F. Work in small groups. How many jobs can you write for each letter of the alphabet?accountant①bus driver④____④____④____④____④____

What do we learn from the recent studies?A. Students prefer to rely on peers to relieve stress and anxiety.B. Young people are keen on building meaningful relationships.C. Students are more comfortable seeking counselling in school.D. Young people benefit from various kinds of outdoor activities.

Section C-|||-Directions: In this section,you will hear three passages.At the end of each passage,you will hear three or-|||-four questions. Both the passage and the questions will be spoken only once.After you hear a question,you-|||-must choose the best answer from the four choices marked A),B),C)and D).Then mark the-|||-corresponding letter on Answer Sheet 1 with a single line through the centre.-|||-Questions 16 to 18 are based on the passage you have just heard.-|||-16.A)Acquiring information and professio knowledge.-|||-B)Using information to understand and solve problems.-|||-C)Enriching social and intellectual lives.-|||-D)Expressing ideas and opinions freely.-|||-17.A)Improving mind-reading strategies.-|||-B)Reading classic scientific literature.-|||-C)Playing games that challenge one's mind.-|||-D)Traveling to different places in the world.-|||-()18.A)Give others freedom to express themselves-|||-B)Expose themselves to different cultures.-|||-C)Discard personal biases and prejudices.-|||-D)Participate in debates or discussions

Questions 19 to 21 are based on the passage you have just heard.19. _____________A. The nature of relationships between dogs.B. The reason a great many people love dogs.C. Why dogs can be faithful friends of humans.D. How dogs feel about their bonds with humans.20. _____________A. They have an unusual sense of responsibility.B. They can respond to humans' questions.C. They can fall in love just like humans.D. They behave like other animals in many ways.21. _____________A. They have their own joys and sorrows. B. They experience true romantic love.C. They help humans in various ways.D. They stay with one partner for life.

SECTION 2Questions 11-20Introduction talk for new apprentices1、Questions 11 and 12ChooseTWO letters,A--A. WhichTWO pieces of advice for the first week of an apprenticeship does the manager give?B. get to know colleaguesC. learn from any mistakesD. ask lots of questionsE. react positively to feedbackF. enjoy new challenges2、Questions 13 and 14ChooseTWOletters,A--G. WhichTWO things does the manager say mentors can help with?H. confidence-buildingI. making career plansJ. completing difficult tasksK. making a weekly timetableL. reviewing progress3、Questions 15-20What does the manager say about each of the following aspects of the company policy for apprentices?Write the correct letter,A, B orC, next to Questions 15-20.A It is encouraged.B There are some restrictions.C It is against the rules.Company policy for apprentices15 Using the internet()16 Flexible working()17 Booking holidays()18 Working overtime()19 Wearing trainers()20 Bringing food to work()

Why didn't you tell me you could lend me the money I ______ it from the bank.A. haven't needed to borrowB. will not need to borrowC. needn't have borrowedD. didn't need to borrow

Part IIIReading Comprehension (40 minutes)Section ADirections：In this section， there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage。 Read the passage through carefully before making your choices。 Each choice in the bank is identified by a letter。 Please mark the corresponding letter for each item onAnswer Sheet 2with a single line through the centre。 You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage。Some performance evaluations require supervisors to take action. Employees who receive a very favorable evaluation may deserve some type of recognition or even a promotion. If supervisors do not acknowledge such outstanding performance,employees may either lose their________and reduce their effort or search for a new job at a firm that will________them for high performance. Supervisors should acknowledge high performance so that the employee will continue to perform well in the future.Employees who receive unfavorable evaluations must also be given attention. Supervisors must________the reasons for poor performance。 Some reasons, such as a family illness, may have a temporary adverse________on performance and can be corrected。 Other reasons， such as a bad attitude, may not be temporary. When supervisors give employees an unfavorable evaluation， they must decide whether to take any________actions。 If the employees were unaware of their own deficiencies, the unfavorable evaluation canpinpoint（指出) the deficiencies that employees must correct. In this case, the supervisor may simply need to monitor the employees________and ensure that the deficiencies are corrected。If the employees were already aware of their deficiencies before the evaluation period， however， they may be unable or unwilling to correct them。 This situation is more serious, and the supervisor may need to take action。 The action should be________with the firm's guidelines and may include reassigning the employees to new jobs,________them temporarily, or firing them。 A supervisor’s action toward a poorly performing worker can________the attitudes of other employees. If no________isimposed on an employee for poor performance, other employees may react by reducing their productivity as well.注意：此部分题请在答题卡2上作答.Section BDirections：In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived。 You may choose a paragraph more than once。 Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter onAnswer Sheet 2。The College Essay: Why Those 500 Words Drive Us CrazyA) Meg is a lawyer—mom in suburban Washington, D.C., where lawyer—moms are thick on the ground. Her son Doug is one of several hundred thousand high—school seniors who had a painful fall。 The deadline for applying to his favorite college was Nov。 1,and by early October he had yet to fill out the application。 More to the point, he had yet to settle on a subject for the personal essay accompanying the application. According to college folklore, a well-turned essay has the power toseduce(诱惑） an admissions committee. “He wanted to do one thing at a time，" Meg says, explaining her son’s delay。 “But really, my son is a hugeprocrastinator(拖延者). The essay is thehardest thing to do, so he’s put it off the longest。" Friends and other veterans of the process have warned Meg that the back and forth between editing parent and writing student can betraumatic(痛苦的).B) Back in the good old days-say， two years ago, when the last of my children suffered theordeal（折磨）—a high-school student applying to college could procrastinate all the way to New Year’s Day of their senior year, assuming they could withstand the parentalpestering(烦扰)。But things change fast in the nail—biting world of college admissions.The recent trend toward early decision and early action among selective colleges and universities has pushed the traditional deadline of January up to Nov. 1 or early December for many students。C) If the time for heel-dragging has been shortened, the true source of the anxiety and panic remains what it has always been。 And it’s not the application itself。 A college application is a relatively straightforward questionnaire asking for the basics: name, address， family history employment history。 It would all be innocent enough—20 minutes of busy work—except it comes attached to a personal essay。D） “There are good reasons it causes such anxiety，" says Lisa Sohmer, director of college counseling at the Garden School in Jackson Heights, N.Y。 “It’s not just the actual writing. By noweverything else is already set。 Your course load is set， your grades are set, your test scores are set。 But the essay is something you can still control， and it’s open—ended。 So the temptation is to write and rewrite and rewrite。" Or stall and stall and stall.E） The application essay, along with its mythical importance, is a recent invention. In the 1930s,when only one in 10 Americans had a degree from a four—year college， an admissionscommittee was content to ask for a sample of applicants’ school papers to assess their writing ability。 By the 1950s, most schools required a brief personal statement of why the student had chosen to apply to one school over another。F） Today nearly 70 percent of graduating seniors go off to college, including two—year and four—year institutions. Even apart from the increased competition, the kids enter a process that has been utterly transformed from the one baby boomers knew. Nearly all application materials are submitted online， and the Common Application provides a one-size-fits form accepted by more than 400 schools, including the nation’s most selective.G) Those schools usually require essays of their own, but the longest essay， 500 words maximum， is generally attached to the Common Application. Students choose one of six questions。 Applicants are asked to describe an ethical dilemma they’ve faced and its impact on them， or discuss a public issue of special concern to them, or tell of a fictional character or creative work that has profoundly influenced them。 Another question invites them to write about the importance (to them， again） of diversity―a word that has assumed magic power in American higher education。 The most popular option： write on a topic of your choice。H) “Boys in particular look at the other questions and say, ‘Oh， that’s too much work，’” says John Boshoven, a counselor in the Ann Arbor， Mich., public schools。 “They think if they do a topic of their choice， “I’ll just go get that history paper I did last year on the Roman Empire and turn it into a first-person application essay！’ And they end up producing something utterly ridiculous。"I) Talking to admissions professionals like Boshoven, you realize that the list of “don'ts” in essay writing is much longer than the “dos。”“No book reports, no history papers， no character studies,”says Sohmer。J) “It drives you crazy， how easily kids slip intoclichés(老生常谈）,”says Boshoven. “They don't realize how typical their experiences arc. ‘I scored the winning goal in soccer against our arch—rival。’‘My grandfather served in World War II, and I hope to be just like him someday.’ That may mean a lot to that particular kid. But in the world of the application essay， it's nothing. You'll lose the reader in the first paragraph。”K） “The greatest strength you bring to this essay," says the College Board’s how—to book， “is 17 years or so of familiarity with the topic: YOU。 The form and style are very familiar, and best of all， you are the world—class expert on the subject of YOU 。.。 It has been the subject of your close scrutiny every morning since you were tall enough to see into the bathroom mirror.” Thekey word in the Common Application prompts is “you.”L） The college admission essay contains the grandest American themes―status anxiety, parentalpiety（孝顺)， intellectual standards-and so it is only a matter of time before it becomes infected by the country's culture of excessive concern with self—esteem。 Even if the question isostensibly（表面上) about something outside the self (describe a fictional character or solve a problem of geopolitics), the essay invariably returns to the favorite topic： what is its impact on YOU?M）“For all the anxiety the essay causes,” says Bill McClintick of Mercersburg Academy in Pennsylvania, “it's a very small piece of the puzzle。 I was in college admissions for 10 years. I saw kids and parents beat themselves up over this。 And at the vast majority of places, it is simply not a big variable in the college’s decision-making process。”N) Many admissions officers say they spend less than a couple of minutes on each application， including the essay。 According to a recent survey of admissions officers， only one in four private colleges say the essay is of “considerable importance” in judging an application。 Among public colleges and universities, the number drops to roughly one in 10。 By contrast， 86 percent place “considerable importance” on an applicant’s grades, 70 percent on “strength of curriculum。”O） Still, at the most selective schools, where thousands of candidates may submit identically high grades and test scores， a marginal item like the essay may serve as a tie—breaker between two equally qualified candidates. The thought is certainly enough to keep the pot boiling under parents like Meg, the lawyer—mom, as she tries to help her son choose an essay topic. For a momentthe other day, she thought she might have hit on a good one. “His father’s from France，” she says. “I said maybe you could write about that, as something that makes you different. You know： half French, half American. I said, ‘You could write about your identity issues。' He said, ‘I don’t have any identity issues!’ And he’s right。 He’s a well-adjusted, normal kid。 But that doesn’t make for a good essay, does it?"2013年12月大学英语六级考试真题（第1套)

【题文】Don't blame genes for aging facial skin. A new study of twins suggests you can 1 those coarse(粗糙的) wrinkles, brown or pink spots, and dilated(膨胀的) blood vessels on too much time in the sun, smoking, and being overweight.Because twins share genes, but may have 2 exposures to environmental factors, studying twins allows an, "opportunity to control for genetic susceptibility(敏感性)," Dr. Elma D. Baron, at Case Western Reserve School of Medicine in Cleveland, Ohio, and colleagues 3 in the latest issue of Archives of Dermatology.Their analysis of environmental skin-damaging factors in 65 pairs of twins hints that skin aging is 4 more to environment and lifestyle than 5 factors.But when it 6 skin cancer, the researchers say their findings support previous reports that 7 environment and genes affect skin cancer risk.Baron's team 8 facial skin of 130 twins, 18 to 77 years old, who lived 9 in the northern Midwest and Eastern regions of the U.S. who were 10 the Twins Days Festival in Ohio in August 2002.At this time, each of the twins also 11 reported how their skin burned or tanned 12 sunscreen(防晒霜), their weight, and their history of skin cancer, smoking, and alcohol drinking.The study group 13 of 52 fraternal and 10 identical twin pairs, plus 3 pairs who were unsure of their twin status. Identical(同卵的) twins share all of their genes and fraternal twins share only about half.From these data, the researchers 14 strong ties, outside of twin status, between smoking, older age, and being overweight, and having facial skin with evidence of environmental 15 16 contrast, sunscreen use and drinking alcohol appeared correlated with 17 skin damage.Baron and colleagues say the current findings, which highlight ties between facial 18 and potentially avoidable 19 factors -- such as smoking, being overweight, and 20 overexposure to the sun's damaging rays -- may help motivate people to minimize these risky behaviors.( ) 1. A. blame B. owe C. take D. bring( ) 2. A. same B. different C. similar D. common( ) 3. A. explain B. confirm C. declare D. shout( ) 4. A. equal B. related C. close D. strict( ) 5. A. characteristic B. personal C. natural D. genetic( ) 6. A. comes to B. talks of C. refers to D. gets to( ) 7. A. all B. neither C. both D. either( ) 8. A. examined B. checked C. inspected D. interviewed( ) 9. A. most B. usually C. mostly D. always ( ) 10. A. joining B. representing C. attending D. remarking( ) 11. A. separately B. lonely C. commonly D. truly( ) 12. A. with B. on C. in D. without( ) 13. A. consisted B. made up C. contained D. included ( ) 14. A. documented B. recorded C. reported D. noted( ) 15. A. damage B. exploration C. protection D. material( ) 16. A. In B. By C. As D. At( ) 17. A. lesser B. more C. no D. fewer( ) 18. A. look B. aging C. expression D. wrinkle( ) 19. A. environmental B. genetic C. emotional D. psychological( ) 20. A. protected B. planned C. unprotected D. prevented

To Help the Kids, Parents Go Back to School For a few years now, every parent of a newborn baby in the South Florida district has received a congratulations packet while still in the hospital that includes, among other things, a colorful animal picture book (in three languages) and a letter from something called the Parent Academy. "Keep in mind that you are, and will always be, your child’s first and most important teacher," the letter reads. "Miami-Dade County Public Schools has many resources and opportunities for you to make the most of that awesome responsibility." You have to admit, it’s a pretty genius interpretation of that old advertising saying "Get’em while they’re young." While the concept of parent academies--in which towns or school districts offer what are essentially classes and workshops on parenting skills--has been around for more than a decade, several larger cities are starting or expanding such programs in an effort to engage parents who are otherwise uninvolved in their child’s education. Philadelphia has invested heavily in this year’s launch of a comprehensive and wide-ranging program for parents. Boston is restoring its Parent University following an earlier version’s shutdown due to budget cuts. And Miami’s Parent Academy, now in its fifth year, offers more than 100 workshops that range from Help Your Child Succeed in Math to Teaching Behavior Skills. Parent academies are particularly helpful for urban communities full of mothers and fathers who for various reasons are disengaged from their children’s education. Many are single parents with second jobs that leave little time to help with schoolwork.Some are immigrants who don’t understand much English.Some are parents uncomfortable with schoolwork--a survey released by Intel found that more than 50% of parents would rather talk to their kids about drugs or drunk driving than about math or science. And then there’s the general confusion that often comes from dealing with a (官僚作风) as complicated as the typical American school district. "There are parents who are just not as well informed about the way schools work," says Karen Mapp, director of the Education Policy and Management Program at the Harvard Graduate School of Education. "The policies, the procedures, what state test scores mean--it’s not that they don’t care; they just don’t know how." Picture yourself in the following supposed situations: you’re a parent who never graduated high school; you’re a parent whose only interactions with schools have been negative ones; you’re a parent who has zero recollection of how to divide fractions; you’re a parent who has no clue as to what the important dates are on the college- application calendar. Now picture yourself experiencing all of the supposed situations at once, and then imagine how your child would suffer from your knowledge deficiency. For as much as the current wave of education reformers like to maintain that quality teachers and schools can help overcome environmental factors, a child’s home life plays an undeniable role in how well they learn, says Mapp. "I’ve been doing research on family engagement for about 16 years now," she says. "And there’s 40 years of research that indicates a pretty positive relationship between families being engaged in their children’s education and positive effects on students in terms of their academic achievement." Mapp is currently helping write a case study on Miami’s Parent Academy program, which is one of the nation’s most successful big-city attempts in this area. Privately funded by local (慈善家) and businesses, the Parent Academy has seen more than 120,000 people participate in its workshops during the past half-decade. It has taught parents everything from how to reinforce reading lessons at home to how to deal with threat and the dangers of sexing. The county has partly adjusted its approach to serve its large non-English-speaking community. "Many of our newly arrived immigrants don’t understand what they can do to support their child’s success,and they don’t understand the system--there’s no point in going to the school board when you’re concerned about your child’s homework," says Anne Thompson, director of the Miami-Dade program. Because of language issues, she often sees students having to do their parents’jobs in terms of navigating school bureaucracy. In Philadelphia, superintendent Arlene Ackerman set up a Parent University this year after expressing concern over low literacy rates for parents and children, as well as a general lack of parental engagement among tow-income families, especially among African-American men. Tasked with cherry-picking the best elements from other programs around the country (and tossing the worst), Karren Dunkley, deputy of the Philadelphia School District’s Office of Parent, Family and Community Services, and her colleagues realized that they needed to ground the program within the context of adult continuing education. That is, if you’re trying to teach adults something, give them the respect of having it resemble a real class, which meets more than once, reinforces lessons and allows parents to form learning-centered relationships with instructors and fellow students--just as their kids do. "When we looked around the country, we found one-hit wonders, where parents would come into schools for daylong workshops," says Dunkley. "That really didn’t produce transformative results, nor did it sustain interest or truly give support to parents." Supported primarily by federal funds, the Philadelphia Parent Academy’s "curriculum" runs the scope from a 10-week math-literacy course to a multipart (社交礼仪) class to a one-day session on attendance and (逃课) that teaches parents about "compulsory education and attendance law." It’s all targeted toward families in need: parents of children at low-performing schools and residents of housing projects and emergency shelters. Of course, there’s no guarantee that the people who need these programs the most will actually take advantage of them--you can’t force parents to care, no matter how many free classes you offer.Still, says Harvard’s Mapp, you have to make progress where you can. "Family engagement is a shared, mutual partnership between educators and parents," she says. "It’s a two-way conversation between home and school.Why do some students have to navigate school bureaucracy by themselves A．No one else cares about that.B．Their parents don’t know English.C．Their parents have limited time.D．Only students are allowed to do that.

D-|||-I had an experience some years ago which taught me something about the ways in which people-|||-make a bad situation worse by blaming themselves. One.January,I had to conduct two funerals on-|||-successive days for two elderly women in my community."Both had died full of years,"as the Bible-|||-would say;both yielded to the normal wearing out of the body after a long and full life.Their homes-|||-happened to be near each other,so I paid condolence(吊唁)calls on the two families on the same-|||-afternoon.-|||-At the first home,the son of the dead woman said to me,"If only I had sent my mother to-|||-Florida and gotten her out of this cold and snow,she would be alive today.It`s my fault that she-|||-died."At the second home,the son of the other dead woman said,"If only I hadn`t insisted on my-|||-mother`s going to Florida, she would be alive today.That long airplane ride,the abrupt change of-|||-climate, was more than she could take.It`s my fault that she`s dead."-|||-When things don`t turn out as we would like them to,it is very tempting to assume that had we-|||-done things differently,the story would have had a happier ending. Priests(牧师)know that any time-|||-there is a death,the survivors will feel guilty.Because the course of action they took turned out-|||-badly,they believe that the opposite course-keeping Mother at home, delaying the operation would-|||-have turned out better.After all,how could it have turned out any worse?-|||-There seem to be two elements involved in our readiness to feel guilt. The first is our pressing-|||-need to believe that the world makes sense,that there is a cause for every effect and a reason for-|||-everything that happens.That leads us to find patterns and connections both where they really exist-|||-and where they exist only in our minds.-|||-The second element is the concept that we are the cause of what happens, especially the bad-|||-things that happen.It seems to be a short step from believing that every event has a cause to believing-|||-that every disaster is our fault.The roots of this feeling may lie in our childhood. Psychologis sp-|||-of the infantile(幼儿的)mythof omnipotence(万能).A baby comes to think that the world exists to-|||-meet his needs,and that he makes everything happen in it.He wakes up in the morning and orders-|||-the rest of the world to its tasks.He cries,and someone comes to attend to him.When he is hungry,-|||-people feed him,and when he is wet,people change him. Very often,we do not completely outgrow-|||-that infantile concept that our wishes cause things to happen.D-|||-I had an experience some years ago which taught me something about the ways in which people-|||-make a bad situation worse by blaming themselves. One.January,I had to conduct two funerals on-|||-successive days for two elderly women in my community."Both had died full of years,"as the Bible-|||-would say;both yielded to the normal wearing out of the body after a long and full life.Their homes-|||-happened to be near each other,so I paid condolence(吊唁)calls on the two families on the same-|||-afternoon.-|||-At the first home,the son of the dead woman said to me,"If only I had sent my mother to-|||-Florida and gotten her out of this cold and snow,she would be alive today.It`s my fault that she-|||-died."At the second home,the son of the other dead woman said,"If only I hadn`t insisted on my-|||-mother`s going to Florida, she would be alive today.That long airplane ride,the abrupt change of-|||-climate, was more than she could take.It`s my fault that she`s dead."-|||-When things don`t turn out as we would like them to,it is very tempting to assume that had we-|||-done things differently,the story would have had a happier ending. Priests(牧师)know that any time-|||-there is a death,the survivors will feel guilty.Because the course of action they took turned out-|||-badly,they believe that the opposite course-keeping Mother at home, delaying the operation would-|||-have turned out better.After all,how could it have turned out any worse?-|||-There seem to be two elements involved in our readiness to feel guilt. The first is our pressing-|||-need to believe that the world makes sense,that there is a cause for every effect and a reason for-|||-everything that happens.That leads us to find patterns and connections both where they really exist-|||-and where they exist only in our minds.-|||-The second element is the concept that we are the cause of what happens, especially the bad-|||-things that happen.It seems to be a short step from believing that every event has a cause to believing-|||-that every disaster is our fault.The roots of this feeling may lie in our childhood. Psychologis sp-|||-of the infantile(幼儿的)mythof omnipotence(万能).A baby comes to think that the world exists to-|||-meet his needs,and that he makes everything happen in it.He wakes up in the morning and orders-|||-the rest of the world to its tasks.He cries,and someone comes to attend to him.When he is hungry,-|||-people feed him,and when he is wet,people change him. Very often,we do not completely outgrow-|||-that infantile concept that our wishes cause things to happen.D-|||-I had an experience some years ago which taught me something about the ways in which people-|||-make a bad situation worse by blaming themselves. One.January,I had to conduct two funerals on-|||-successive days for two elderly women in my community."Both had died full of years,"as the Bible-|||-would say;both yielded to the normal wearing out of the body after a long and full life.Their homes-|||-happened to be near each other,so I paid condolence(吊唁)calls on the two families on the same-|||-afternoon.-|||-At the first home,the son of the dead woman said to me,"If only I had sent my mother to-|||-Florida and gotten her out of this cold and snow,she would be alive today.It`s my fault that she-|||-died."At the second home,the son of the other dead woman said,"If only I hadn`t insisted on my-|||-mother`s going to Florida, she would be alive today.That long airplane ride,the abrupt change of-|||-climate, was more than she could take.It`s my fault that she`s dead."-|||-When things don`t turn out as we would like them to,it is very tempting to assume that had we-|||-done things differently,the story would have had a happier ending. Priests(牧师)know that any time-|||-there is a death,the survivors will feel guilty.Because the course of action they took turned out-|||-badly,they believe that the opposite course-keeping Mother at home, delaying the operation would-|||-have turned out better.After all,how could it have turned out any worse?-|||-There seem to be two elements involved in our readiness to feel guilt. The first is our pressing-|||-need to believe that the world makes sense,that there is a cause for every effect and a reason for-|||-everything that happens.That leads us to find patterns and connections both where they really exist-|||-and where they exist only in our minds.-|||-The second element is the concept that we are the cause of what happens, especially the bad-|||-things that happen.It seems to be a short step from believing that every event has a cause to believing-|||-that every disaster is our fault.The roots of this feeling may lie in our childhood. Psychologis sp-|||-of the infantile(幼儿的)mythof omnipotence(万能).A baby comes to think that the world exists to-|||-meet his needs,and that he makes everything happen in it.He wakes up in the morning and orders-|||-the rest of the world to its tasks.He cries,and someone comes to attend to him.When he is hungry,-|||-people feed him,and when he is wet,people change him. Very often,we do not completely outgrow-|||-that infantile concept that our wishes cause things to happen.D-|||-I had an experience some years ago which taught me something about the ways in which people-|||-make a bad situation worse by blaming themselves. One.January,I had to conduct two funerals on-|||-successive days for two elderly women in my community."Both had died full of years,"as the Bible-|||-would say;both yielded to the normal wearing out of the body after a long and full life.Their homes-|||-happened to be near each other,so I paid condolence(吊唁)calls on the two families on the same-|||-afternoon.-|||-At the first home,the son of the dead woman said to me,"If only I had sent my mother to-|||-Florida and gotten her out of this cold and snow,she would be alive today.It`s my fault that she-|||-died."At the second home,the son of the other dead woman said,"If only I hadn`t insisted on my-|||-mother`s going to Florida, she would be alive today.That long airplane ride,the abrupt change of-|||-climate, was more than she could take.It`s my fault that she`s dead."-|||-When things don`t turn out as we would like them to,it is very tempting to assume that had we-|||-done things differently,the story would have had a happier ending. Priests(牧师)know that any time-|||-there is a death,the survivors will feel guilty.Because the course of action they took turned out-|||-badly,they believe that the opposite course-keeping Mother at home, delaying the operation would-|||-have turned out better.After all,how could it have turned out any worse?-|||-There seem to be two elements involved in our readiness to feel guilt. The first is our pressing-|||-need to believe that the world makes sense,that there is a cause for every effect and a reason for-|||-everything that happens.That leads us to find patterns and connections both where they really exist-|||-and where they exist only in our minds.-|||-The second element is the concept that we are the cause of what happens, especially the bad-|||-things that happen.It seems to be a short step from believing that every event has a cause to believing-|||-that every disaster is our fault.The roots of this feeling may lie in our childhood. Psychologis sp-|||-of the infantile(幼儿的)mythof omnipotence(万能).A baby comes to think that the world exists to-|||-meet his needs,and that he makes everything happen in it.He wakes up in the morning and orders-|||-the rest of the world to its tasks.He cries,and someone comes to attend to him.When he is hungry,-|||-people feed him,and when he is wet,people change him. Very often,we do not completely outgrow-|||-that infantile concept that our wishes cause things to happen.