题目内容
SECTION B PASSAGES
Directions: In this section, you will hear several passages. Listen to the passages carefully and then answer the questions that follow.
听力原文： November is poppy month, the time of the year when we wear a red poppy in memory of those who sacrificed their lives for us during wars. But how many of us are aware of the reason of how and why the poppy became the symbol of remembrance and an integral part of the work of the Royal British Legion？ Flanders is the name of the whole western part of Belgium. It saw some of the most concentrated and bloodiest fighting of the First World War. Where once there were homes and farms there was now a sea of mud--a grave for the dead where men still lived and fought. Only one other living thing survived. The poppy flowering each year with the coming of the warm weather, brought life, hope, colour and reassurance to those still fighting. John McCrae, a doctor serving with the Canadian Armed Forces, was so deeply moved by what he saw in northern France that, in 1915 in his pocket book, he scribbled down the poem "In Flanders Fields". The poppy became a popular symbol for soldiers who died in battle. In 1918, Moira Michael, an American, wrote a poem in reply, "We shall keep the faith", in which she promised to wear a poppy "in honour of our dead". This began the tradition of wearing a poppy in remembrance.
What is this passage mainly about？
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Governments that want their people to prosper in the burgeoning world economy should guarantee two basic fights: the right to private property and the fight to enforceable contracts, says Mancur Olson in his book Power and Prosperity. Olson was an economics professor at the University of Maryland until his death in 1998.
Some have argued that such rights are merely luxuries that wealthy societies bestow, but Olson turns that argument around and asserts that such rights are essential to creating wealth. "Incomes are low in most of the countries of the world, in short, because the people in those countries do not have secure individual fights," he says.
Certain simple economic activities, such as food gathering and making handicrafts, rely mostly on individual labor; property is not necessary. But more advanced activities, such as the mass production of goods, require machines and factories and offices. This production is often called capital-intensive, but it is really property-intensive, Olson observes.
"No one would normally engage in capital-intensive production if he or she did not have rights that kept the valuable capital from being taken by bandits, whether roving or stationary," he argues. "There is no private property without government—individuals may have possessions, the way a dog possesses a bone, but there is private property only if the society protects and defends a private right to that possession against other private parties and against the government as well."
Would-be entrepreneurs, no matter how small, also need a government and court system that will make sure people honor their contracts. In fact, the banking systems relied on by developed nations are based on just such an enforceable contract system. "We would not deposit our money in banks.., if we could not rely on the bank having to honor its contract with us, and the bank would not be able to make the profits it needs to stay in business if it could not enforce its loan contracts with borrowers," Olson writes.
Other economists have argued that the poor economies of Third World and communist countries are the result of governments setting both prices and the quantities of goods produced rather than letting a free market determine them. Olson agrees there is some merit to this point of view, but he argues that government intervention is not enough to explain the poverty of these countries. Rather, the real problem is lack of individual rights that give people incentive to generate wealth. "If a society has clear and secure individual rights, there are strong incentives(刺激,动力)to produce, invest,, and engage in mutually advantageous trade, and therefore at least some economic advance," Olson concludes.
Which of the following is true about Olson？
Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics.
The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them.
Every parent watches eagerly the child's acquisition of each new skill—the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early，a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself.
Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples.
Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be, especially strict in money matters, others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own happiness and well-being.
The principle underlying all treatment of developmental difficulties in children ______.
More than half of all Jews married in U.S. since 1990 have wed people who aren't Jewish. Nearly 480,000 American children trader the age of ten have one Jewish and one non-Jewish parent. And, if a survey compiled by researchers at the University of California at Los Angeles is any indication, it's almost certain that most of these children will not identify themselves as "Jewish" when they get older.
That survey asked college freshmen, who are usually around age 18, about their own and their parents' religious identifies. Ninety-three percent of those with two Jewish parents said they thought of themselves as Jewish. But when the father wasn't Jewish, the number dropped to 38 percent, and when the mother wasn't Jew, just 15 percent of the students said they were Jewish, too.
"I think what was surprising was just how low the Jewish identification was in these mixed marriage families." Linda Sax is a professor of education at UCLA. She directed the survey which was conducted over the course of more, than a decade and wasn't actually about religious identity specifically. But Professor Sax says the answers to questions about religion were particularly striking, and deserve a more detailed study. She says it's obvious that interfaith marriage works against the development of Jewish identity among children, but says it's not clear at this point why that's the case. "This new study is necessary to get more in-depth about their feelings about their religion. That's something that the study that I completed was not able to do. We didn't have information on how they feel about their religion, whether they have any concern about their issues of identification, how comfortable they feel about their lifelong goals. I think the new study's going to cover some of that," she says.
Jay Rubin is executive director of Hillel, a national organization that works with Jewish college students. Mr. Rubin says Judaism is more than a religion, it's an experience. And with that in mind, Hillel has commissioned a study of Jewish attitudes towards Judaism. Researchers will concentrate primarily on young adults, and those with two Jewish parents, and those with just one, those who see themselves as Jewish and those who do not. Jay Rubin says Hillel will then use this study to formulate a strategy for making Judaism more relevant to the next generation of American Jews.
The best title of this passage is ______.
听力原文：W: Do you know？ Henry didn't win that speech contest.
M: Didn't he？ I thought for sure he would. He worked so hard on it.
W: Maybe that's why he lost. They thought he was simply reciting.
How does the man feel about the result？
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