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

Public health Public health is not just about protecting 1)_ from illness. Public health is about preventing illness through activities like 2) _. It's also about promoting educational programs like 3) _ to encourage healthy behavior. Problems in public health are analyzed at a4)_ level. . If somebody suffers from food poisoning, the treatment they receive belongs to 5)_ rather than public health. It's the responsibility of all 6) _ to make public health programs work. Public health aims to make sure that health care is 7)_.

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()

[评分样题]Being interested in the relationship of language and thought,Whorf developed the idea (1分)that the structure of language determines the structure of habitual thought in a society. (1分)例1.Whorf对语言与思维的关系感兴趣,而发展了在社会中语言结构决定习惯思维结构的观点。(2分)例2.出于对语言和思想之间关系的兴趣,Whorf 形成了语言决定社会结构与习惯思维的想法。(1分)例3.出于对语言和思维关系的兴趣,Whorf发明了一种观点,认为语言结构决定了社会的习惯思维结构。(1.5分)例4.作为在语言和思想的关系方面的兴趣,Whorf发展了在社会中语言习惯确定思维习惯结构这种观点。(0.5分)例5.通过对语言和思想的兴趣的提高,发展了思想,并且这个思想引导语言,从而也控制人们社会思维方式。(0分)65.Whorf came to believe in a sort of linguistic determinism which,in its strongest form,states thatlanguage imprisons the mind,and that the grammatical patterns in a language can producefarreaching consequences for the culture of a society.[考核知识点]定语从句[结构分析]这是一个主从复合句。Whorf...determinism 为全句的主句,which引导的定语从句修饰determinism, 定语从句中的动词states后有两个that引导的并列的宾语从句。[翻译要点]定语从句非常长,不能译成定语修饰先行词,应将其分割成短句来译。imprison应引申译为“禁锢”。[参考译文]Whorf进而相信某种类似语言决定论的观点,其极端说法是:语言禁锢思维,语言的语法结构能对一个社会的文化产生深远的影响。[评分样题]Whorf came to believe in a sort of linguistic determinism(0.5分)which, in its strongest form, (0.5分)states that language imprisons the mind, (0.5分)A. language can produce far reaching consequences for B. society. (0.5分) C. 例1.霍尔夫开始相信语言决定论,在这一系列语言决定论说法中,最激烈的一种论调认为: D. 语言囚禁着思维,语言中的语法形式可以对社会文化产生深远的影响。(2分) E. Whorf开始相信这一种语言决定论,在它强大的形式下,它陈述了语言禁锢着思想,以 F. 及语言的语法模式对社会文化产生长远的影响。(1.5分) G. 例3.霍尔夫逐渐相信一系列语言决定论,其最强烈的—种认为,语言束缚着思维,语言中的 语法结构可以为社会文化产生更大的影响。(1分) Whorf相信语言决定论,它的基本思想是:语言限制了思想,并且语言中的语法结构 将能产生比社会文化更大的影响。(0.5分) Whorf后来相信一些语言学家的决定,它用最强的语气说明了大脑的思维活动决定了 语言,并且根据一种语言的语法模式可以在这个社会的文化范围内推导出不计其数的语言序 列。(0分) [红宝书]考研英语 10年真题 2005 年考研英语真题翻译(划线部分)详解 46. Television is one of the means by which these feelings are created and conveyed—and perhaps s it served so much to connect different peoples and nations as in the rece efore has it served so much to onnect ifferent peoples and nations as in the recent events [考核知识点]被动语态的译法 [结构分析]连词and连接了两个并列句:Television is one of the means...and never has it ns。在第二个并 nd nations在句中作状语。 [翻译要点]句中never放到and后靠前的位置,引起句子倒装,这句话的翻译一定要注 s结构中, s应与前面的never...so much一同译,译错要扣分的。还有一个得分点是一个被动语态的翻 译。

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.

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.

翻译题53. make a contribution to （1分）请输入内容或上传图片...

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.