For-Profit Colleges Clean Up Their Acts... Sort Of The image of the nation’s for-profit colleges has taken a beating in recent months. Senate hearings and the media have been filled with stories of schools engaging in questionable business practices, including accusations that some colleges pushed students to take loans they couldn’t afford and misled applicants about the potential for getting a high-paying job after receiving a degree. And the bad press isn’t over yet. Last week the Florida attorney general’s(检察长) office announced an investigation into whether for-profit higher-education schools―including Kaplan Inc., the University of Phoenix, Everest University, Med Vance Institute, and Argosy University―had made misrepresentations to students. Faced with mounting criticism, two of the largest for-profit colleges have announced reforms. Starting in September the 470,000-student-strong University of Phoenix stopped paying its admissions officers based on the number of students they sign up, eliminating an incentive some see for those officers to mislead applicants or pressure them to sign paperwork. The school will also put all prospective new students through a three-week, tuition-free "orientation" course designed to help them decide whether they’re ready for the commitments that come with their studies. In the past there have been reports of cash-strapped students talked into signing up when they may not have been ready―many may be behind financially or educationally, but they still end up on the hook for making school payments they can’t really afford. "The orientation program enables incoming students to make an informed decision about attending University of Phoenix and experience the strictness of the college classroom without incurring a financial burden," says University of Phoenix spokesman Manny Rivera. Kaplan, one of the University of Phoenix’s larger competitors, announced a similar free orientation course in September. New Kaplan students must take the course and pass an "academic assessment" in order to enroll in a degree program. The federal government is also stepping in: on Nov. 1 the Department of Education will announce a set of new rules that for-profit schools must follow, including an industry wide prohibition against incentives to admissions officers for recruiting more students and a revision to policies that have allowed schools to change the way they count credit hours in order to let students borrow more federal cash. Advocates praise these reforms. "It’s inspiring to see the Education Department regulating this industry, whereas for a very long time there was no supervision," says Steve Burd of the New America Foundation’s watchdog blog, Higher Ed Watch. The changes proposed by the schools are "a step in the right direction," adds Ben Miller, of the think tank Education Sector. But it’s unclear whether the rest of the industry will follow the lead of these bigger for-profit schools, and whether the latest reforms will effectively address the industry’s core problem: graduates with high debt and, critics say, an education that doesn’t adequately prepare them for the workplace. Trade associations that represent the schools are lobbying against further changes the Department of Education is considering, including tighter monitoring of how students develop after graduation. Schools say changes of this sort are unnecessary, but Education Secretary Arne Duncan argues they are needed "to make sure that taxpayer dollars are well spent" (taxpayer-backed student loans are by far the largest revenue source for the industry). "These schools―and their investors―benefit from billions of dollars in subsidies from taxpayers and, in return, taxpayers have a right to know that these programs are providing solid preparation for a job," Duncan said in a July statement. Reforms like orientation programs end up reducing the number of students who enter a school, and that’s not usually good for business. University of Phoenix and Kaplan have made these changes anyway, but that’s in part because they have a financial motivation to do so. both receive federal loans and grants at a rate that approaches 90 percent of their revenues. If they exceed that 90 percent threshold two years in a row, the government will stop approving loans for their new students. "Essentially the school would have to shut down," explains industry analyst Matt Snowling of FBR Capital Markets. In order to avoid that scene, schools have to reduce the number of high-debt students on their rolls, and orientation courses that force students to consider their ability to pay are one way to do that. The news that the University of Phoenix would slow its enrollment has understandably worried investors. When the company acknowledged on a call with analysts this month that its new policies would cause student enrollment to decline, its stock price dipped 23 percent in a single day. "University of Phoenix appears to be engaged in a serious effort to reform itself," says Burd. "It is admirably doing this in the face of fierce resistance from Wall Street, making it extremely unlikely that the rest of the industry will follow suit." Miller, the policy analyst, notes that all for-profit schools could require that students take a cooling-off period of a few days before they enroll, which, like University of Phoenix’s and Kaplan’s reforms, would ensure that they think it over before borrowing for school, but that hasn’t happened yet. Other federally required changes that could happen down the road include so-called gainful-employment rules that would force colleges to monitor how many of their graduates are actually employed and can afford to pay back their loans. If a college is graduating too many students who can’t, it might not be able to get federal loans for new students the following year (loans for existing students would not be affected) . Under these regulations, the system would also limit the amount of debt for students who graduate from for-profit colleges, but it would also limit the number of low-income students who can attend them. Under pressure from for-profit schools, the Department of Education has agreed to delay the "gainful employment" rules at least until next year while it holds more public hearings. In the meantime, students ought to remain cautious about the commitment they’re making in signing up for a for-profit college. Though Kaplan and University of Phoenix’s orientation programs provide students with some time to reconsider their decision, no industry wide rule is laid down. So students looking to start careers with degrees from for-profit institutions should take their time before signing that promissory note.In the set of new rules, the for-profit schools will revise policies about credit hours so that ______. A. students can graduate earlier with less loans to payB. students will not be able to borrow more federal cashC. students can transfer to cheaper schools more easilyD. students will have more time to work part-time jobs

_________ was the first man in history to study the theory of "Literal Translation VS Free Translation" by differentiating translation in a rigid or creative manner.A. TytlerB. Eugene NidaC. ConfuciusD. Cicero

SECTION 3Questions 21-30Questions 21-25Choose the correct letter,A, B orA.Cities built by the sea1、21. Carla and Rob were surprised to learn that coastal citiesB.contain nearly half the world's population.C.include most of the world's largest cities.D.are growing twice as fast as other cities.2、22. According to Rob, building coastal cities near to riversE.may bring pollution to the cities.F.may reduce the land available for agriculture.G.may mean the countryside is spoiled by industry.3、23. What mistake was made when building water drainage channels in Miami in the 1950s?H.There were not enough of them.I.They were made of unsuitable materials.J.They did not allow for the effects of climate change.4、24. What do Rob and Carla think that the authorities in Miami should do immediately?K.take measures to restore ecosystemsL.pay for a new flood prevention systemM.stop disposing of waste materials into the ocean5、25. What do they agree should be the priority for international action?N.greater coordination of activitiesO.more sharing of informationP.agreement on shared policies6、Questions 26-30What decision do the students make about each of the following parts of their presentation?ChooseFIVE answers from the box and write the correct letter,A-G, next to questions 26-30.DecisionsA use visualsB keep it shortC involve other studentsD check the information is accurateE provide a handoutF focus on one exampleG do online researchParts of the presentation26. Historical background()27. Geographical factors()28. Past mistakes()29. Future risks()30. International implications()

The question of whether our government should promote science and technology or the liberal art in higher education isn't an either / or proposition (命题), although the current emphasis on preparing young Americans for STEM (science, technology, engineering, maths) -related fields can make it see it that way. The latest congressional report acknowledges the critical importance of technical training, but also asserts that the study of the humanities (人文学科) and social sciences must remain central components of America’s educational system at all levels. Both areas are critical to producing citizens who can participate effectively in our democratic society, become innovative (创新的) leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides. Parents and students who have invested heavily in higher education worry about graduates’ job prospects as technological advances and changes in domestic and global markets transform professions in ways that reduce wages and cut jobs. Under these circumstances, it’s natural to look for what may appear to be the most “practical” way out of the problem: “Major in a subject designed to get you a job” seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as “soft” often, in fact, lead to employment and success in the long run. Indeed, according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily. Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there’s little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers. The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible. The ability to draw upon every available tool and insight—picked up from science, arts, and technology—to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.1 What does the latest congressional report suggest?A STEM-related subjects help students find jobs in the information society.B The humanities and STEM subjects should be given equal importance.C The liberal arts in higher education help enrich students’ spiritual life.D Higher education should be adjusted to the practical needs of society.2 What is the main concern of students when they choose a major?A Their interest in relevant subjects.B The academic value of the courses.C The quality of education to receive.D Their chances of getting a good job.3 What does the author say about the so-called soft subjects?A They benefit students in their future life.B They broaden students’ range of interests.C They improve students’ communication skills.D They are essential to students’ healthy growth.4 What kind of job applicants do employers look for?A Those who have a strong sense of responsibility.B Those who are good at solving practical problems.C Those who are likely to become innovative leaders.D Those who have received a well-rounded education.5 What advice does the author give to college students?A Seize opportunities to tap their potential.B Try to take a variety of practical courses.C Prepare themselves for different job options.D Adopt a flexible approach to solving problems.

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.

Obama’s War on Schools The No Child Left Behind Act has been deadly to public education. So why has the president embraced it Over the past year, I have traveled the nation speaking to nearly 100,000 educators, parents, and school-board members. No matter the city, state, or region, those who know schools best are frightened for the future of public education. They see no one ina position of leadership who understands the damage being done to their schools by federal policies. They feel keenly betrayed by President Obama. Most voted for him, hoping he would reverse the ruinous No Child Left Behind (NCLB) legislation of George W. Bush. But Obama has not sought to turn back NCLB. His own approach, called Race to the Top, is even more punitive than NCLB. And though over the past week the president has repeatedly called on Congress to amend the law, his proposed reforms are largely cosmetic (装点门面的) and would leave the worst aspects of NCLB intact. The theory behind NCLB was that schools would improve dramatically if every child in grades 3 to 8 were tested every year and the results made public. Texas did exactly this, and advocates claimed it had seen remarkable results: test scores went up, the achievement gap between students of different races was closing, and graduation rates rose. At the time, a few scholars questioned the claims of a "Texas miracle," but Congress didn’t listen. In fact, the "Texas miracle" never happened. On federal tests, the state’s reading scores for eighth-grade students were flat from 1998 to 2009. And just weeks ago, former first lady Barbara Bush wrote an opinion piece in the Houston Chronicle opposing education budget cuts on the grounds that Texas students ranked in the bottom 10 percent in math and literacy nationally. After two decades of testing and accountability, Texas students have certainly not experienced a miracle when judged by the very measures that were forced on students across the nation. NCLB required that 100 percent of students be proficient in reading and math by 2014. Any school not on track to meet this utopian goal―one never reached by any nation in the world―would face a series of sanctions, culminating in the firing of the staff and the closing of the school. As 2014 nears, tens of thousands of schools have been branded as failures, thousands of educators have been fired, and schools that were once the anchors of their communities are closing, replaced in many cases by privately managed schools. NCLB turns out to be a timetable for the destruction of public education. Because of the punitive character of the federal law, educators struggle to meet their testing targets. Many districts have reduced time for the arts, history, science, civics, foreign languages, physical education, literature, and geography. They devote more time to preparing students for the state tests in basic skills, which will determine the life or death of their schools. Some districts, such as Atlanta, have experienced cheating scandals. Some states, such as New York, lowered the passing mark on their tests to increase the number of students who were allegedly proficient. Standardized-test scores can provide useful information about how students are doing. But as soon as the scores are tied to firing staff, giving bonuses, and closing schools, the measures become the goal of education, rather than an indicator. So now come President Obama and Education Secretary Arne Duncan with their Race to the Top program. The administration invited the states to compete for 4.3 billion in a time of fiscal distress. To qualify, states had to agree to evaluate teachers by student test scores, to award bonuses to teachers based on student scores, to permit more privately managed charter schools, and to "turn around" low-performing schools by such methods as firing the staffs and closing the schools. Race to the Top went even beyond NCLB in its reliance on test scores as the ultimate measure of educational quality. It asserts that teachers alone―not students or families or economic status―are wholly responsible for whether test scores go up or down. Now teachers rightly feel scapegoated (被当作替罪羊) for conditions that are often beyond their control. They know that if students don’t come to school regularly, if they are chronically ill, if they are homeless or hungry, their test scores will suffer. But teachers alone are accountable. The Obama agenda for testing, accountability, and choice bears a striking resemblance to the Republican agenda of the past 30 years, but with one significant difference. Republicans have traditionally been wary of federal control of the schools. Duncan, however, relishes the opportunity to promote his policies with the financial heft of the federal government. The confluence between the Obama agenda and the Republican agenda became clear in the fall of 2009, when Duncan traveled the country with Newt Gingrich to promote Race to the Top. And on March 5 of this year, President Obama flew to Florida to celebrate the test-score gains at a high school in Miami with former governor Jeb Bush, one of the nation’s most vocal proponents of conservative approaches to education reform. In his recent State of the Union address, Obama rightly asserted that we must encourage innovation, imagination, and creativity so we can "win the future". But the federal government’s emphasis on standardized tests subverts (破坏) that lofty goal. Drilling children on how to take tests discourages innovation and creativity, punishes divergent thinking, and prioritizes skills over knowledge. And the endless hours devoted to test preparation certainly deaden students’ interest in school. Emboldened (鼓励) by the Obama administration, as well as by hundreds of millions of dollars from the Bill & Melinda Gates Foundation, many districts and states now plan to use test scores to evaluate teachers. Most of our nation’s leading testing experts think this is a risky path. Teachers see these measures as an attack on their profession. Recently elected governors such as Scott Walker in Wisconsin and John Kasich in Ohio are ratcheting up the attack, pushing hard to end teachers’ collective-bargaining rights, while Mayor Michael Bloomberg in New York City, Gov. Chris Christie in New Jersey, and Gov. Rick Scott in Florida would like to eliminate seniority and due-process rights for teachers. Destroying the unions will silence the only organized voice that opposes draconian cuts to education budgets. Without that voice, schools can expect larger class sizes and reduced funding for the arts, school nurses, libraries, and other programs. Many of our nation’s top teachers―some with National Board Certification―are so disgusted by the attacks on public education that they are planning a march on Washington in July. They plan to demand equitable funding for all public schools, an end to using test scores to punish schools and teachers, and involvement of parents and teachers in the decisions that affect their schools. The only question is whether President Obama, Secretary Duncan, and Congress will hear their message about what’s best for our children―and best for our country.What is said in Barbara Bush’s opinion piece A. Test scores of Texas students have gone up surprisingly.B. Texas students performed poorly in math and literacy.C. Testing is efficient in improving students’ math and literacy.D. Students were heavily burdened with local and national tests.

A study in Cyberpsychology, Behavior, and Social Networking suggests that artificial intelligence holds a promising future in helping people with social anxiety feel more comfortable. Researchers asked 100 university students whether they would prefer training with a robot or a human partner in table tennis. Participants were asked to consider the hypothetical scenario of a table tennis training center that offers either a professional human or robotic training partner that has been in practice for 6 months. People with higher social anxiety were more likely to prefer training with the robot than a human trainer and felt more relaxed with a robot trainer. Robots with artificial intelligence who can play and train others in sports are a reality: A table tennis robot named FORPHEUS by Omron already can play table tennis with humans. The robot uses high-speed and high-accuracy synchronized sensing to remember and determine the other player's table tennis level. It observes how the player swings the racket, tracks ball movement, and adjusts its response to the player's level. FORPHEUS simultaneously detects movements of the ball, player, and racket. There are also badminton-playing robots: Kengoro in Japan and Robomintoner in China. In previous research on human-robot interaction, people have been less willing to adopt service or companion robots due to the perception that robots lack emotions. People also become uncomfortable with robots when they are too humanlike. The more robots resemble humans, the more humans feel that the robot is creepy. In contrast, this study suggests that people, particularly those with social anxiety, may be more willing to train in sports with robots than with humans, providing a helpful path forward. Social anxiety can be rooted in fear of negative judgment from others and lead to more social isolation or avoidance of normal and healthy activities. The use of AI robots has the potential to help people with social anxiety access training. The use of technology to remove this barrier can be the first step toward more positive and less fearful interactions with others and encouraging a positive feedback loop. This study is limited because it focuses on AI robots in the area of table tennis training and also is a questionnaire about a hypothetical situation, even though the actual technology exists. Additional research that examines actual human-robot experiences and their choices and attitudes about this technology will increasingly become important to illuminate the human-robot relationship. One can imagine how AI robots could be integrated into the traditional treatment for social anxiety and how such novel technology can encourage and support activities for health and wellness.1、The new study shows that people with higher social anxiety________.A.preferred to collaborate with a human coachB.felt less stressed with a robot when trainingC.were more likely to choose a training centerD.tended to practice table tennis for 6 months2、It can be learned from Paragraph 3 that FORPHEUS________.E.is the only robot that can play in sportsF.is stronger than Kengoro in JapanG.can also play badminton with humansH.can analyze the level of its opponent3、Contrary to previous research, this study suggests that________.I.people are reluctant to choose robots as their companionsJ.robots have been widely applied into anxiety therapyK.robots with human appearance make people feel creepyL.people with social anxiety prefer robots as training partners4、According to the passage, social anxiety originates from________.M.the worries about disapproving opinion from othersN.the resistance to accessing trainingO.the social avoidance of normal activitiesP.the isolation from positive interactions5、Which of the following can best summarize the main idea of this passage?Q.AI robots that can play in sports are a reality.R.People resist working with unfeeling robots.S.The human-robot relationship is getting better.T.AI robots may help people with social anxiety.

Use the word “like” or “unlike” to rewrite the following sentences after the models.Model 1: The coelacanth was thought to have gone extinct, but we have known for centuries that giant squid have existed in our oceans’ depths.→ Unlike the coelacanth, which was thought to have gone extinct, we have known for centuries that giant squid have existed in our oceans’ depths. (Para. 2)Model 2: Many of his peers wanted to pursue an American Dream in the late 1980s…, and Yu wanted to do that too…→ Like many of his peers, Yu wanted to pursue an American Dream in the late 1980s … (Reading 2, Unit 1, Book 1)(1) His father is intelligent. But he lacks intelligence.________________________________________(2) Most computer systems on the list are easy to install. But this one is not.____________________________________________________________(3) Most rivers in China run from west to east, and the Yellow River runs that way too._________________________________________________________(4) In their early youth, Tom’s two brothers showed an interest in politics. But Tom took an interest in music.__________________________________________________________

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.

During _ borrowed words started to show up which demonstrated the further development of activities involving translation . A the Xia Dynasty B the Shang Dynasty C the Zhou & Qin Dynasties D the Eastern Han Dynasty