It's important for the child to understand the difference _______ these two alternatives.

必答 [填空题]Complete the sentences with words or the expression from Exercise A. You can change the form if necessary.alcoholtreatbandagefirst aid kitspraintweezersmalariaartemisinin1 The nurse rubs____ on my arm to prepare it for injection.2 Ensure the wound is free from dirt before applying the____.3 Nowadays,____ can be treated with drugs.4 He____ his right knee while training with the national team.5 It was difficult to____ patients because of a shortage of medicine.6 I always keep a(n)____ in the boot of my car.7 You may need to use____ to pick up the pieces from the wound.8 Tu Youyou received the Nobel Prize in Physiology or Medicine for discovering____ in 2015.

U. S. Education Secretary Arne Duncan appealed Friday for a new generation of extraordinary teachers，calling education the civil rights cause of our time. Duncan told about 100 prospective（未来的）teachers at the University of Virginia that veterans，retirees and professionals seeking a second career must pay attention to the call to teach. He said the need is especially acute for black men in the nation’s classrooms. The Virginia address is the first of several Duncan will make in October to press for bright candidates to enter teaching. He’ll host a virtual town meeting with teachers from around the nation oil Oct. 20，then deliver a major address on teacher preparation two days later in New York City. Duncan stressed the importance of teaching as the U. S. competes with an increasingly educated global work force，saying strong education is needed to reduce dropout rates among African-American，Latino and low-income students. “I believe that education is the civil rights issue of our generation，”Duncan said. “If you care about promoting opportunity and reducing inequality and social injustice，the classroom is the place to start. ” Duncan noted that the next four years alone could see one-third of the nation’s teachers and administrators leave. The departure of veteran educators will create huge demand for new teachers--200，000 annually in good economic times，he said. Duncan stressed that the demand for teachers is greatest amon9“high-poverty，high-needs” and rural schools, as well as in subjects such as math and science. “It is especially troubling，”he added，“that less than 2 percent of our nation’s teachers are African-American males. ” Duncan said the way to bring more young black men into the teaching profession is to make sure that they continue their studies and don’t drop out at the high rates they do IIOW. “0ur African male dropout rate is too high. If you’re dropping out of high school you can’t be a teacher,” he said. Duncan said the nation cannot rely alone oil schools of education to produce the next generation of teachers. He called for expanding alternatives such as Teach for America which recruits recent college graduates to teach in schools in poor communities for at least two years.1.[单选题]According to the passage，only few African-American males __________A.respect teachersB.understand teachersC.are determined to be teachersD.are qualified to be teachers2.[单选题]The dropout rates among African-American and Latino students must be reduced so that __________.A.the country can get rid of povertyB.the country can be more competitiveC.racial bias can be eliminated in the countryD.social injustice can be avoided3.[单选题]In order to meet the demand for teachers. Duncan suggests that __________.A.recent college graduates can be teacher candidatesB.experienced teachers should be in longer serviceC.schools of education should enroll more studentsD.more schools of education should be established4.[单选题]Duncan made the Virginia address so as to highlight __________.A.the nation’s need for excellent teachersB.the nation’s need for black people in classroomsC.the need of those who seek a second careerD.the need of those who are prepared to be teachers5.[单选题]New teachers will be in great need in the next four years most probably because __________.A.the economy is expected to flourishB.the number of students is increasingC.many senior teachers will retireD.education will be highly valued

3 At home, families sit together, texting, and reading emails. At work, executives text during board meetings. We also text when we're on dates. Walking through a college library or the campus of a high-tech company, one sees an identical scenario: People are together, but each of them is in their own bubble, furiously connected to keyboards and tiny touch screens. The little devices most of us carry around are so powerful that they change not only what we do but also who we are.2. According to Para. 3, to what extent are we influenced by the little devices most of us carry around?

Are you facing a situation that looks impossible to fix？In 1969，the pollution was terrible along the Cuyahoga River near Cleveland，Ohio．It（61） ____ （be）unimaginable that it could ever be cleaned up．The river was so polluted that it（62） ____ （actual）caught fire and burned．Now，years later，this river is one of（63） ____ most outstanding examples of environmental cleanup．But the river wasn't changed in a few days（64） ____ even a few months．It took years of work（65） ____ （reduce）the industrial pollution and clean the water．Finally，that hard work paid off and now the water in the river is（66） ____ （clean）than ever．Maybe you are facing an impossible situation．Maybe you have a habit（67） ____ is driving your family crazy．Possibly you drink too much or don't know how to control your credit card use．When you face such an impossible situation，don't you want a quick fix and something to change immediately？While there are（68） ____ （amaze）stories of instant transformation，for most of us the（69） ____ （change）are gradual and require a lot of effort and work，like cleaning up a polluted river．Just be（70） ____ （patience）．

Our _ _ concern is to provide the refugees with food and health careA. primitiveB. primacyC. primaryD. prior

单选题根据下面资料，回答题 The Secret to Raising Smart Kids A) I first began to investigate the basis of human motivation--and how people persevere after setbacks--as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change--a state they called learned helplessness. B) People can learn to be helpless, too. Why do some students give up when they encounter difficulty,whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed. C) In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success. D) Later, I developed a broader theory of what separates the two general classes of learners--helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different "theories" of intelligence.The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a"fixed mind-set (思维模式). " Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts. E) We validated these expectations in a study in which two other psychologists and I monitored 373students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students' mind-sets by asking them to agree or disagree with statements such as "Your intelligence is something very basic about you that you can't really change. " We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades. F) As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning.They had negative views of effort, believing that having to work hard was a sign of low ability.They thought that a person with talent or intelligence did not need to work hard to do well.Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests. G) Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester--and the gap between the two groups continued to widen during the two years we followed them. H) A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set. I) How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set. J) In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high.Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled "You Can Grow Your Brain. " They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group. K) Research is converging (汇聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift. The author's experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.

When inquired by the policeman, Jeff tried to keep his _ and answer every question calmly.A. composureB. poseC. soberD. posture

Which of the following is true regarding Audrey Hepburn's life during the Nazi occupation of the Netherlands?A. Her family was bankrupted.B. Her mom managed to get her enough food.C. She lived in a basement full of rats.D. She failed to escape from the guards.

Why Integrity MattersWhat Is Integrity?　　The key to integrity is consistency- not only setting high personal standards for oneself (honesty, responsibility, respect for others, fairness) but also living up to those standards each and every day. One who has integrity is bound by and follows moral and ethical (道德上的) standards even when making life's hard choices, choices which may be clouded by stress, pressure to succeed, or temptation.　　What happens if we lie, cheat, steal, or violate other ethical standards? We feel disappointed in ourselves and ashamed. But a lapse (缺失) of integrity also affects our relationships with others. Trust is essential in any important relationship, whether personal or professional. Who can trust someone who is dishonest or unfair? Thus integrity must be one of our most important goals.Risky Business 　　We are each responsible for our own decisions, even if the decision, making process has been undermined by stress or peer pressure. The real test of character is whether we can learn from our mistake, by understanding why we acted as we did and then exploring ways to avoid similar problems in the future.　　Making ethical decisions is a critical part of avoiding future problems. We must learn to recognize risks, because if we can't see the risks we're taking, we can't make responsible choices. To identify risks, we need to know the rules and be aware of the facts. For example, one who doesn't know the rules a about plagiarism (剽窃) may accidentally use words or ideas without giving proper credit or one who fails to keep careful research notes may unintentionally fail to quote and cite sources as required. But the fact that such a violation is "unintentional" does not excuse the misconduct, Ignorance is not a defense."But Everybody Does It"　　Most people who get in trouble do know the rules and facts but manage to fool themselves about the risks they're taking by using excuses: "Everyone else does it." "I'm not hurting anyone", or "I really need this grade." Excuses can get very elaborate: "I know I'm look at another's exam, even though I'm supposed to keep my eyes on my own paper, but that's not cheating because I’m just checking my answers, not copying." We must be honest about our actions and avoid excuses, if we fool ourselves into believing we're not doing anything wrong, we can't see the real choice we're making - and that leads to bad decisions. To avoid fooling yourself, watch out for excuses and try this test: Ask how you would feel if your actions were public and anyone could be watching over yore shoulder. If you'd rather hide your actions, that's an indication that you're taking a risk and rationalizing it to yourself. Evaluating Risks To decide whether a risk is worth taking, you must examine the consequences, in the future as well as right now, negative as well as positive, and to others as well as to yourself. Those who take risks they later regret usually focus on immolate benefits and simply haven't considered what might go wrong. The consequences of getting caught are serious and may include a "O" on a test or assignment, an "F" in the class, suspension (暂令停学) or dismissal from school and a ruined reputation. In fact, when you break a role or law, you lose control over your life and give others the power to impose punishment that you have no control over. This is an extremely vulnerable (脆弱的) position. There may be some matters of life and death or highest principle, which might justify such a risk, but there aren't many things that fall in this category. Getting Away with it - Or Not Those who don't get caught pay an even higher price. A cheater doesn't learn from the test, which deprives (剥夺) him her of an education. Cheating undermines confidence and independence: the cheater is a fraud, and knows that without dishonesty, he/she would have failed. Cheating destroys self-respect and integrity, leaving the cheater ashamed, guilty and afraid of getting caught.Worst of all, a cheater who doesn't get caught the first time usually cheats again, not only because he/she is farther behind, but also because it seems "easier." This slippery slope of eroding ethics and bigger risks leads only to disaster. Eventually, the cheater gets caught, and the later he/she gets caught, the worse the consequences. Cheating Hurts Other, Too Cheaters often feel invisible, as if their actions "don't count" and don't really hurt anyone. But individual choices have an intense cumulative (累积的) effect. Cheating can spread like a disease. Recent statistics suggest 30％ or more of college students cheat. If a class is graded on a curve, cheating hurts others' grades. Even if there is no curve, cheating "poisons" the classroom, and others may feel pressured to join in. ("If I don't cheat I can't compete with those who do") Cheating also has a destructive impact on teachers. The real reward of goof teaching is seeing students learn. But a cheater says. "I'm not interested in what you're trying to teach, all I care about is stealing a grade, regardless of the effect on others." The end result is a destructive attack on the quality of your education. Finally, cheating can hurt the reputation of the university and harm those who worked hard for their degree. Why Integrity Marten If cheating becomes the norm, then we are in big trouble. We must rely on the honesty and good faith of others, if not, we couldn't put money in the bank, buy food, clothing, or medicine from others, drive across a bridge, get on a plane, go to the dentist--the list is endless. There are many examples of the vast harm that is caused when individuals forget or ignore the effect their dishonesty can have. The savings and loan scandal, the stock market and junk bond swindles, and, of course, Watergate, have undermined the faith of many Americans in the integrity of political and economic leaders and society as a whole. Such incidents take a tremendous toll on our nation's economy and our individual well-being. For example, but for the savings and loan debacle, there might be funds available to reduce the national debt and pay for education.In sum, we all have a common stake in our school, our community, and our society. Our actions do matter. It is essential that we act with integrity in order to build the kind of world in which we want to live. 29. A person of integrity not only sets high moral and ethical standards but also _______. A. sticks to them in their daily life B. makes them known to others C. understands their true values D. sees that others also follow them 30. What role does integrity play in personal and professional relationships? A. It helps to create team spirit B. It facilitates communication C. It is the basis of mutual trust D. It inspires mutual respect 31. why must we learn to identify the risks we are going to take？ A. To ensure we make responsible choices. B. To avoid being overwhelmed by stress. C. so that we don’t break any rules. D. so that we don’t run into trouble. 32. Violation of a rule is misconduct even if _______? A. it has caused no harm. B. it is claimed to be unintentional. C. it has gone unnoticed. D. it is committed with good intentions.