1400 câu trắc nghiệm Đọc hiểu Tiếng Anh có đáp án cực hay

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. Humans and endangered species 

B. The importance of living organisms

C. Measures to protect endangered species

D. Causes of animal extinction

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. unimportant

B. unavoidable

C. unexpected

D. unrecognizable

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. The connections among the creatures in the food chain become closer.

B. Larger predators will look for other types of prey.

C. There might be a lack of food resources for some other species.

D. Animals will shift to another food chain in the community.

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. human-related effects

B. some species

C. low birthrates

D. natural obstacles

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. a kind of harmless animals

B. an achievement of human beings

C. a harmful factor to the environment

D. a kind of useful plants

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. develop

B. complete

C. remain

D. disappear

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. Humans have difficult choices to make about saving endangered species.

B. The existence of humans is at the expense of some other species.

C. No other species can threaten the survival of humans on Earth.

D. Some animals and plants cannot survive without human help.

   Earth is richly supplied with different types of living organisms which co-exist in their environments, forming complex, interrelated communities. Living organisms depend on one another for nutrients, shelter, and other benefits. The extinction of one species can set off a chain reaction that affects many other species, particularly if the loss occurs near the bottom of the food chain. For example, the extinction of a particular insect or plant might seem inconsequential. However, there may be fish or small animals that depend on that resource for foodstuffs. The loss can threaten the survival of these creatures and larger predators that prey upon them. Extinction can have a ripple effect that spreads throughout nature.

   In addition to its biological consequences, extinction poses a moral dilemma for humans, the only species capable of saving the others. The presence of humans on the planet has affected all other life forms, particularly plants and animals. Human lifestyles have proven to be incompatible with the survival of some other species. Purposeful efforts have been made to eliminate animals that prey on people, livestock, crops, or pose any threat to human livelihoods. Some wild animals have been decimated by human desire for meat, hides, fur, or other body parts with commercial value. Likewise, demand for land, water, and other natural resources has left many wild plants and animals with little to no suitable habitat. Humans have also affected nature by introducing non-native species to local areas and producing pollutants having a negative impact on the environment. The combination of these human-related effects and natural obstacles such as disease or low birthrates has proven to be too much for some species to overcome. They have no chance of survival without human help.

   As a result, societies have difficult choices to make about the amount of effort and money they are willing to spend to save imperiled species. Will people accept limits on their property rights, recreational activities, and means of livelihood to save a plant or an animal? Should saving such popular species as whales and dolphins take priority over saving obscure, annoying, or fearful species? Is it the responsibility of humans to save every kind of life form from disappearing, or is extinction an inevitable part of nature, in which the strong survive and the weak perish? These are some difficult questions that people face as they ponder the fate of other species living on this planet.

A. Animal and plant species which pose threats to humans will die out soon.

B. Saving popular animal and plant species should be given a high priority.

C. Humans will make changes in their lifestyles to save other species.

D. The dilemma humans face between maintaining their lives and saving other species remains.

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. The problems encountered by farmers specializing in growing once crop

B. The agricultural activities of a North American Society

C. Various ways corn can be used.

D. Weather conditions on the western plains.

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. guard their supplies of food

B. protect themselves against the weather

C. share farming implements

D. allow more room for growing corn

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. covered

B. helped

C. reminded

D. isolated

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. They developed effective fertilizers.

B. They could grow crops in most types of soil.

C. They could grow crops despite adverse weather.

D. They developed new varieties of corn.

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. decay

B. conversation

C. eating

D. planting

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. clearing fields

B. Harvesting squash

C. Harvesting corn

D. Planting corn

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. control

B. history

C. catastrophe

D. avoidance

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. women

B. seeds

C. slices

D. the Mandans

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. Sunflower

B. Corn

C. Squash

D. Tobacco

   Before the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota.They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.

   The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.

   Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.

   Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.

   The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.

A. valued individuality

B. were very adventurous

C. were open to strangers

D. planned for the future

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. that the new American literature was less provincial than the old

B. that World War I caused a dramatic change in America

C. that centers of culture shifted from East to West

D. that most people were wary of the new literature

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. the importance of tradition to writers

B. new developments in industrialization and population shifts

C. the fashions and values of 19th century America

D. the limitations of American literature to this time

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. became famous

B. turned back

C. diminished

D. changed

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. the population

B. the energy

C. American literature

D. the manufacturing

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. urban

B. unusual

C. well-known

D. old-fashioned

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. To emphasize the contrast he is making.

B. For variety in a lengthy paragraph.

C. To wind down his argument.

D. To show a favorable attitude to these forms of literature.

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. 1850-1900

B. the 1900s

C. the early 1800s

D. the present

   The rapid transcontinentat settlement and these new urban industrial circumstances of the last half of the 19th century were accompanied by the development of national literature of great abundance and variety. New themes, new forms, new subjects, new regions, new authors, new audiences all emerged in the literature of this half century.

   As a result, at the onset of World War I, the spirit and substance of American literature had evolved remarkably, just as its center of production had shifted from Boston to New York in the late 1880s and the sources of its energy to Chicago and the Midwest. No longer was it produced, at least in its popular forms, in the main by solemn, typically moralistic men from New England and the Old South; no longer were polite, well-dressed, grammatically correct, middle-class young people the only central characters in its narratives; no longer were these narratives to be set in exotic places and remote times; no longer, indeed, were fiction, poetry, drama, and formal history the chief acceptable forms of literary expression; no longer, finally, was literature read primarily by young, middle class women.

   In sum, American literature in these years fulfilled in considerable measure the condition Walt Whitman called for in 1867 in describing Leaves of Grass: it treats, he said of his own major work, each state and region as peers "and expands from them, and includes the world ... connecting an American citizen with the citizens of all nations."

A. disliked urban life

B. was disapproving of the new literature

C. wrote Leaves of Grass

D. was an international diplomat

It is said that George Washington was one of the first to realize how important tire building of canals would be to the nation’s development. In fact, before he became the President, he headed the first company in the United States to build a canal, which was to connect the Ohio and Potomac rivers. It was never completed, but it showed the nation the feasibility of canals. As the country expanded westward, settlers in western New York, Pennsylvania, and Ohio needed a means to ship goods. Canals linking natural waterways seemed to supply an effective method.

In 1791, engineers commissioned by the state of New York investigated the possibility of a canal between Albany on the Hudson River and Buffalo on Lake Eric to link the Great Lakes area with the Atlantic seacoast. It would avoid the mountains that served as a barrier to canals from the Delaware and Potomac rivers.

The first attempt to dig the canal, to be called the Eric Canal, was made by private companies but only a comparatively small portion was built before the project was halted for lack of funds. The cost of the prospect was estimated $5 million, an enormous amount for those days. There was some on-again-off-again federal funding, but this time the War of 1812 put an end to construction. In 1817, DeWitt Clinton was elected Governor of New York and persuaded the state to finance and build the canal. It was completed in 1825, costing S2 million more than expected.

The canal rapidly lived up to its sponsors’ faith, quickly paying for itself through tolls. It was far more economical than any other form of transportation at the time. It permitted trade between the Great Lake region and the East coast, robbing the Mississippi River of much of its traffic. It allowed New York to supplant Boston, Philadelphia, and other eastern cities as the chief center of both domestic and foreign commerce. Cities sprang up along the canal. It also contributed in a number of ways to the Norths victory over the South in the Civil War.

An expansion of the canal was planned in 1849. Increased traffic would undoubtedly have warranted its construction had it not been for the railroads.

A. possibility

B. capability

C. difficulty

D. profitability

It is said that George Washington was one of the first to realize how important tire building of canals would be to the nation’s development. In fact, before he became the President, he headed the first company in the United States to build a canal, which was to connect the Ohio and Potomac rivers. It was never completed, but it showed the nation the feasibility of canals. As the country expanded westward, settlers in western New York, Pennsylvania, and Ohio needed a means to ship goods. Canals linking natural waterways seemed to supply an effective method.

In 1791, engineers commissioned by the state of New York investigated the possibility of a canal between Albany on the Hudson River and Buffalo on Lake Eric to link the Great Lakes area with the Atlantic seacoast. It would avoid the mountains that served as a barrier to canals from the Delaware and Potomac rivers.

The first attempt to dig the canal, to be called the Eric Canal, was made by private companies but only a comparatively small portion was built before the project was halted for lack of funds. The cost of the prospect was estimated $5 million, an enormous amount for those days. There was some on-again-off-again federal funding, but this time the War of 1812 put an end to construction. In 1817, DeWitt Clinton was elected Governor of New York and persuaded the state to finance and build the canal. It was completed in 1825, costing S2 million more than expected.

The canal rapidly lived up to its sponsors’ faith, quickly paying for itself through tolls. It was far more economical than any other form of transportation at the time. It permitted trade between the Great Lake region and the East coast, robbing the Mississippi River of much of its traffic. It allowed New York to supplant Boston, Philadelphia, and other eastern cities as the chief center of both domestic and foreign commerce. Cities sprang up along the canal. It also contributed in a number of ways to the Norths victory over the South in the Civil War.

An expansion of the canal was planned in 1849. Increased traffic would undoubtedly have warranted its construction had it not been for the railroads.

A. Delaware and Potomac Rivers

B. Hudson River and Lake Eric

C. Atlantic Ocean and the Hudson River

D. Potomac and Ohio Rivers

It is said that George Washington was one of the first to realize how important tire building of canals would be to the nation’s development. In fact, before he became the President, he headed the first company in the United States to build a canal, which was to connect the Ohio and Potomac rivers. It was never completed, but it showed the nation the feasibility of canals. As the country expanded westward, settlers in western New York, Pennsylvania, and Ohio needed a means to ship goods. Canals linking natural waterways seemed to supply an effective method.

In 1791, engineers commissioned by the state of New York investigated the possibility of a canal between Albany on the Hudson River and Buffalo on Lake Eric to link the Great Lakes area with the Atlantic seacoast. It would avoid the mountains that served as a barrier to canals from the Delaware and Potomac rivers.

The first attempt to dig the canal, to be called the Eric Canal, was made by private companies but only a comparatively small portion was built before the project was halted for lack of funds. The cost of the prospect was estimated $5 million, an enormous amount for those days. There was some on-again-off-again federal funding, but this time the War of 1812 put an end to construction. In 1817, DeWitt Clinton was elected Governor of New York and persuaded the state to finance and build the canal. It was completed in 1825, costing S2 million more than expected.

The canal rapidly lived up to its sponsors’ faith, quickly paying for itself through tolls. It was far more economical than any other form of transportation at the time. It permitted trade between the Great Lake region and the East coast, robbing the Mississippi River of much of its traffic. It allowed New York to supplant Boston, Philadelphia, and other eastern cities as the chief center of both domestic and foreign commerce. Cities sprang up along the canal. It also contributed in a number of ways to the Norths victory over the South in the Civil War.

An expansion of the canal was planned in 1849. Increased traffic would undoubtedly have warranted its construction had it not been for the railroads.

A. Grants

B. Fees

C. Links

D. Jobs

It is said that George Washington was one of the first to realize how important tire building of canals would be to the nation’s development. In fact, before he became the President, he headed the first company in the United States to build a canal, which was to connect the Ohio and Potomac rivers. It was never completed, but it showed the nation the feasibility of canals. As the country expanded westward, settlers in western New York, Pennsylvania, and Ohio needed a means to ship goods. Canals linking natural waterways seemed to supply an effective method.

In 1791, engineers commissioned by the state of New York investigated the possibility of a canal between Albany on the Hudson River and Buffalo on Lake Eric to link the Great Lakes area with the Atlantic seacoast. It would avoid the mountains that served as a barrier to canals from the Delaware and Potomac rivers.

The first attempt to dig the canal, to be called the Eric Canal, was made by private companies but only a comparatively small portion was built before the project was halted for lack of funds. The cost of the prospect was estimated $5 million, an enormous amount for those days. There was some on-again-off-again federal funding, but this time the War of 1812 put an end to construction. In 1817, DeWitt Clinton was elected Governor of New York and persuaded the state to finance and build the canal. It was completed in 1825, costing S2 million more than expected.

The canal rapidly lived up to its sponsors’ faith, quickly paying for itself through tolls. It was far more economical than any other form of transportation at the time. It permitted trade between the Great Lake region and the East coast, robbing the Mississippi River of much of its traffic. It allowed New York to supplant Boston, Philadelphia, and other eastern cities as the chief center of both domestic and foreign commerce. Cities sprang up along the canal. It also contributed in a number of ways to the Norths victory over the South in the Civil War.

An expansion of the canal was planned in 1849. Increased traffic would undoubtedly have warranted its construction had it not been for the railroads.

A. They were being planned but had not been built.

B. They were seriously underdeveloped.

C. They had begun to compete with the Eric Canal for traffic.

D. They were weakened by the expansion of the canal.

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. students who have just finished their studies

B. people who are unhappy with their current job

C. those who are interested in establishing a career

D. people who change jobs regularly

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. It will affect your future job prospects.

B. It will last longer than your first job.

C. It will be difficult to change if you don’t like it.

D. It should give you the opportunity to study.

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. first job

B. second job

C. application

D. career

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. straight after you have left college

B. when you are unable to find a permanent job

C. after you have done some temporary work

D. between the first and second job

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. You have planned your career sensibly.

B. You are an experienced traveler.

C. You have satisfied your wish to travel.

D. You have learned to look after yourself.

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. It was good introduction to working in an office.

B. She met a variety of interesting people.

C. It enabled her to earn enough money to travel.

D. She learnt how to use a word processor.

   A lot of advice is available for college leavers heading for their first job. In this article we consider the move to a second job. We are not concerned with those looking for a second temporary position while hunting for a permanent job. Nor are we concerned with those leaving an unsatisfactory job within the first few weeks. Instead, we will be dealing with those of you taking a real step on the career ladder, choosing a job to fit in with your ambitions now that you have learnt your way around, acquired some skills and have some idea of where you want to go. What sort of job should you look for? Much depends on your long-term aim. You need to ask yourself whether you want to specialize in a particular field, work your way up to higher levels of responsibility or out of your current employment into a broader field. Whatever you decide, you should choose your second job very carefully. You should be aiming to stay in it for two or three years. This job will be studied very carefully when you send your letter of application for your next job. It should show evidence of serious career planning. Most important, it should extend you, develop you and give you increasing responsibility. Incidentally, if you are interested in traveling, now is the time to pack up and go. You can do temporary work for a while when you return, pick up where you left off and get the second job then. Future potential employers will be relieved to see that you have got it out of your system, and are not likely to go off again. Juliette Davidson spend her first year after leaving St. Aldate’s College working for three lawyers. It was the perfect first job in that “ OK ... they were very supportive people. I was gently introduced to the work, learnt my way around an office and improve my word processing skills. However, there was no scope for advancement. One day, I gave my notice, bought an air ticket and traveled for a year. Juliette now works as a Personal Assistant to Brenda Cleverdon, the Chief Executive of business in the Community. “In two and a half years I have become more able and my job has really grown, “ she says. “ Right from the beginning my boss was very keen to develop me. My job title is the same as it was when I started but the duties have changed. From mainly typing and telephone work, I have progressed to doing most of the correspondence and budgets. I also have to deal with a variety of queries, coming from chairmen of large companies to people wanting to know how to start their own business. Brenda involves me in all her work but also gives me specific projects to do and events to organize.”

A. She has a more impressive job title.

B. She now know how to start her own business.

C. She has been able to extend her skills.

D. She is more involve in the community.

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. writing is secondary to language

B. human beings have been writing for at least 5000 years

C. it has become very important in our culture

D. people have been writing since there have been human beings

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. speech is more basic to language than writing

B. writing has become too important in today’s society

C. everyone who learns to speak must learn to write

D. all languages should have a written form

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. is represented perfectly by speech

B. represents-speech, but not perfectly

C. developed from imperfect speech

D. is imperfect, but less so than speech

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. learn to talk after learning to write

B. learn to write before learning to talk

C. learn to write and to talk at the same time

D. learn to talk before learning to write

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. easy

B. quick

C. not easy

D. very easy

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. people who learn the rudiments of speech

B. severely handicapped children

C. intelligent people who couldn’t write

D. people who speak many languages

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. writing has more advantages than speech

B. writing is more real than speech

C. speech conveys ideas less accurately than writing does

D. speech is essential but writing has important benefits

Because writing has become so important in our culture, we sometimes think of it as more real than speech. A little thought, however, will show why speech is primary and writing secondary to language. Human beings have been writing (as far as we can tell from surviving evidence) for at least 5000 years; but they have been talking for much longer, doubtless ever since there have been human beings.

When writing did develop, it was derived from and represented speech, although imperfectly. Even today there are spoken languages that have no written form. Furthermore, we all learn to talk well before we learn to write; any human child who is not severely handicapped physically or mentally will learn to talk: a normal human being cannot be prevented from doing so. On the other hand, it takes a special effort to learn to write. In the past many intelligent and useful members of society did not acquire the skill, and even today many who speak languages with writing systems never learn to read or write, while some who learn the rudiments of those skills do so only imperfectly.

To affirm the primacy of speech over writing is not, however, to disparage the latter. One advantage writing has over speech is that it is more permanent and makes possible the records that any civilization must have. Thus, if speaking makes us human, writing makes us civilized

A. “rudiments”

B. “skill”

C. “domination”

D. “benefit”

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. too ready for college

B. not as mature

C. not so academic

D. responsible for their work

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. deal with

B. gain benefits from

C. lend a hand to

D. point at

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. the absence of parents’ protection

B. the lack of parental support

C. the over-parenting from parents

D. the lack of financial support

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. College faculty and staff are required to help in the parenting of problematic students.

B. The college experience itself is more intense today than that of the past 10 years.

C. Our world is more stressful because of the current economic and political situation.

D. Our society certainly doesn’t want our children to experience unpleasant things.

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. to be assigned more housework from adults

B. to be given more social responsibilities

C. to be encouraged to meet challenges

D. daily coaching from their teachers

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. help students to learn to stand on their own feet

B. allow students to learn the first lesson in their lives

C. defeat students from the very beginning

D. discourage students and let them down forever

   In my experience, freshmen today are different from those I knew when I started as a counselor and professor 25 years ago. College has always been demanding both academically and socially. But students now are less mature and often not ready for the responsibility of being in college.

   It is really too easy to point the finger at parents who protect their children from life’s obstacle. Parents, who handle every difficulty and every other responsibility for their children writing admission essays to picking college courses, certainly may contribute to their children’s lack of coping strategies. But we can look even more broadly to the social trends of today.

   How many people do you know who are on medication to prevent anxiety or depression? The number of students who arrive at college already medicated for unwanted emotions has increased dramatically in the past 10 years. We, as a society, don’t want to “feel” anything unpleasant and we certainly don’t want our children to “suffer”.

   The resulting problem is that by not experiencing negative emotions, one does not learn the necessary skills to tolerate and negotiate adversity. As a psychologist, I am well aware of the fact that some individuals suffer from depression and anxiety and can benefit from treatment, but I question the growing number of medicated adolescents today.

   Our world is more stressful in general because of the current economic and political realities, but I don’t believe that the college experience itself is more intense today than that of the past 10 years. What I do think is that many students are often not prepared to be young “adults” with all the responsibilities of life.

   What does this mean for college faculty and staff? We are required to assist in the basic parenting of these students – the student who complains that the professor didn’t remind her of the due date for an assignment that was clearly listed on the syllabus and the student who cheats on an assignment in spite of careful instructions about plagiarism.

   As college professors, we have to explain what it means to be an independent college student before we can even begin to teach. As parents and teachers we should expect young people to meet challenges. To encourage them in this direction, we have to step back and let them fail and pick themselves up and move forward. This approach needs to begin at an early age so that college can actually be a passage to independent adulthood.

A. Praising

B. Indifferent

C. Humorous

D. Critial

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. More than predicted in Business Week.

B. More than 8 million.

C. Fewer than estimated in USA Today.

D. Fewer than last year.

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. of no use

B. of no good

C. unimportant

D. irrelevant

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. the opportunities for advancement

B. the different system of supervision

C. the lack of interaction with a group

D. The work place is in the home

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. systems

B. telecommuters

C. executives

D. responsibilities

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. needn't regular interaction with their families

B. are worried about the promotion if they are not seen at the office

C. like that a work area in their home is away from the office

D. are ignorant of telecommuting

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. a telecommuter

B. the manager

C. a statistician

D. a reporter

   Telecommuting is a form of computer communication between employees’ homes and offices. For employees whose jobs involve sitting at a terminal or word processor entering data or typing reports, the location of the computer is of no consequence. If the machine can communicate over telephone lines, when the work is completed, employees can dial the office computer and transmit the material to their employers. A recent survey in USA Today estimates that there are approximately 8,7 million telecommuters. But although the numbers are rising annually, the trend does not appear to be as significant as predicted when Business Week published “The Portable

   Executive” as its cover story a few years ago. Why hasn’t telecommuting become more popular ?

   Clearly, change simply takes time. But in addition, there has been active resistance on the part of many managers. These executives claim that supervising the telecommuters in a large work force scattered across the country would be too difficult, or, at least, systems for managing them are not yet developed, thereby complicating the manager’s responsibilities.

   It is also true that employees who are given the option of telecommuting are reluctant to accept the opportunity. Most people feel that they need regular interaction with a group, and many are concerned that they will not have the same consideration for advancement if they are not more visible in the office setting. Some people feel that even when a space in their homes is set aside as a work area, they never really get away from the office.

A. systems for managing telecommuters were not effective

B. there was resistance on the part of many managers about telecommuting

C. the trend for telecommuting was optimistic

D. most telecommuters were satisfied with their work

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. young people only

B. on male learners

C. both sexes

D. female learners

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. teaching skills

B. learning new lifestyles

C. learning to live

D. imparting survival skills

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. the Chinese

B. the Jews

C. Plato

D. the Greek

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. in a department

B. in classrooms

C. ability

D. outside the school

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. separated from men

B. locked up in a place with men

C. deprived of opportunities

D. isolated from a normal life

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. was intended for all the sexes

B. was intended for all the sexes

C. was given free to all

D. focused on imparting skills

In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.

In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.

A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.

A. conservative countries

B. Japan

C. South American countries

D. the Scandinavian countries

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. The difference between sensory and short-term memory.

B. How long it takes to memorize.

C. The stages of human memory.

D. Human phases.

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. The location in the brain

B. The period of time it takes to remember something

C. How the senses are involved in the memory.

D. How long the memory lasts.

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. is on the top of

B. is at the foot of

C. depends on

D. is below

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. Sensory memory

B. Active memory

C. Short-term memory

D. Long-term memory

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. For as long as twenty minutes

B. As long as it is being used.

C. After you have repeated it many times.

D. When it has moved into long-term memory.

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. it has a very large capacity.

B. it can hold information.

C. it is possible to put information into it through memorization.

D. memorization is the only way that information can get there.

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. by itself

B. in it own time

C. with its possessions

D. in only one way

The three phases of human memory are the sensory memory, the short-term memory, and the long- term memory. This devision of the memory into phases is based on the length of time of the memory.

Sensory memory is instantaneous memory. It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second. The memory will not last longer than that unless the information enters the short-term memory.

Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it. If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keeprepeating it. Once you stop repeating it, either it is forgotten or it moves into long term memory.

Long-term memory is the huge memory tank that can hold ideas and images for years and years. Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own.

A. three phases of memeory

B. the sensory memory

C. the short-term memory

D. the long-term memory