Those who deal successfully with potential conflicts are far more likely to receive added responsibilities and promotions, in addition to the pay increases and respect that come with them. On the other hand, not dealing successfully with conflict can potentially relegate you to a career backwater, with technical challenges and high pay passing you by. Why is dealing with conflict an important skill today? It''s primarily because there''s more of it now than in the past. Workers of all types are more likely to speak up for their own ideas or actions, rather than follow the dictating corporate chain of command. Conflict also sometimes arises as a result of unclear company goals, or when those goals aren''t shared equally by all. Rather than working for a single common good, employees and managers seek individual goals, such as promotion, job security, experience, money, and even the proverbial free lunch. Not only is actual conflict greater today, but even the potential for interpersonal conflicts in the workplace is far greater than at any time in the past. One reason for this is in creased time-to-market pressures. The need to rapidly make decisions, establish an engineering direction, and meet project milestones adds elements of tension and stress to an al ready difficult endeavor. This makes the workplace a potential minefield for interpersonal conflict. It''s especial ly apparent to an engineer in a position of responsibility, like a project leader or an engineering manager. For an engineer who must work with others to complete a project, the need to manage conflict can spell the difference between success and failure.

阅读理解DINK. ''Double Income No Kids'', (47) to families that consist of a husband and wife who both work. The number of such families has (48) 600,000 in major cities, revealed by the Fifth National Population Census. It has been reported that 17 million adults are (49) to become DINK families. There seem to be some relationship between DINK families and people with high educational backgrounds. Based on questionnaires collected from couples who have been married for five years and are of childbearing age, Horizon Re search, a (50) research firm, announced that about 10% of the Beijing families with an (51) education of junior colleges do not want any children. At the same time, a survey among female undergraduates, (52) by the China Social Investigation Institute, found that 42. 4% of them do not want kids after marriage. Another (53) further confirmed that more and more people in the Chinese mainland began embracing the concept of DINK families. In big cities such as Beijing, Shanghai, Guangzhou and Chengdu, over one-fifth of women aged 15 to 59, are in (54) of DINK families, while 24.7% of young and mid die-aged women advocate marriage without children. To holders of master''s degree or above, the main reasons for childbearing were (55) from top to bottom as "complete a family, bring happiness and (56) to a family, make parents happy, maintain conjugal relations, and reproduce." WORD BANK A) struck I) inclined B) finding J) affection C) effect K) declined D) specialized L) hit E) conducted M) average F) survey N) sequenced G) favor O) refers H) professional

阅读理解Humanity uses a little less than half the water available worldwide. Yet occurrences of shortages and droughts (干旱) are causing famine and distress in some areas, and industrial and agricultural by-products are polluting water supplies. Since the world''s population is expected to double in the next 50 years, many experts think we are on the edge of a widespread water crisis. But that doesn''t have to be the outcome. Water shortages do not have to trouble the world -- if we start valuing water more than we have in the past. Just as we began to appreciate petroleum more after the 1970s oil crises, today we must start looking at water from a fresh economic perspective. We can no longer afford to consider water a virtually free resource of which we can use as much as we like in any way we want. Instead, for all uses except the domestic demand of the poor, governments should price water to reflect its actual value. This means charging a fee for the water itself as well as for the supply costs. Governments should also protect this resource by providing water in more economically and environmentally sound ways. For example, often the cheapest way to provide irrigation (灌溉) water in the dry tropics is through small-scale projects, such as gathering rainfall in depressions (凹地) and pumping it to nearby cropland. No matter what steps governments take to provide water more efficiently, they must change their institutional and legal approaches to water use. Rather than spread control among hundreds or even thousands of local, regional, and national agencies that watch various aspects of water use, countries should set up central authorities to coordinate water policy.

阅读理解After researching the history of the Vietnam war, I called my mom and asked her if she knew anyone who went to Vietnam that I could interview. She thought for a while and suddenly remembered that she has a cousin who is a veteran of the Vietnam war. She says: "I know this man since I was little. We were very close friends in high school. He was one of the greatest athletes of the school. You can not imagine how good and fast he was. Well, he was ranked number 20 in the country for being an outstanding track and field runner. But now, those things are only memories." After hanging up the phone, I immediately called him and introduced myself. He was in a cheery mood at the beginning of the conversation, but as soon as I began to question him, his attitude changed. "What happened in Vietnam?" I asked. There was a moment of silence on the other line, and then he said that he was willing to tell me about Vietnam. He basically said that he was drafted when he was 20 years old and that the two years he spent there are a part of his life he would rather forget. He said, "The problem is that you will never imagine how much suffering and pain I saw in that place." There is not one book, article, or encyclopedia that can really describe the human disaster that took place in Vietnam. There is nothing worse in this world than killing a man who you know has a family; destroying their future. It is very sad, but it is the truth, and it turns more complex when you realize that you were part of that truth. When I returned to Puerto Rico, it was a total disaster: young kids without fathers, wives without husband. Most of those who made it back are insane or have no legs, like me, or no arms. I was praised because of my bravery and other such things, but for me, that was and is pure nonsense, because that war decided my future, decided the future of my family. I, now, am just a veteran who never went to college. The thing that bothers me the most is that the people who decided to fight will probably never know what it is like to kill a man, or feel pain and suffering from hunger and the absence of love. In war, every minute you are fearing because the only thing you have in your mind is that if you don''t kill first you are going to get killed.

阅读理解Final stars under microscope At the kick-off of Wednesday evening''s UEFA Champions League final, there were 16 players on the Stade de France turf whose next assignment will be in Germany in June. With little over three weeks before the start of the FIFA World Cup, the match duly offered FIFA-worldcup.com an ideal last chance to assess the form of some of the summer''s likely headline-makers. Jens Lehmann (GER, Arsenal) It is not easy to evaluate a player who spent only 18 minutes on the pitch. In this highly limited time span, the Mannschaft''s first-choice keeper was only called upon to repel a couple of straightforward shots, one from Ludovic Giuly and the other from Deco. That said, his first goal-kick was wayward and with his confidence affected, he then restricted himself to short passes to his defenders. Caught out in a one-on-one with Samuel Eto''o, Lehmann was rightly dismissed for felling his opponent and watched the majority of the match from the stands. Carlos Puyol (ESP, Barcelona) For a long time, it looked as though Thierry Henry would never succeed in shaking off his shaggy -haired marker. Solid and tigerish, the Spanish central defender allowed the Arsenal striker very little space for the first hour of the game. But as time went on, he seemed to increasingly struggle to keep up with the Gunners'' attacks. No doubt his long and punishing season has caught up with him, but a few weeks'' rest should see him restored to his best in time for Germany. Rafael Marquez (MEX, Barcelona) While always precise and effective with the ball at his feet, the Mexican defender was regularly troubled by the pace of Henry. Rescued by his goalkeeper in the third minute after being caught flat-footed by the French striker, he could have been sent off a few moments later for a tackle from behind that caught the same player on the ankle. Like Puyol, he was guilty of allowing opposing players to get in behind him too often during the second half. Giovanni van Bronckhorst (NED, Barcelona) Although excellent on the counter, the Dutchman is not really a natural defender. Always looking to get forward, he has a tendency to drift from his left-back position into a more advanced role. You would not want to change him too much, though, for just like Marco van Basten''s Orange side, Barcelona got considerable rewards from his forward forays. Moreover, he never stopped running until the final whistle. Emmanuel Eboue (CIV, Arsenal) Cete d''Ivoire has one of the best right-backs in the world. Active, willing and technically adept, Eboue left a really positive impression on the Stade de France crowd. Hurt in a first-half clash with Giovanni van Bronckhorst, he seemed to struggle somewhat after that, but the fact that Samuel Eto''o and Ro-naldinho-whom he found himself up against most often-shone only fleetingly was to a large extent down to him. The only feature of his game that might work against him in Germany is an unwelcome tendency to complain. Kolo Toure (CIV, Arsenal) The linchpin of Arsenal''s defence, Kolo Toure is one player who can justifiably feel hard done by at having lost this final. So sparkling was his individual performance that, whether faced by Ronaldinho, Eto''o or Henrik Larsson, the Ivorian always looked comfortable. Invariably positioned in the ideal spot, Toure seemed to be omnipresent (无所不在的) on the pitch. His understanding with countryman Eboue is a big plus for club and country and he is sure to be a vital cog in Henri Michel''s machine this summer. Sol Campbell (ENG, Arsenal) If his club had lifted the trophy with the big ears, then Sol Campbell would surely have been elevated to the rank of hero. His imperious header may have given the English team the advantage, but in the end, he was repeatedly found wanting as Barcelona proceeded to wrest control of the encounter from their opponents. Often beaten for speed or poorly positioned, Campbell endured a very difficult evening at the Stade de France. He now has a few weeks to pull himself together if he is to even threaten John Terry and Rio Ferdinand''s status as England''s first-choice centre-backs. Ashley Cole (ENG, Arsenal) Unquestionably the pick of the Gunners on the night. Although more often out injured than on the pitch this season, he somehow managed to find his best form in one match. Always well positioned, he patrolled his flank with great gusto, more often than not thwarting the advances of Giuly. And on the few occasions when he did lose out in individual duels, his appetite for the fight only increased. His sole aberration was letting Belletti in to score Barcelona''s winner, and his display augurs well for an England side who will be grateful for his freshness. Edmilson (BRA, Barcelona) He may have only played half a game, but it was 45 minutes of pure quality, as his natural technical ability allowed him to direct the play with impressive ease. After enduring a terrible 2004 due to a serious knee injury, the Brazilian is back to his combative best, and while he may not be a midfielder who really catches the eye, he is an invaluable asset in his midfield spoiler role. It is hard to judge his current fitness as he gave way at the break to Andres Iniesta. Mark van Bommel (NED, Barcelona) It may be mere coincidence, but the Dutch midfielder was involved in most of Barcelona''s worst moments during this final. Withdrawn in the 61st minute, he had to watch from the bench as his team-mates first equalised, then took the lead. Before that, he had never really been influential in his team''s play. While the former PSV Eindhoven man has undeniable technical ability, he does have trouble with his positional play. Nevertheless, he is likely to be used in an appropriate role within Marco van Basten''s favoured 4-3-3 formation at the FIFA World Cup. Deco (POR, Barcelona) Having tested Lehmann early on with a fine shot, Deco went on to play an important role for the Blaugrana, equally involved in both winning the ball and inspiring his team''s attacks. The Portuguese playmaker now has a second Champions League winner''s medal to add to the one he won with Porto, and if he can maintain this standard in the summer, he could be one of the star turns at Germany 2006. Andres Iniesta (ESP, Barcelona) Brought on at the break in place of Edmilson, the diminutive Spanish international was charged with adding a touch more flair to the midfield. The young No. 10 fulfilled his remit with real verve. With Deco to his left, he formed a string-pulling duo which was central to Barcelona''s second-half ascendancy. Spain coach Luis Aragones will be safe in the knowledge that he can count on young Iniesta. Gilberto Silva (BRA, Arsenal) Like his opposite number and compatriot Edmilson, the Brazilian shone in his defensive midfield role. Stationed in the centre just in front of his defence, he raked up an incalculable number of loose balls, before offering them to his team-mates on a plate. On the downside, he looked exhausted by the end and will need to recharge his batteries if he is going to help Brazil lift a sixth FIFA World Cup trophy. Fredrik Ljungberg (SWE, Arsenal) It is difficult to evaluate his current form, as the dismissal of keeper Jens Lehmann-and the subsequent withdrawal of Robert Pires-saw him assigned a radically different role. After the enforced reorganisation , the twinkle-toed winger spent the majority of his time helping out his defence by trying to block Barcelona''s advances down the right. Nonetheless, in the second period when Arsenal were able to mount a number of counterattacks, the Swede reminded everyone that he possesses pace in abundance. In the 67th minute, he might have even put the game beyond Barca, but his shot was expertly saved by Victor Valdes. Cesc Fabregas (ESP, Arsenal) Another player who had a frustrating evening. Up until the 19th minute, the young prodigy set about showing that he was well and truly the boss of the Gunners'' midfield. Solid in individual tussles and blessed with extraordinary vision, Fabregas was at the heart of all their good moves until the fateful sending-off. Compelled to defend after that, he experienced a lot more difficulty trying to keep the Barcelona midfield at bay. The enormous effort he expended in this unaccustomed role led to him wasting several good chances to launch counterattacks. Ronaldinho (BRA, Barcelona) Much had been expected of his attacking duel with Henry, so the Brazilian must surely feel a little disappointed with his personal performance. Expertly policed by Kolo Toure and Gilberto Silva, ''Ronnie'' never found the space to delight the Stade de France crowd with his trademark strokes of genius. Worse still, he even ended up looking a bit clumsy when one second-half shot almost went out for a throw-in. He never stopped prodding and probing, though, and after his side''s equaliser, he finally found some freedom to express himself. In his defence, he played the majority of the game in a centre -forward role to which he is far from ideally suited. Henrik Larsson (SWE, Barcelona) He may have only spent half an hour on the pitch, but it was the Swede who was the catalyst for Barcelona''s explosive recovery. Introduced as a second striker playing slightly on the right, the former Celtic hero provided the two decisive passes for Eto''o and Belletti. Now 34, he may no longer always last 90 minutes, but the super-sub role suits him down to the ground. No doubt Lars Lagerback will have taken note. Thierry Henry (FRA, Arsenal) It is not easy to play as sole striker when your side is reduced to ten men early on. After five sensational minutes during which he had two splendid efforts blocked by Valdes, Henry struggled to impose himself. Blocked-often to the limit of legality-by the Barcelona defence, he was allowed very few occasions to shine, although he still delivered the free-kick from which Campbell opened the scoring. Unsurprisingly, he tired visibly in the second half and consequently spurned a chance to make it 2-0. " I tried to hit it hard but I was shattered," he admitted after the match. The chief offensive weapon in France''s armoury, Henry now has three weeks to recover his strength. As he was on the field for the last five minutes only, there was insufficient time to assess the form of Jose Antonio Reyes (ESP, Arsenal).

阅读理解HISTORY OF IMMIGRATION As we look back at the 20 century we realize that never in the history of mankind have humans migrated so much. Millions of people have left their homes to relocate in other parts of the world in order to change their destiny. People from all over the world have dared to dream of a better future for themselves and for their children. Others were forced out of their homelands in order to escape atrocities (暴政，暴行). The two world wars during this century forced large numbers of people to seek refuge in a distant land in order to survive. Australia Since 1945, over six million people have come to Australia as new settlers. Their arrival has had a marked influence on all aspects of our society. The trigger for a large-scale migration was the end of World War II. In Europe, millions of people were driven outside their homelands, unable to return. In Australia, there was a desperate shortage of labour and a belief that substantial population growth was essential for the country''s future. These factors led to the creation of a federal immigration program in 1945. By 1947, a post-war immigration boom was under way, with a large and growing number of arrivals of both government-assisted and other immigrants. Agreements were reached with the United Kingdom, some European countries and the International Refugee Organization (IRO) to encourage migrants, including displaced persons from war-torn Europe, to come to Australia. Between October 1945 and June 1960, 1.7 million people arrived. A million more migrants arrived in each of the following four decades. Today, nearly one in four of Australia''s almost 20 million people were born overseas. New Zealand and the United Kingdom are the largest source countries for migrants, but other regions — notably Asia — have become more significant. The most ambitious part of Australia''s migration program followed the end of World War II. Australia negotiated agreements with other governments and international organizations to help achieve high migration targets. These agreements are no longer in force. Canada In 1947, the Canadian government proposed broadening immigration policies as it set its sights on two main objectives: to populate Canada and, is so doing, expand its domestic market and develop the countries resources. But Canada remained opposed to massive immigration from the East—a tendency that continued to shape immigration policy until 1962. Canada stressed its former selective policies and reasserted its right to accept or refuse particular classes of immigrants. Other political and international forces at the time, however, contributed to making Canada a country of immigration. In fact, the years following World War II saw the establishment of international bodies and the introduction of human rights legislation and a pressure to welcome "displaced persons" from Europe. This pressure led to the abolishment of the Chinese Immigration Act in 1947. The Chinese Immigration Act of 1952, however, maintained earlier exclusion based on nationality, ethnicity(种族), climate compatibility, lifestyle and values. Contrary to the 1920s, immigration focused primarily on the construction and manufacturing industries as opposed to agriculture and mining. A wave of immigration from southern Europe swept across postwar Canada to fill the need for manual labour. The immigration of a highly skilled worked force was also encouraged in the areas of health, education and technology, mostly from Europe. The United States of America America was built by immigrants. From Plymouth Rock in the seventeenth century to Ellis Island in the twentieth, people born elsewhere came to America. Some were fleeing religious and political persecution. Most, however, came for economic reasons and were part of extensive migratory systems that responded to changing demands in labor markets. Their experience in the United States was as diverse as their backgrounds and aspirations. Some became farmers and other toiled in factories. Some settled permanently and others returned to their homeland. Collectively, however, they contributed to the building of a nation by providing a constant source of inexpensive labor, by settling rural regions and industrial cities, and by bringing their unique forms of political and cultural expression. The volume of immigration before the 1960s was staggering. Figures for the colonial period are imprecise, but by the time of the first census (人口普查) of 1790 nearly 1 million Afro-Americans and 4 million Europeans resided in the United States. The European population originated from three major streams: English and Welsh, Scotch-Irish, and German. Between the end of World War II and the passage of important immigrant reform legislation in 1965, most newcomers to the United States consisted of Europeans displaced by war and Mexican agricultural workers. In 1948 Congress passed the Displaced Persons Act that eventually admitted some 400,000 Europeans uprooted by war, although displaced people from Palestine, China, and India were ignored. Congress also responded to the requests of agricultural interests in the Southwest and allowed temporary workers from Mexico into the country after 1952. More than 1 million people are entering the U.S. legally every year. From 1983 through 1992, 8.7 million of these newcomers arrived—the highest number in any 10-year period since 1910. A record 1.8 million were granted permanent residence in 1991. Because present law stresses family unification, these arrivals can bring over their spouses, sons and daughters: some 3.5 million are now in line to come in. Once here, they can bring in their direct relatives. As a result, there exists no visible limit to the number of legal entries. Australia today Natural increase has been the main source of population growth over the past hundred years, contributing two-thirds of the increase in population between 1901 and 2001. Immigration has also been a significant contributor to Australia''s population growth, and immigration''s contribution to population growth is likely to increase during the next 30 years as the ageing of Australia''s population leads to the annual number of the deaths exceeding births. It is possible that sometime in the 2030s, immigration may become the only source of growth in population.

阅读理解In the formal place settings, many people are afraid they will fail to choose the proper utensil (器具)for the stages of the meal. Just remember this point: use the outermost utensil or utensils, one set for each course, and you can''t go wrong. Because for a formal place setting, you will receive exactly as much silverware as you will need, arranged in precisely the right order. Developing the habit of taking a moment to observe can be very useful in preventing awkward mistakes. At smaller events, it is common to wait to take a bite until everyone at the table has received a serving and the hostess has begun eating. Sometimes a hostess may urge her guests to eat immediately upon receiving the food. This is especially true at larger events, where waiting for everyone would allow it to get cold. In this case, wait until one or two of the other guests are ready to begin as well, so that you are not the only person at the table who is eating. Elbows, elbows, if you''re able — keep your elbows off the table! Sit up straight, with your arms held near your body. You should neither lean on the back of the chair nor bend forward to place the elbows on the table. It is permissible to lean forward slightly every now and then and press the elbows very lightly against the edge of the table, if it is obvious that you are not using them for support. When you are eating soup, dip the spoon into the soup, moving it away from the body, until it is about two-thirds full, then sip the liquid (without slurping) from the side of the spoon (without inserting the whole bowl of the spoon into the mouth). It is perfectly fine to tilt the bowl slightly — again away from the body — to get the last spoonful or two of soup. The general rule for removing food from your mouth is that it should go out the same way it went in. Therefore, a piece of bone discovered in a bite of chicken should be returned to the plate by way of the fork. Fish is an exception to the rule. It is fine to remove the tiny bones with your fingers, since they would be difficult to drop from your mouth onto the fork.

阅读理解It is not surprising that a philosophy borrowed from business should see its principal focus within education as the furthering of the connection with business and industry. Moreover, when a philosophy is implemented at governmental level by people, the majority who learnt their understanding of life within this environment, it is not surprising that they should picture education--as feeding this goal. In an age when the US is seen as being in desperate, almost cut-throat competition with industrial neighbors, it becomes an article of faith that to maintain present standards of living, education must increasingly focus upon training the youth of the country to compete in such markets. This demand is, of course, nothing new. A number of factors come together to provide the motive force for making education the handmaiden(女仆人) of the job market. For those with economic blinkers, such concentration makes good'' sense, but for those who take a wider view of the purposes of education, this appears narrow and damaging, even, in the long term, to the economic good health of the country. It is possible to argue for the ultimate purposes of education from different standpoints. The one that appears to be the motive force in much educational decision-making at the present time values knowledge that is conducive to the furtherance of the national economic well-being. It sees the child as a being to be trained to fit into this economic machine. Initiative and activity are encouraged only as far as these dovetail with ultimate occupational destinations. The teacher, therefore, is seen as a trainer, a constructor, a transmitter. However, there are many who value knowledge which is perceived as part of that country''s cultural heritage while other child-centred advocates see the curriculum as based on each individual child''s experiences and interests, each being active, involved, unique constructors of their own reality. Others see schools as being essentially concerned with pressing social issues which need to be resolved, and therefore the curriculum takes the form of being topic or problem based. Such sketches do not begin to do justice to the complexity and richness of argument, which may be contained in differing educational ideologies. However, if they at the very least convey the profound conflicting views, these descriptions suggest that there is truth in each of them, but none must have the stage to itself.

阅读理解Economic Insecurity and Material Life It is a curious fact that as we leave the most impoverished peoples of the world, where the human being with his too few energy to provide for himself a bare subsistence, we find the economic insecurity of the individual many times (47)______ . The solitary Eskimo, Bushman, Indonesian, Nigerian, left to his own devices, will (48)______ a considerable time. Living close to the soil or to their animal prey, the peoples with the lowest standard of living in the world can sustain their own lives, at least for a while, almost single-handed. With a community (49)______ only a few hundred, they can live indefinitely. Indeed, a very large percentage of the human race today lives in precisely such (50)______ — in small, virtually self-contained peasant communities which provide for their own survival with a (51)______ of contact with the outside world. This large majority of mankind suffers great poverty, but it also knows a certain economic independence. When we turn to the New Yorker or the Chicagoan, on the other hand, we are (52)______ by exactly the opposite condition, by a great ease of material life, coupled at the same time by an extreme dependence of the individual in his search for the means of existence. In the great metropolitan areas where most Americans live, we can no longer imagine the solitary individual or the small community surviving, if they do not rob for food and (53)______ . The majority of Americans have never grown food, caught game, raised meat, ground grain into flour. Faced with the challenge of clothing themselves or building their own homes, they would be (54)______ untrained and unprepared. Even to make minor repairs in the machines which surround them, they must call on other members of the community whose (55)______ it is to fix cars, or to repair plumbing, or whatever. Perhaps, the richer the nation, the more apparent is this (56)______ of its average inhabitant to survive unaided and alone. Word Bank A) fashion I) necessities B) ability J) casually C) inability K) survive D) minimum L) independence E) evolved M) numbering F)multiplied N) hopelessly G) struck O) business H) previously

阅读理解One airline chief executive officer (CEO) was the master of the personal touch. Spending hours with his employees and getting to know their J9bs, he persuaded them to accept pay cuts in return for an ownership stake. The concession put the company so solidly in the black that the CEO was able to sell it for $ 860 million. Another CEO scolded managers in front of others, cut one third of the work force and so embittered the survivors that his airline began to lose money, and the board of directors fired him. In any test of knowledge or IQ, the two CEOs would have .dueled to a draw. The difference was their ability to handle relationships, argues Daniel Goleman in his new book, Working With Emotional Intelligence. Building on his 1995 bestseller, Emotional Intelligence, Goleman now probes how El relates to the world of work. As he did in his earlier book, Goleman masterfully explains how a low EI hinder peoples full intellectual potential by flooding the brain with stress hormones that impair memory, learning and thinking. The heart of the book, though, is an analysis of data collected from more than 150 firms on what distinguishes so-so performers from super- stars. Golemans findings: conventional intelligence takes second position to emotional intelligence in determining job performance. In jobs ranging from repairman to scientist, IQ accounts for no more than 25 percent of the difference between, say, a successful high tech entrepreneur and a failed one. In another surprise, the contribution of IQ shrinks and the contribution of EI rises with the difficulty of a job and how high it ranks in an organization. Based on traits that companies say distinguish winners from losers, Goleman concludes that EI carries much more weight than IQ in determining success at the top. However, the many examples of CEOs and other people in top positions who have the emotional intelligence of a snake--but still were CEOs-undermine the case for EIs indispensability in business. But even if you accept that EI determines who excels, you have to wonder if it should. Goleman describes how 112 entry-level accountants were judged more or less successful by their bosses according to their level of EI rather than their actual skill. No wonder so many auditors fail to notice cooked books.

阅读理解Yorkshire Pudding is a restaurant which will bring full dishes to the table but offer plates to those diners who would like to ____.

阅读理解Bloggers learn price of telling too much Blogs are everywhere — increasingly, the place where young people go to bare their souls, to vent, to gossip. And often they do so with fervor and little self-editing, posting their innermost thoughts for any number of web surfers to see. There is a freedom in it, as 23-year-old Allison Martin says: "Since the people who read my blog are friends or acquaintances of mine, my philosophy is to be totally honest — whether it''s about how uncomfortable my hat are or my opinions about First Amendment law," says Martin, who lives in suburban Chicago and has been blogging for four years. Some are, however, finding that putting one''s life online can have a price. A few bloggers, for instance, have been fired for writing about work on personal online journals. And Maya Marcel-Keyes, daughter of conservative politician Alan Keyes, discovered the trickiness of providing personal details online when her discussions on her blog about being a lesbian became an issue during her father''s recent run for a U.S. Senate seat in Illinois (he made anti-gay statements during the campaign). Experts say such incidents belong to a growing trend in which frank outpourings online are causing personal and public dramas, often taking on a life they couldn''t have if the Web had not come along and turned individuals into publishers. Some also speculate that more scandalous blog entries will have ramifications (支流) down the road. "I would bet that in the 2016 election, somebody''s Facebook entry will come back to bite them," Steve Jones, head of the communications department at the University of Illinois, says, referring to thefacebook.com, a networking site for college students and alumni that is something of a cross between a yearbook and a blog. More traditional blog sites — which allow easy creation of a Web site with text, photos and often music — include LiveJournal and MySpace. And they'' ve gotten more popular in recent years, especially among the younger set Surveys completed in recent months by the Internet & American Life Project found that nearly a fifth of teens who have access to the Web have their own blogs. And 38% of teens say they read other people''s blogs. By comparison, about a tenth of adults have their own blogs and a quarter say they read other people''s online journals. Amanda Lenhart, a researcher who tracks young people''s Internet habits, says she''s increasingly hearing stories about the risks of posting the equivalent of a diary online. Other times, the ease of posting unedited thoughts on the Web can be uglier, in part because of the speed with which the postings spread and multiply. That''s what happened at a middle school in Michigan last fall, the principals started receiving complaints from parents about some students'' blog postings. School officials couldn''t do much about it. But then the students found out they were being monitored, a few posted threatening comments aimed at an assistant principal — and that led to some student suspensions. "It was just a spiraling (螺旋) of downward emotions," says the school''s principal. She spoke on the condition that she and her school not be identified, out of fear that being named would cause another Web frenzy. "Kids just feed into to that and then more kids see it and so on," she says. "It''s a negative power — but it''s still a power." Lenhart, the researcher, likens blogs to the introduction of the telephone and the effect it had on teen''s ability to communicate in the last century. She agrees that the Web has "increased the scope" of young people''s communication even more. "But at the root of it, we''re talking about behaviors middle-schoolers have engaged in through the millennia," Lenhart says. "The march of technology forward is hard, and it has consequences that we don''t always see." She says parents would be wise to familiarize themselves with online blogging sites and to pose questions to their children such as, "What is appropriate?" and "What is fair?" to post. It''s also important to discuss the dangers of giving out personal information online. One survey released this spring found that 79% of teens agreed that people their age aren''t careful enough when giving out information about themselves online. And increasingly, Lenhart says, this applies to blogs. Caitlin, a 15-year-old in Neptune, N.J., says she knows people who go as far as posting their cell phone numbers on their blogs — something she doesn'' t do. She also often shows her postings to her mom, which has helped her mom give her some space and privacy online. "That''s not to say if I thought something dangerous was going on, I wouldn''t ever spy on her," says her mother, Melissa. "But she has given me no need to do so." Many college students say they'' re learning to take precautions on their own. John Malloy, a 19-year-old student at Centre College in Danville, Ky., has put a "friends lock" on his LiveJournal site so only people with a password he supplies can view it. "A lot of times, my blog is among the first places I turn when I am angry or frustrated, and I am often quite unfair in my assessment of my situation in these posts," Malloy says. "Do I wish I hadn''t posted? Of course. But I haven''t actually gone as far to take posts down." Instead he makes them "private" so only he can read them. "I like to keep them to look back on," he says. Meanwhile, Joseph Milliron, a 23-year-old college student in California, says he''s become more cautious about posting photos online because people sometimes "borrow" them for their own sites. It'' s just one trend that''s made Milliron rethink what he includes in his blog. Martin, the 23-year-old blogger in suburban Chicago, agrees that blogs can "provide just one more avenue for a person to embarrass him or herself, says Martin, who''ll be heading to graduate school in Virginia this fall. Still, he thinks blogging is worth it — to stay in touch with friends and to air his more creative work, including essays. "I suppose in that way," he says.

阅读理解The basic flag of the United States is one of the world''s oldest national flags. Only the basic flags of Austria, Denmark, Great Britain, the Netherlands, Sweden, and Switzerland are older. During the discovery and settlement of what is now the United States the flags of various European nations were flown over the land, as symbols of possession. Later, in the colonial and Revolutionary War periods, flags representing famous persons, places, and events were flown in the American Colonies. The first official flag of the United States was created by Congress on June 14, 1777. It consisted of 13 alternate red and white stripes and 13 white stars in a field of blue, representing the 13 colonies that had declared their independence in 1776. Congress adopted a new flag of 15 stars and 15 stripes in 1795, to give representation to the two new states admitted into the Union, Vermont and Kentucky. By 1817, there were 20 states in the Union, and it became apparent that adding one stripe for each new state would destroy the shape of the flag. As a result, Congress in 1818 restored the original design of 13 stripes and provided that each state was to be represented by one star. In 1912 President William H. Taft made the first official provision for the arrangement of the stars. He ordered that there be six even rows of eight stars each. Previously the arrangement of the stars had been left to the flag maker''s desire. The evolution of the stars and stripes reflects the growth of the United States. After the admission of Hawaii into the Union in 1959, the flag was officially changed for the 26th time since its creation. There are many government flags flown in the United States in addition to the national flag. Among them are the president'' s and vice-president''s flags and those of the federal departments and some federal agencies. Each state in the Union has an official flag. The United States Navy used special flags for signaling.

阅读理解Passage One The fifth largest city in the US passed a significant soda tax proposal that will levy 1

阅读理解Parents of Millennial (children born in and after 1982) are confused. These moms and dads are giving their children more time and attention than their parents gave them, but these kids don''t seem to appreciate any of their efforts. It is a truism to say every generation of parents is uncomfortable with teenage offspring. Today, however, that statement carries even more weight. Our parents might have felt awkward about Elvis and the Beatles, but parents today don''t understand how teenagers can be so entertained but so bored, so filled with information sources but so unwise, so pampered but so untrusting of authority. Here are some specific principles about parenting Millennials: Understand yourself. Get some feedback about your ability to affirm and love your children. Find out if you tend to be overprotective or permissive, and also determine your spouse''s tendencies. Knowing yourself provides a benchmark(基准) for making changes in how you treat your kids. It''s never too late to change. Engage them intentionally. Learn all you can about their culture, and make time to talk. Great conversations sometimes can be planned, but often the unguarded moments yield the deepest level of heart-to-heart talks. Look for those moments. Pray that God will open your eyes to see them. I''m convinced they are there, but sometimes we miss the cues. On the way home from a ball game, on the way to pick up a movie, in the kitchen preparing dinner, and in the other mundane moments in life, God can give us windows to each other''s soul if we look for them. Correct sparingly; affirm lavishly. Our teenagers are no different from us. We all need large helpings of love all day every day. The only difference is that some teenagers are "going through that phase" of individuating, developing their own, separate identity apart from their parents. Some of them do this gracefully; most do it painfully. They are exasperating(令人生气的), but they need to be hugged. They are incredibly obstinate, but they need our kindness. They are out of control, but they need our steady, gently care. Most kids I know are well aware when they mess up. They usually don''t need us to point that out. A better approach is to put your arm around him and ask, "How can I help you? I really care about you." That will do wonders for your teenager and for your relationship. The Millennial Generation is not the most difficult bunch of young people to come along in years. In fact, as a group, they are more withdrawn than we''ve seen in many years. They need a sense of purpose; they need strong relationships; they need role models they can trust. If we understand them, we can more accurately shape the environment in our homes to meet their needs and point them toward lives of true meaning.

阅读理解Whether you are writing about literature or a rock concert, there are several points about the evaluative essay you have to keep in mind. First, avoid using language that is simplistically judgmental. Don''t say that something is great or beautiful or exciting or interesting. Your readers are apt to become defensive: "We''ll be the judge of that," they''ll say. Your job as the writer of this essay is to show how the work under consideration is beautiful or exciting. If you do that well, your readers will be convinced of the work''s beauty without your saying that it''s beautiful. An occasional, off-handed "beautiful" or "exciting" is all right; just don''t expect your readers to be convinced unless you make them feel that beauty or excitement. Second, don''t re-tell the story. Only a sentence or two is enough to cover the story of an entire novel. If you spend your essay telling readers what happened in The Bluest Eye, they'' re going to wonder why they aren''t reading Toni Morrison''s novel instead of your essay; after all, the Nobel Prize winner probably did a better job telling her story than you could ever do. Your job is to provide some insight into how Morrison did what she did. Then, in reading your essay, readers will say, "Wow! That''s great! I better go read that novel." There will be occasions when you are forced to use the specialized vocabulary that people who really like this kind of art are used to using. Reading the CD booklets of jazz albums is sometimes like reading a foreign language if you'' re not hip. That''s to be expected. If it is written well, your reader will go along with you. You can''t be expected to review a rock concert with the same language that you'' d use to review the performance of a string quartet (管弦四重奏). Critics who write about art sometimes have their own vocabulary for doing so, and you need to be at least somewhat familiar with that vocabulary before writing seriously about art.