单选题What does the writer wants to illustrate with "a Muslim attack on Hindus on a train in Gujarat"?

AIDS Hitting African Farm Sector Hard Once a largely urban problem, AIDS has moved to rural areas in developing countries, devastating thousands of farming communities and leaving impoverished survivors scarcely able to feed themselves. The disease is no longer a health problem alone, but is having a measurable impact on food production, household food security and rural people" s ability to make a living. The latest statistical evidence on sub-Saharan Africa—the worsthit region—confirms the scale of the epidemic" s impact on the countryside. It is estimated that over half of the 28 million people living with HIV/AIDS in sub-Saharan Africa live in rural areas. In order to estimate such figures, epidemiologists start with data taken from tests done on blood samples from pregnant women attending prenatal clinics. They then extrapolate the figures to estimate infection rates in larger areas. Recent findings point to two of the hardest-hit countries— Zimbabwe and Swaziland. "This is a real wake-up call for governments," says an expert on AIDS "Policy-makers are guided by evidence. Solid evidence is now coming in and will make governments understand how rural areas are actually more vulnerable to AIDS than urban areas. Recent reports from other African countries show a similar pattern of rampant rural infection. Poverty underlies the suffering and devastation behind these figures. The HIV/AIDS epidemic cannot be addressed without doing something about rural livelihoods: how people make their living, how they get enough food, what strategies they follow in order to survive.

(46) The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a bearing on it. Until quite recently, approaches to ESL work have been strongly influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. (47) The prescriptive nature of such methods and the demands they made on the teacher"s time developed the belief that ESL work would be tackled only by the specialist ESL teacher working with small groups of children. (48) Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficiently equip ESL learners in the secondary school to benefit from normal schooling. In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. (49) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen, Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English-speakers who provide the most powerful models, i.e. their peer(地位相同的) group. Peer group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be over-emphasized. (50) The separation of second-language learners from the main-stream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished.

单选题Governments_______

A study of art history might be a good way to learn more about a culture than is possible to learn in general history classes. Most typical history courses concentrate on politics, economics, and war. But art history focuses on much more than this because art reflects not only the political values of a people, but also religious beliefs, emotions, and psychology. In addition, information about the daily activities of our ancestors—or of people very different from our own—can be provided by art. In short, art expresses the essential qualities of a time and a place, and a study of it clearly offers us a deeper understanding than can be found in most history books. In history books, objective information about the political life of a country is presented; that is, facts about politics are given, but opinions are not expressed. Art, on the other hand, is subjective: it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first truly "political" artist. In his well-known painting The Third of May, 1808, he criticized the Spanish government for its misuse of power over people. Over a hundred years later, symbolic images were used in Pablo Picasso"s Guernica to express the horror of war. Meanwhile, on another continent, the powerful paintings of Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros-as well as the works of Alfredo Ramos Martinez-depicted these Mexican artists" deep anger and sadness about social problems. In the same way, art can reflect a culture"s religious beliefs. For hundreds of years in Europe, religious art was almost the only type of art that existed. Churches and other religious buildings were filled with paintings that depicted people and stories from the Bible. Al though most people couldn"t read, they could still understand biblical stories in the pictures on church walls. By contrast, one of the main characteristics of art in the Middle East was (and still is) its absence of human and animal images. This reflects the Islamic belief that statues are unholy.

It was your mother-in-law whom I met in the park the day before yesterday.

The Inland Revenue on Thursday accused the British film industry of abusing government aid, with every production of recent years deliberately over-claiming tax relief. Revenue officials called in about 20 members of the film industry and warned them of severe consequences if the "exploitation" of tax-relief schemes did not immediately stop. The move, which affects the including low- to high-budget film-makers and financiers, is the latest in a series of attempts by the Revenue to clamp down on tax loopholes in an attempt to raise more money for the Exchequer. But the film industry responded on Thursday night, saying the Revenue could drive productions overseas and would confuse investors. A series of tax relief schemes, introduced in 1997, enables those involved in the financing of qualifying British-made films to claim the costs of production against future income. The schemes have become popular with investors seeking a tax shelter, with an estimated ￡400m invested in the schemes in 1997 rising to about ￡2bn last year. But the Revenue said the industry was exploiting rules on tax relief by "double-dipping", that is, by claiming relief more than once against a single piece of expenditure. While not illegal, the Revenue said, the industry was "not playing fair". It said double-dipping was "against the spirit" of legislation designed to encourage investment in the British film industry. The Revenue said the practice of double-dipping was "virtually universal", with "every qualifying film it had seen financed on the basis of double-dipping". It warned it would "take all steps to counter such abuse including, where necessary, advising ministers on introducing legislation to put matters beyond doubt". "Both the Revenue and the government are becoming increasingly exasperated at the extent to which some parts of the industry are exploiting the film reliefs," the Revenue said. "The government remains committed to encouraging film production in the UK through use of the reliefs in the way in which the legislation allows—but this does not extend to deliberate exploitation of those reliefs." Large film financiers said on Thursday night that the Revenue"s action could undermine growth prospects for the British film industry. Peter James, managing director of Movision Entertainment, which has produced 16 British-made films in recent years, including the soon-to-be released "Merchant of Venice", said while the effect of the Revenue"s clamp down would not be "devastating", it could drive many independent film-makers overseas. Industry observers said on Thursday the Revenue"s move was likely to confuse investors, who have been accustomed to the benefits of double-dipping.

阅读理解December 21 marked an epoch. Psy, the stage

问答题{{B}}Directions:{{/B}}Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. The first day of class is a very important time for faculty to establish a tone for what will happen the rest of the term. It is appropriate that a teacher reflect on just what climate and first impression she/he would like to establish. This article offers some ideas about that important day. Reflecting on the first day of class, McKeachie suggests that"... meeting a group of strangers who will affect your well being, is at the same time exciting and anxiety-producing for both students and teacher." 46){{U}}Research on the first day of class by Dr. Bush showed there was a real desire on the part of both students and teachers for connectedness, but neither group realized the other shared that desire{{/U}}. If the participants on both sides don’t understand how to develop their relationships, learning will be diminished(减少,变小). If you have experienced some anxiety about this meeting, planning some specific steps can not only reduce that feeling, but can get students to share in the sense of purpose you hold for the class. Some faculty avoid the "first day anxiety" by handing out a syllabus, giving an assignment, and dismissing the class. This only postpones the inevitable. It also gives students a sense that class time is not too important. 47){{U}}Most of all, it loses the opportunity to use the heightened excitement and anticipation that students bring that day, the chance to direct that excitement toward enthusiasm for the class.{{/U}} What can you do to establish a positive beginning? 48){{U}}How can you make sure students' attitudes toward you, the course, and the subject matter will support a constructive learning climate for the semester? {{/U}}The following ideas have been gathered to stimulate your thoughts about these questions. Perhaps you will think of others, but the following are things which could contribute to this goal. They are not in a particular order, but can be sampled to fit your own preferences. Conveying a sense of enthusiasm for the content is also very important. Scholl Buchwald suggests that professors "Rarely... need to impress students with our command of the material. 49){{U}}What is not always clear to students is whether we are interested in the subject and whether we will be able to help them become as competent as we are.{{/U}}" He suggests that one way to demonstrate enthusiasm is to talk about yourself and your own excitement about what you teach. What intrigues you, and what could interest them? 50){{U}}Another approach is to give a short lecture or lead a discussion to stimulate interest in the problem-solving that this subject matter could enable students to do{{/U}}. Consider core ideas, typical problems in the field, Cutting-edge discoveries, commonly held myths, provocative insights/interpretations or other stimulating insights into the field. Do you have slides or videotapes to enhance these images of inquiry? What interesting, related research is going on here at UNL? How might this have impact on their lives? How can you relate these ideas to their own experiences? Perhaps an interesting experiment or problem to solve can introduce the field.

BPart CDirections: Read the following text carefully and then translate the underlined segments into Chinese./B