A. Created 150 years ago

Music comes in many forms; most countries have a style of their own. 1 the turn of the century when jazz (爵士乐) was born, America had no prominent 2 of its own. No one knows exactly when jazz was 3 , or by whom. But it began to be 4 in the early 1900s. Jazz is America's contribution to 5 music. In contrast to classical music, which 6 formal European traditions, jazz is spontaneous and free-form. It bubbles with energy, 7 moods, interests, and emotions of the people. In the 1920s jazz 8 like America, 9 it does today. The 10 of this music are as interesting as the music 11 , American Negroes, or blacks, as they are called today, were the Jazz 12 . They were brought to the Southern states 13 slaves. They were sold to plantation owners and forced to work long 14 . When a Negro died, his friends and relatives 15 a procession to carry the body to the cemetery. In New Orleans, a band often accompanied the 16 . On the way to the cemetery the band played slow, solemn music suited to the occasion. 17 on the way home the mood changed. Spirits lifted. Death had removed one of their 18 , but the living were glad to be alive. The band played 19 music, improvising (即兴表演) on both the harmony and the melody of the tunes 20 at the funeral. This music made everyone want to dance. It was an early form of Jazz.

"This is a really exciting time—a new era is starting," says Peter Bazalgette

When Liam McGee departed as president of Bank of America in August, his explanation was surprisingly straight up. Rather than cloaking his exit in the usual vague excuses, he came right out and said he was leaving “to pursue my goal of running a company.” Broadcasting his ambition was “very much my decision,” McGee says. Within two weeks, he was talking for the first time with the board of Hartford Financial Services Group, which named him CEO and chairman on September 29. McGee says leaving without a position lined up gave him time to reflect on what kind of company he wanted to run. It also sent a clear message to the outside world about his aspirations. And McGee isn't alone. In recent weeks the No.2 executives at Avon and American Express quit with the explanation that they were looking for a CEO post. As boards scrutinize succession plans in response to shareholder pressure, executives who don't get the nod also may wish to move on. A turbulent business environment also has senior managers cautious of letting vague pronouncements cloud their reputations. As the first signs of recovery begin to take hold, deputy chiefs may be more willing to make the jump without a net. In the third quarter, CEO turnover was down 23% from a year ago as nervous boards stuck with the leaders they had, according to Liberum Research. As the economy picks up, opportunities will abound for aspiring leaders. The decision to quit a senior position to look for a better one is unconventional. For years executives and headhunters have adhered to the rule that the most attractive CEO candidates are the ones who must be poached. Says Korn/Ferry senior partner Dennis Carey:” I can't think of a single search I've done where a board has not instructed me to look at sitting CEOs first.” Those who jumped without a job haven't always landed in top positions quickly. Ellen Marram quit as chief of Tropicana a decade age, saying she wanted to be a CEO. It was a year before she became head of a tiny Internet-based commodities exchange. Robert Willumstad left Citigroup in 2005 with ambitions to be a CEO. He finally took that post at a major financial institution three years later. Many recruiters say the old disgrace is fading for top performers. The financial crisis has made it more acceptable to be between jobs or to leave a bad one. “The traditional rule was it's safer to stay where you are, but that's been fundamentally inverted,” says one headhunter. “The people who've been hurt the worst are those who've stayed too long.” When McGee announced his departure, his manner can best be described as being ______.

Under pressure from animal welfare groups

When Kelsey Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla, Washington, in the fall, her mother was struggling with drug addiction. She was angry, depressed, and suicidal. Her traumatized brain had little room to focus on school. Today, much has changed in Kelsey's life. She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college. She is articulate, confident, and happy. Kelsey believes Lincoln changed her life. Neuroscience tells us that the brains of kids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation. A major study of Adverse Childhood Experiences (ACEs) by the Centers for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score, the greater the risk in adulthood of chronic disease, mental illness, and premature death. These children also have a far greater future likelihood of either inflicting or being the victim of violence. Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment. "Teachers like to tell students that if they work hard they will succeed—that it is in their control to pay attention, do their homework, and perform well in class. But those assumptions don't work for children growing up in high-stress environments, such as those living in poverty," said Jim Sporleder, the former principal of Lincoln. At Lincoln, the teachers and staff follow a few deceptively simple rules: Don't take anything the student says personally and don't mirror their behavior with an outburst of your own. The teachers give students time to calm down, often in the principal's office or a special "quiet room." Later, they inquire about what might be bothering them and ask if they want to talk about it. Such seemingly straightforward techniques are actually based on hard science. In contrast to the fight-or-flight response triggered by perceived threats, seemingly minor acts of kindness, such as a few caring words from a teacher or a quick hug, can activate a cascade of Oxytocin, sometimes called the "love hormone." In highly traumatized kids, such simple acts can have an outsized impact. In the years immediately following Lincoln's adoption of trauma-informed practices, the school saw a fivefold increase in graduation rates, a threefold increase in students headed to college, 75 percent fewer fights, and 90 percent fewer suspensions. It can be inferred from Paragraph 1 that ______.

A. Communication makes both parties know more about each other which make an agreement. B

It is speculated that gardens arise from a basic need in the individuals who made them: the need f

Should we be thinking of Facebook as a news site

Directions: Write a letter to your friend Jimmy to advise him not to overstudy himself

Several types of financial risk are encountered in international marketing; the major problems inclu

Directions: Write an essay of 160—200 words based on the following picture. In your essay

Along with red letterboxes and telephone booths

A. Plan for the Financial Transition B. Examine Your Investment Portfolio C

When do people decide whether or not they want to become friends? During their first four minutes to

Directions: Write a letter to your friend Steven

Death comes to all

Directions: Write an essay of 160-200 words based on the following drawing. In your essay

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organization 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 ______.

People do not analyze every problem they meet