填空题African Incentives

填空题Questions 36-40 Complete the summary below. Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answer in boxes 36-40 on your answer sheet. Regarding wildfire, its (36) could be aroused not only by global warming but also by human activities which accounted for nearly 90%. Some are accidental while others are deliberate. Also, government agencies laid their emphases on (37) Although this avoids (38) to some extent, wildfire, once occurred are growing beyond imagination and hardly controlled by (39) . As a result, (40) is a complicated project as well as preventing wildfires.

填空题Listen to the statement and complete the statements below. Use up to three words. University courses include a lot of 1__________ and they are falling into 2 __________ , restricted optional course and general optional course. The first kind of courses is 3 __________ and regular. University itself always provides students with the opportunities to choose restricted optional courses on condition that the 4 __________ is met The last kind of courses by all the students freely.

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填空题Read the text below and answer Questions 29-40. WHY DO CLOCKS GO CLOCKWISE? The simple answer is that clocks always go clockwise!If the clock's hands moved in the opposite direction(to what we are used to), it would still be called 'clockwise' , of course!But, seriously, why do the hands move from left to right at the top?Generally, the answer given is that clocks were invented in the northern hemisphere where the sun rises in the east, travels round to the south, and sets to the west. The shadow on a typical domestic sundial in olden times would move from left to right. So, the answer is completely logical. Or is it? If we go back to early clocks, because of their sheer size and cost, there was generally only one turret clock in a town, usually placed high on a tower for all to see and frequently accompanied by a bell that could be heard when the clock face was not visible. If we go back in time to before mechanical clocks, even if people had a sundial at home, they needed a large public sundial that could be read from a distance when they were out. Sundials were therefore placed high on a wall in the town. This is where the explanation above about clockwise movement no longer rings true:for sundials on vertical walls have to have their hours arranged in an anti-clockwise progression. As vertical sundials would have been the predecessors of clock towers, one wonders why a right to left movement didn't become the standard. An old vertical sundial can still be seen in Queen's College, Cambridge, England. Not only does it go 'anticlockwise' but strangely(for us)the number 'I' is at the bottom rather than the top. Surely the hands on clocks have always moved in the sanle direction, though?Surprisingly, the answer is no. There is a clock Painted in fresco in a Cathedral in Florence that is peculiar in several ways. We are used to clocks with twelve hours on the dial but this one has twenty-four and the twenty-fourth hour does not signify midnight but the hour of sunset(a system that survived until the eighteenth century apparently);furthermore, the layout of the numbers has 'I' at the bottom, although of course Ⅻ is at the top, and it goes anticlockwise!This clock is not unique, however. There were other clocks around in the 15th and 16th centuries with Roman numerals going anti- clockwise. Some of them had a hand that went around once in 24 hours, others went around once every twelve hours. and still others went around four times in 24 hours with the digits Ⅰ to Ⅵ painted on the clock face. Then again, some went around once in 12 hours but the digits were marked Ⅰ to Ⅵ and then Ⅰ to Ⅵ again. Some of the 'once every 24 hours' ones were marked Ⅰ to Ⅻ and Ⅰ to Ⅻ again. There were probably even more variations than this. To find out why all clocks go clockwise and are numbered Ⅰ to Ⅻ (or 1 to 12)today, we have to consider the phenomenon described in 1890 in principles of Economics by Alfred Marshall. Early clocks were massive and extremely heavy (not to mention very expensive)devices and technology over the centuries has reduced these to small timepieces that can sit on a little shelf, be carried(often in a waistcoat pocket), or worn on the wrist. When it comes to new technoloIgies, there are often many designs in competition with one another. Occasionally, one design is obviously pre-eminent and the others soon become obsolete. In the case of the clocks, there would not seem to be one design that is outstandingly more advantageous than the others. That is where Marshall's theory comes in: 'whatever firm design or technology gets a good start' eventually wins. We can assume, therefore, that one type of clock face—although it may not have had any technological advantage over the others—was somewhat more common;and, once one technology secures a larger share of the market, there are economies of scale, It becomes more cost-efficient to produce thereby giving it even greater advantage over its rivals In this way, one technology can completely eclipse the others. Why do clocks go clockwise?Pure chance is probably the answer. Clockwise may have been more widespread and got off to a good start. After the invention of the first mechanical clock, for a century and a half, there was no consistency in the direction, the position of the numbers on the dial, or even the number of hours shown. All this changed with the mass production of clocks and watches as domestic items. For nearly five hundred years now, they have been consistent—a clockwise dial with twelve hours and two rotations in a 24-hour period. Do the following statements agree with the information given in the text? In boxes 29-34 on your answer sheet, write TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this

填空题People have time for more experiences partly because they are ______.

填空题There are two regions in the United Park, namely the Plant Garden and __________ .

填空题Maize is an unsuitable crop in much of southern Africa because it requires ______.

填空题It is important to give amateurs a name which reflects the value of their work.

填空题{{B}}SECTION 1: QUESTIONS 1-10{{/B}} Listen to the conversation between an external student and a receptionist at Grisham College Counselling Office. Questions 1-3 Complete the Student Profile below. Use NO MORE THAN THREE WORDS OR A NUMBER for each answer. STUDENT PROFILE-GRISHAM COLLEGE Student Number: {{U}}(1) {{/U}}-EXT Name:　　　　　 Jack LARASSY　　　　　　Course: Master of Linguistics　　　　　　　　　　　　　　　　　　　　　　　　　 School of Languages ＆ Date of Birth: (2) ______ /______/ 1979　　　　　　　　　　　　　　　　　　　　　　 　　　 Literacy Address: {{U}}(3) {{/U}} Avenue　　　　　　　　　 CHELMSFORD, CM3 94Y

填空题 Questions 4-8 Complete the following table using information taken from Reading Passage 1. Use NO MORE THAN THREE WORDS OR A NUMBER for each answer. Write your answers in boxes 4-8 on your Answer Sheet. Households with no access to medical facilities {{U}}(4) {{/U}} Deaths which were not preventable {{U}}(5) {{/U}} Children who {{U}}(6) {{/U}}less than they should 25% MFC loan for use in 2002 {{U}}(7) {{/U}} The difference between the actual and{{U}} (8) {{/U}}growth rate 4.5% Figure 1. Facts on Uganda

填空题______ programmes are unlikely to reduce the number of students going abroad in the near future.

填空题Questions 20-26 Complete the summary below with words taken from Reading Passage 2. Use NO MORE THAN TWO WORDS for each answer. Write your answers in boxes 20-26 on your answer sheet. Public dissatisfaction with elections came about as a result of the (20) in New Zealand, and many people voted for a (21) instead. However, the parliamentary representation was disproportionate to the number of votes received and, after investigation, this situation eventually led to a national (22) which asked the people to express their preference for a particular electoral system. The first experience was messy, however: (23) ensued after the New Zealand First party decided to go into (24) with National instead of the Labor party. New Zealanders have since become used to MMP, and its advantages are now clearer. People once (25) from affairs of state have gained access to Parliament, and major and minor parties now get along better—the latter taking on the role of (26) .

填空题Listen to the conversation and fill out the table below. Write NO MORE THAN TWO WORDS for each blank.

填空题What is the internship stipulation of each country below?Choose FOUR answers from the box and write the correct letter, A-F, next to questions 13-16.Internship StipulationA home stayB no summer programC minimum time requirementD formal report requiredE specific time periodF agricultureCountry

填空题How small development schemes can help to solve the problem.

填空题 Name David5______ Company 6______ Address 7______, Arlington Close,Baddleton, Yorkshire Telephone 0675 934 888

填空题Information needed when booking: (6) number Length of hire period: (7) Reduce cost by driving under (8) km per week. Insurance does not cover: (9) After hours put keys in box near the office on the (10) Information needed when booking: (6) number Length of hire period: (7) Reduce cost by driving under (8) km per week. Insurance does not cover: (9) After hours put keys in box near the office on the (10)

填空题PeerInteractionandProblemSolvingAOverthepastfifteenyearsvariousstudieshaveaddressedwhether,whenandhowpeerinteractionfacilitateschildren'scognitivedevelopment.Oneofthetaskslongfavouredbycognitivepsychologistswhoareinterestedinproblemsolvingisthe"TowerofHanoi".Thisisusuallypresentedintheformofaboardwiththreeverticalpegsinit;overonepegisslippedanumberofdifferent-sizedtiles,withthelargestatthebottomandthesmallestatthetop,sothattheyformapagoda-shapedstack(seeFigure1).Thetaskistodismantlethe"pagoda"andre-formitononeoftheotherpegs,butwiththeconstraintsthatonlyonetilecanbemovedatatime,andthatalargertilemayneverbeplacedonasmallerone.Withthreetiles,theproblemissolubleinaminimumofsevenmoves.BOurownfirstexplorationoftheeffectsofpeerinteractiononproblem-solvingabilitybeganwiththistask(GlachanandLight,1982;LightandGlachan,1985).Wepre-testedindividualchildren,agedabout8,andthenassignedthematrandomtoeitheracontrolcondition,wheretheyworkedalone,oranexperimentalconditionwheretheyworkedinpairs,sittingoppositeoneanotherwiththeboardbetweenthem.Wethenpost-testedthemallindividuallywithaslightlydifferentversionofthetask.Inthisfirststudy,weobtainednoevidencethatthechildrenwhohadworkedtogethergainedanyadvantagefromdoingso.However,whenwelookedmorecloselyatwhattheywereactuallydoing,thisofferednosurprise.Thechildrenweresimplytakingturns,havingonemoveorawholetrialeach,buttakinglittleinterestwhenitwas"nottheirgo".Soweattachedlittlehandlestoeachsideofthetilesandtriedagain,witharulewhichstipulatedthattheymustcooperateonallmoves,andthatnomovecouldbemadeunlessthetwochildrenmovedthetiletogether.Undertheseconditionswedidgetevidencethatchildrenwhoworkedtogetherdidbetter,andcarriedoversomeofthisadvantagetoindividualpost-test.CWhatcounts,seemingly,isforthechildrentobeengagedwithoneanotheraswellaswiththetask.Blaye(1988)cametothesameconclusiononthebasisofaseriesofstudiesinvolving5-and6-year-oldsinamatrix-fillingtaskpresentedtothemoncomputer.Whilsttheexperienceofworkinginapairoftenledtogreaterindividualprogressthanworkingalone,thiswasparticularlynoticeablewhenoneofthechildrenwasrequiredtoindicatetheirchoicewithalightpen,whiletheotherhadtoaffirmtheirconsentbyusingthekeyboard.Onceagainitisco-ordinatingtherolesofthechildrenthatseemstobeimportant.DInourownworkwehaveexperimentedwithanumberofothercomputer-presented"puzzles",onebeingacomputerversionofthepegboardcode-breakinggame"Mastermind".Thecomputergeneratedadigitalcodesequencewhichthechildrenhadto"break"bytryingoutdifferentsequencesandgettingfeedback(LightandGlachan,1985).Inthisstudythechildrenwhoworkedtogetheragainenjoyedsomeadvantageoverthosewhoworkedalone.Inanattempttounderstandthebasisofthisfacilitationwetape-recordedtheinteractionbetweenthechildren.Welookedinparticularfor"arguments",i.e.sequenceswherethechildrenwereofferingdifferingsuggestionsastowhatmovetomakenext,andwhereatleastoneofthemwasofferingsomekindofjustification.Asithappened,suchargumentswerefairlycommoninabouthalfofthepairsandratherscarceintheotherhalf.Theimprovementofchildren'sscoresfrompre-testtopost-testwassignificantlygreaterinthosepairswhoengagedinfrequentargumentthanitwasfortheremainder.EThisstudythenofferedsomesupportfortheviewthat"socio-cognitiveconflict",oratleastdisagreement,maybeanecessaryconditionforprogressinpeerinteractionsituations.MoreevidencecomesfromamorerecentseriesofstudiesbyChristineHoweandcolleagues.Thesewereconductedwithsecondaryschool-agedpupilsusingcomputerbasedtasksrelatedtothephysicscurriculum.Thedesignofthesestudieshasfollowedthefamiliarpatternofindividualpre-testsandpost-tests,andinbetweenasessioninwhichchildrenworktogetherinpairsorsmallgroups.Inonestudyconcerningtrajectoriesofobjectsdroppedfromplanes,Howeformedpairsonthebasisofpre-testresponses,suchthatstudents(12to14-year-olds)inapairwereeithersimilarordifferentintermsoftheirinitialpredictionsandconceptions.Thepairswhichshowedthegreatestpre-topost-testgainswerethosewherethestudentsdifferedbothintermsoftheirpredictedtrajectoriesandtheconceptionsonwhichthesepredictionswerebased.FWhiletheworkofHoweandcolleagueslendssupporttotheideathatsocio-cognitiveconflictmaybethekeyingredientinpeerfacilitationoflearning,otherresearchershaveraiseddoubtsaboutthis,andhavecriticizedtheconceptofconflictasvagueandill-defined(Blaye,1988).Someresearchershavefoundthatinteractionbetweenchildrenatthesamelevelisactuallysometimesthemosteffectivesituation.Thus,forexample,Lightetal.(1994),usingadetourproblem-solvingtaskcouchedasacomputeradventuregame,foundthatworkingwithapartnerofthesamepre-testscorelevelwasmoreeffectivethanworkingwithalower-levelorahigher-levelpartner.Sothereappeartobeatleastsomecircumstancesunderwhichlearnersneedtobeevenlymatchedtomaximizetheproductivityoftheinteraction.Oneexplanationmaybethefactthatthetaskinthisexperimentwaswhollynovelforbothpartners;theywerenotcomingtothesituationwithwell-formedviewsofhowtheproblemshouldbetackled,astheywereinthecaseofHoweetal.'sstudy,sotheywereengagedinjointlyconstructingthesolutiontotheproblem.Questions14-18ReadingPassage2hassixparagraphs,A-F.Whichparagraphcontainsthefollowinginformation?Writethecorrectletter,A-F,inboxesI4-18onyouranswersheet.

填空题CANNIBALISM A The 2002 case of consensual cannibalism in Germany, in which Armin Meiwes slaughtered and ate Jurgen B, has brought this controversial subject back into the forum. Considered by many to be the most heinous of crimes, cannibalism, nevertheless, still holds a lot of fascination for people. This can be seen in the popularity of fiction and non-fiction accounts of cannibal killers. Dr Hannibal "the Cannibal "Lecter from The Silence of the Lambs is virtually a househoid name, while real-life cannibals like Jeffrey Dahmer and Ed Gein achieved remarkable notoriety. Perhaps the most disturbing example of this phenomenon is the story of Issei Sagawa. Sagawa, an English literature student at the Sorbonne, fell in love with a German woman, who he then murdered and ate. Judged unfit to stand trial in France, he was extradited back to Japan, where, unrepentant, he became a national celebrity, writing several bestselling novels. Now free, he writes his own regular column. B The above are all cases of pathological cannibalism, but has cannibalism ever been socially acceptable? Anthropologists find this a 'difficult topic because it arouses such strong feelings in people. The word "cannibal" comes from Columbus' description of a Caribbean tribe called the Caniba who were reputedly man-eaters. Europeans declared cannibalism the worst evil and so gave themselves justification for the violent subjugation of indigenous peoples. Thus, cannibalism was used to justify colonisation of the Americas and many Pacific isles, as well as Africa. Pope Innocent IV labelled cannibalism a sin that Christians should punish by force and Queen Isabella of Spain made slavery illegal unless those enslaved were cannibals, which of course provided colonists with an economic incentive to see all natives as cannibals. Hence, most allegations of cannibalism from the 15th, 16th and 17th century are of dubious veracity. So doubtful, in fact, that some scholars have repudiated the existence of sociological cannibalism altogether. Others, however, believe this to be a backlash against the great number of false allegations and are once again giving their attention to the question of cannibalism-namely, in what kind of situation would cannibalism, the consumption of the flesh of one's own species, be normal and accepted? C It might, first, be pertinent to ask whether or not cannibalism occurs in the natural world. Clearly it does. Many species of animals cannibalise each other, but in nearly all cases the function of the cannibalism is to increase chances of survival. According to Professor Tom White of Adelaide University, survival cannibalism amongst animals can be thought of in two ways. The "Lifeboat" strategy involves the strong eating the weak when food is scarce so that the survival of the strong is ensured. Examples of this kind of cannibalism abound in nature: the first hatched caterpillar of the codling moth eats the other eggs; in raptor birds' nests the strongest chick kills and eats its siblings. In the more subtle "Grazer" strategy animals graze on members of their own species that have energy stored in their bodies from food that is, for one reason or another, presently inaccessible. For instance, mother scorpions will eat their own young because small scorpions can catch animals that the mother cannot. Likewise, land crabs eat their young when they come ashore because in the ocean the young have been feeding on plankton, which the adult crabs do not have access to. D Though cannibalism occurs mostly amongst lower vertebrates and invertebrates, it has also been observed in mammals. Male lions are known to kill and sometimes eat the cubs of rival males and various types of primates have been seen killing and eating members of rival troops. In many of these cases the act is probably better described as infanticide because the main purpose is not to feed, but rather for the male to eliminate young that are not descended from his genes. Having said that, there are still many incidents of cannibalism providing a source of food amongst mammals. It has been seen in hyenas, rabbits, hamsters, rats and even pigs, to name a few. E Indeed, cannibalism has also been a source of food for people. White points out that a 1974 study of cannibalism practised between warring Papua New Guinean tribes revealed that human flesh accounted for 10% of the protein in their diet. Usually, however, when people eat other people they do so out of starvation. Two famous examples of this are the Donner party and the story of the Uruguayan rugby team. In the former a large group of American settlers resorted to cannibalism when snowbound in the Sierra Nevada mountains, while in the latter the rugby players were forced to eat their dead teammates after their plane crashed in the Andes mountains and they were stranded for a total of 72 days. F However, most socially sanctioned human cannibalism has not been committed in order to fill the stomach. Though meat taken from their enemies' bodies did provide the Papua New Guineans with essential protein, this was due to a chronic shortage of wild game. Normally, amongst those cultures which are known to cannibalise enemies, the purpose is to gain the powers of the enemy and also to express anger and instill fear. Various tribal peoples around the world have been known to do this. There is some evidence to suggest that, in addition to practising cannibalism for food, Japanese soldiers also practised this form of cannibalism during World War Ⅱ. There are also documents which claim that the medieval Crusaders committed similar acts. G The other main type of human cannibalism that is accepted socially is associated with funerary rites. The most well known example is provided by the Wari people of Brazil, who consumed parts of the bodies of fellow tribe members after they died. Anthropologist Beth Conldin explains that this was "done out of affection and respect for the dead person and as a way to help survivors cope with their grief". H The practice of such funerary cannibalism by the Kore people of New Guinea resulted in the brain disease Kuru, which devastated their population. Studies of cannibalistic animals have suggested that this habit made them more vulnerable to infection and disease. However, apart from the Kore case study, the validity of which has been questioned, there is no evidence to support the idea that human cannibalism leads to disease. Quite the contrary, there is a tradition which ties cannibalism to medicine. During the height of colonisation, in which Europeans brazenly enslaved millions of indigenous people for the sin of cannibalism, medicines made from blood and human body parts were very popular. Europeans consumed these things, usually taken from executed criminals, for every ailment from epilepsy to skin blemishes. I Clearly, cannibalism has been an accepted social practice in different forms and places throughout human history. So why can Armin Meiwes not eat someone else if the other person consents? The answer to that is fairly obvious. In nearly all the socially legitimised cannibalism that is on record the person eaten was already dead or an enemy taken in war. This was not the case withJurgen B, so that makes Armin Meiwes an accomplice to suicide at the very least.